Have worked as international student advisor for 4 years. Really started to notice when I began master’s program in student affairs. Realized that international educators don’t necessarily consider ourselves “student affairs practitioners” and student affairs folk don’t necessarily count us among them The theories I read about in my textbooks never came up in conversations with colleagues, and the theories we draw on in our profession weren’t coming up in class. Have been impressed with Multi-Ethnic Student Affairs at U-M, attempt to make programs accessible to international students, use language that connects. BUT still a gap.
http://www.youtube.com/user/df2182#p/u/4/H82IFq0HbTQ 3:00-4:00 Columbia Business School Orientation, 2008 Presenter is a peer advisor who is himself an international student Listen for how the process of cultural adjustment is explained and how long it is supposed to take
http://www.mindmeister.com/maps/show/100946717 Domestic International Integration Developmental Model of Intercultural Sensitivity Intercultural Maturity & Self-Authorship Transition Stress, Adaptation & Positive Psychology
Suggestions from my experience Invite comments, ideas
http://vahms.org/2011/04/ubc-dialogues-vancouver/ Read the La Brack article about history of and challenges to the U / W curve Consider pros and cons of describing transitions to college as “culture shock”?
African ≠ African American, Asian ≠ Asian American Consider using ethnicity/ethnic and culture/cultural together with race/racial Consider using ethnocentrism and xenophobia together with discrimination and racism Consider using intercultural and cross-cultural together with multicultural Consider is meant to be included when using these terms: Minority “ of color” Diverse Ethnic Underrepresented
Include discussion of power and privilege Example to ponder: How might framing conversations exclusively in terms of “culture” be interpreted as a “colorblind” ideology?
Include discussion of migration and leaving home, language and accent, citizenship and immigration, re-entry transitions Example to ponder: How might framing conversations exclusively in terms of “race” be interpreted as U.S.-centric? A good example - http://vahms.org/2011/04/ubc-dialogues-vancouver/
Get to know your colleagues in international student services and study abroad offices and ask them about culture shock, transition stress, social identity development, etc. Pursue opportunities to connect students involved with social justice and multicultural work with international students and students preparing for/returning from study abroad Attend a conference of the Michigan Association of International Educators or NAFSA: Association of International Educators Invite your colleagues in international student services and study abroad to participate in MCPA, NASPA, etc.
Please fill out evaluations I’ll send an email with the link to the website with PPT, handouts, mind map, references list, PDFs of articles
Common Ground in Identity Development & Cross Cultural Theory
COMMON GROUND: IN IDENTITY DEVELOPMENT & CROSS-CULTURAL THEORY Emily Jenkins
WORKSHOP OBJECTIVES <ul><li>Compare “domestic” (identity development) and “international” (culture shock) theories </li></ul><ul><li>Quick look at studies that attempt to integrate </li></ul><ul><li>Introduce Some Alternative Theories </li></ul><ul><ul><li>Intercultural Maturity & Self-Authorship </li></ul></ul><ul><ul><li>Developmental Model of Intercultural Sensitivity </li></ul></ul><ul><ul><li>Transition Stress, Adaptation & Positive Psychology </li></ul></ul><ul><li>Suggest Strategies for Practitioners </li></ul>
INTERCULTURAL COMPETENCE <ul><li>Knowledge </li></ul><ul><ul><li>Cultural self-awareness </li></ul></ul><ul><ul><li>Knowledge of cultural worldview frameworks </li></ul></ul><ul><li>Skills </li></ul><ul><ul><li>Empathy </li></ul></ul><ul><ul><li>Verbal & non-verbal communication </li></ul></ul><ul><li>Attitudes </li></ul><ul><ul><li>Curiosity </li></ul></ul><ul><ul><li>Openness </li></ul></ul>American Association of Colleges & Universities Intercultural Competence & Knowledge Value Rubric
ABOUT THE PRESENTER <ul><li>Currently serving in the U-M International Center, providing advising, programming and intercultural consultations to meet the needs of international students and campus community. </li></ul><ul><li>Previously worked as a trainer and program coordinator for capacity-building programs in migrant farmworker and Arab immigrant communities. </li></ul><ul><li>B.A. in Comparative Languages and Linguistics from Earlham College and will complete an M.A. in Educational Leadership: Higher Education/Student Affairs at Eastern Michigan University in August. Also trained as a Career Development Facilitator. </li></ul><ul><li>Has lived in Mexico, Germany and Jordan. </li></ul>