Five years ago, Dilshot moved from Uzbekistan to St. Petersburg to pursue higher education. Like many international students, he faced challenges adapting, cultural differences, and other unexpected difficulties. The Times of Central Asia spoke with Dilshot to learn how his life in Russia has unfolded, what obstacles he encountered, and why his future in the city has taken an unexpected turn. TCA: Why did you choose to study in St. Petersburg? What factors influenced your decision? Dilshot: After finishing school in Uzbekistan, I decided to continue my education in Russia, specifically in St. Petersburg. First of all, I believed that Russia provided high-quality education, especially in IT, where it is ahead of other CIS countries. Additionally, at that time there was no war, and I never expected the situation to take such a turn. The pandemic also played a role. Since entrance exams were conducted online, it became easier to apply. Moreover, Russian universities offered many state-funded places, and I was fortunate enough to receive a scholarship. While Uzbekistan has good universities, particularly in Tashkent, tuition fees were high, and I couldn't find a suitable program in my field. Moving to a new city and country was exciting and I was full of hope, but the reality turned out to be more complicated. TCA: How would you describe the atmosphere at the university and among students? Dilshot: The university had a relatively open and multicultural environment, which helped with adaptation. Many students were supportive, regardless of nationality. However, stereotypes still existed. Occasionally, I heard remarks like, "What are you doing here? Go work at a construction site." Kazakh students were often mistaken for Chinese without people even bothering to ask about their nationality. For students from CIS countries who spoke Russian, adaptation was easier. Professors and students generally considered us as “their own”, though with some reservations. However, foreign students, particularly from China, faced a different attitude. Some professors showed impatience if a student struggled to express themselves in Russian. In dormitories, tensions arose; Chinese students were sometimes mocked over minor disputes, whereas CIS students were treated with more understanding. TCA: Did you experience prejudice from your professors? Dilshot: Some professors viewed me through the lens of stereotypes, making me feel isolated. While I didn’t face direct discrimination, there were moments when my knowledge was questioned, or my achievements were met with unnecessary surprise. One instance stands out: a lecturer made a point of noting where students were from. I happened to excel in his subject, but I still don’t understand why he felt the need to keep track of our nationalities. On a few occasions, I received high grades with remarks like, “Wow, you speak Russian so well!” Of course, I wasn’t going to complain about good grades, but it made me feel uncomfortable as if my achievements were being measured against lower expectations. TCA: Did participating in student activities help you integrate? Dilshot: Yes, I got involved in student projects and activities early on. This helped break down...
