Cross-cultural communication is an imperative skill set for CDPs, particularly in countries like Canada and the U.S. with high immigration rates and large numbers of international students. Lertora, Starkey & Croffie’s study aimed to help bridge cultural divides, doing so by reviewing research on international students’ perceptions of their experiences at educational institutions in the United States. Lertora et al. also included information they had gleaned from conversations with advisors and counsellors about their experiences with international students. These informal conversations illustrated the individualistic nature of American practitioners, revealing sentiments regarding the “enmeshment” of students with their families and the need for these international students to be more independent. Practitioners viewed independence as more valuable than seeing oneself as part of a larger whole.
Asking a parent or relative for advice may look like immaturity to a practitioner in an individualistic society. To a person within a collectivist society, however, it makes complete sense to use the wisdom of the group to make decisions. Lertora and colleagues used Relational Cultural Theory (RCT) as a framework for looking at independence in a different light. Based on feminist counselling concepts from the 70s, RCT maintains that individuals develop through relationships and toward relationships. Development is aimed at mutuality rather than individualism; the ideal of being independent and having firm boundaries is seen as a sign of arrested development.
Lertora et al.’s review found that including relational aspects (e.g., consulting with an elder before a major decision) of students’ plans and decisions may better meet the needs of international students. They believe (but did not test) that CDPs’ use of RCT as a framework for thinking about development would help practitioners see the involvement of relationships as a sign of healthy growth and development rather than as a sign of unhealthy enmeshment.
Two case studies, one with a South Korean student who brings an aunt into a career session (virtually) and another illustrating a Columbian student’s career and academic considerations while working through a possible program change, show how career development service can adapt to the needs of students from collectivist cultures. Lertora et al. also offer specific recommendations for CDPs, such as:
- Consider the potential for familial input to be an asset in a student’s decision-making.
- Find out if the international student is planning to stay in the country after graduating as the program they complete may influence what they can do and how long they can stay in the country after graduation.
- Create a “cheat sheet” that explains the CDP’s role in the most common languages of international students.
- Introduce oneself with a personal introduction, including one’s cultural and geographical background.
- Ask students about their family and what kind of role they see them playing in their career decision-making.
- Set multiple meetings so students have the opportunity to consult with family members.
In short, the authors ask CDPs to identify and question their assumptions and biases, and then dismantle them. This will lead to different and improved practice for anyone they serve.
Responses