K. Distinctive Contribution--Providing Career Services to International Students
LO 2: Understanding students and student issues
The entry contains a report I completed as part of my 100 hour summer internship with the University of Washington Bothell Career Center. I was tasked with conducting a written report centered on culturally relevant career services, and elected to learn more about the experience of international students at American universities and colleges with regard to career services. My report delves into significant research and best practices with regard to providing career services to international students and includes an action plan with recommendations for my stakeholder.
This entry demonstrates my understanding of students and student issues through knowledge of the systemic factors that act as barriers to the success of international students in the American career culture, my professional limitations and areas of future growth, and utilizing a strengths-based approach to working with underrepresented students.
References
Crockett, S. A. & Hays, D. G. (2011). Understanding and responding to the career counseling needs of international college students on U.S. campuses. Journal of College Counseling, 14, 65-79.
Yang, E., Wong, S. C., Hwang, M., & Heppner, M. (2002). Widening our global view: The development of career counseling services for international students. Journal of Career Development, 28(3), 203-213. doi 10.1177/089484530202800305
Yosso, T. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity & Education, 8(1), 69-91.
The entry contains a report I completed as part of my 100 hour summer internship with the University of Washington Bothell Career Center. I was tasked with conducting a written report centered on culturally relevant career services, and elected to learn more about the experience of international students at American universities and colleges with regard to career services. My report delves into significant research and best practices with regard to providing career services to international students and includes an action plan with recommendations for my stakeholder.
This entry demonstrates my understanding of students and student issues through knowledge of the systemic factors that act as barriers to the success of international students in the American career culture, my professional limitations and areas of future growth, and utilizing a strengths-based approach to working with underrepresented students.
- Barriers to success for underrepresented populations. International students face unique barriers when it comes to accessing and utilizing student services on college campuses, including language barriers, differences in help-seeking behavior, collectivism vs. individualism, and career development & placement (Crockett & Hays, 2011; Yang, 2002). Through my research and conversations with career services professionals, I deepened my knowledge around these issues; I also brainstormed more ways UWB could more intentionally work with international students, including providing more online resources, partnerships across campus, employment of international students as Assistant Career Advisors, and targeted professional development.
- Professional limitations. One must be able to acknowledge one’s own professional limitations in meeting the needs of all students and responding to all student issues; referrals to other resources demonstrates a knowledge of the field as well as a commitment to working in partnership with others across campus to ensure a positive learning and growing experience for all students. I believe there are important ethical considerations when working to meet the needs of students with diverse backgrounds; if I am lacking in awareness or knowledge of how to help a particular student, it is my responsibility as a professional in the field to work to increase my competence. I must be prepared to refer the student if I feel incompetent in meeting their needs sufficiently. I recognized my lack of experience and knowledge regarding how to work with international students, particularly in the career services environment, and sought out opportunity to develop in this area.
- Strengths-based approach. Students from diverse backgrounds may feel like they do not belong in higher education because their cultural wealth is not valued or understood in a predominately White, Eurocentric environment. Through creating this research report, I was encouraged in my thinking that student services offices need to intentionally reach out to diverse populations, including international students, in order to validate the assets they bring to the learning environment. This builds off of Yosso's (2005) theory of community cultural wealth, which recognizes the variety of "cultural knowledge, skills, abilities, and contacts possessed by traditionally marginalized groups that often go unrecognized and unacknowledged" (p. 69). For example, international students from Asian countries may bring a wealth of experience in language skills. These assets might have to be adapted to a new cultural context, but in demonstrating a developmental understanding of a student’s strengths, professionals can more accurately and comprehensively meet student needs and avoid patronizing already vulnerable students.
References
Crockett, S. A. & Hays, D. G. (2011). Understanding and responding to the career counseling needs of international college students on U.S. campuses. Journal of College Counseling, 14, 65-79.
Yang, E., Wong, S. C., Hwang, M., & Heppner, M. (2002). Widening our global view: The development of career counseling services for international students. Journal of Career Development, 28(3), 203-213. doi 10.1177/089484530202800305
Yosso, T. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity & Education, 8(1), 69-91.
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