Being a Caucasian American Advisor to Seventy Nationalities: Challenges in Bridging Cultural Differe

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Being a Caucasian American Advisor to Seventy
NationalitiesChallenges in Bridging Cultural
Differences

• Barbara Morrell, Ph.D.
• Maureen Rice, Ph.D.
• Brigham Young University
• NACADA National Conference
• Las Vegas, Nevada
• October 6, 2005

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Brigham Young University Hawaii (BYUH)
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Island of Oahu
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Campus in Laie, HI (Oahu)
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The University

• Founded in 1955 by the Church of Jesus Christ of
  Latter-day Saints
  
• 2,400 students
• 40 disciplines - business, technology, education,
  liberal arts, fine arts
  
• 171 student/faculty ratio
• Extensive program to teach English

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The Faculty

• 180 faculty
• 63 full-time
• 50 advanced degrees
• 32 minorities or international
• 38 female

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The Students

• 2,400 students
• 70 countries represented
• Most international student body in the US - 43
• Most will return home to their own countries

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Demographics

• 70 Nationalities Represented
• Africa, Asia, Australia, Brazil, Cambodia,
  Canada, Central America, China, Europe, French
  Polynesia, Fiji, Hawaii, Hong Kong, Indonesia,
  Japan, Kiribati, Korea, Malaysia, Marshall
  Islands, Mexico, Micronesia, Mongolia, New
  Zealand, Papua New Guinea, Philippines, Samoa,
  South Africa, South America, Taiwan, Thailand,
  Tonga, USA Mainland, Other Asia, Polynesia and
  International

• 21 Asia
• 16 Pacific Islands
• 12 Hawaii
• 45 US mainland
• 6 elsewhere
• 54 female/ 46 male
• 23 ethnic clubs

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The Students

• Complete their EIL requirements in 2 semesters
  and 1 term
  
• Given university credit
• Need to learn academic English to be successful
  in university
  

• EIL English as an International Language

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The Students

• Multi-linguistic ability 2/3 speak 2 or more
  languages
  
• 25 are married

• 1000 students leave comforts of native language
  and culture to study in English
  

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Polynesian Cultural Center - PCC

• Hawaiis
• most
• successful
• paid
• admission
• tourist
• attraction

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• Non-profit established to pay for education
• 700 students supplement their education through
  employment at the PCC
  
• Opened in 1963 and has since seen
  over 30 million visitors, entertained
  by over 12,000 students
  

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• IWES International Work Exchange Scholarship
• Must work 19 hours at the PCC
• Third world countries
• Tuition, room and board
• Students family gives a yearly contribution

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Packages

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Student Development Center

• International Student Office
• 3 Advisors
• OPT (Optional Practical Training)
• Discontinuance
• Reduced Load
• Passports, visas, documents
• Transfer Students
• I-20 forms and INS regulations

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Student Development Center

• Services for students with Special Needs (1 staff
  and 5 students)
  
• Testing, accommodations, tutors
• Study methods and skills
• Time management, test taking and test anxiety,
  note taking, motivational improvement
  

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Student Development Center

• Counseling/Advising Services
• 4 Counselors/1-3 Interns/Visiting Faculty
• Academic support
• Personal counseling depression, relationship,
  marital issues, etc.
  
• Career and undecided majors
• Monitor students with academic warning, probation
  and suspension status
  

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Career Services (Placement)

• 4 Advisors
• Career Exploration/Decisions
• Internships
• Placement
• Career Fairs
• Liaisons/Career Councils in Countries
• Developing Internships/Contacts in Countries
• Resumes, Interviewing, Job Finding Skills

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Atmosphere

• Campus is friendly, casual, many languages
  spoken, very tropical feeling, beautiful
  
• Students are humble, inquisitive, sometimes
  fearful, very hopeful, happy, often homesick
  
• Powerful family expectations both positive and
  negative
  
• Reliance on cultural and family traditions
• Spiritual feeling and desire to give and be of
  service to others, quality of serenity, belief in
  God
  

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Atmosphere

• Therapeutic relationship can be very personal
  kiss, hugs, polychronic time, back door,
  sometimes no appointments
  
• Counselors have open door
• Western type of communication skills and style
  dont usually match their needs
  
• Displaced from home appreciate diversity among
  counselors
  

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Cross-cultural Advisement Issues

• 1. Cultural Competence (Advisor)
• 2. Cultural/Procedural Gaps in Understanding
  (Student)
  
• 3. Language Barrier
• 4. Building Rapport/Relationship
• 5. Goals for Advising/Role of Advisor
• 6. Unique Major Career needs

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1. Cultural Competence

• Diversity training often general
• Tendency to compare cultures to dominant U.S.
  culture
  
• Difficult to become knowledgeable about so many
  diverse cultures and cultures within cultures
  
• Stereotypes get in the way

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Optimal View of Cross-Cultural Counseling
Influence on World View
Cultural Specificity
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1. Suggestions

• See each student as an individual
• Be careful about making assumptions Confront
  own biases
  
• Respect/Value Differences
• Learn about students worldview and culture
• Dont focus too much on differences
• Let them share with you the influence of their
  culture, family, etc. on them
  

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2. Cultural/Procedural Gaps in
Understanding (Student)

• How to function Independently as Adult Student
• Authoritarian cultures Used to being told what
  to do
  
• Bigger gap transitioning from high school from
  another country
  
• Different Educational Systems /Grading
• Rote memory but not Analysis and Synthesis
• Learning and Teaching methods Essays may be
  difficult
  
• Lack of Street Smarts in new environment
• How to get Help and find Resources
• How to approach Professors

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2. Suggestions

• Check understanding of/ Educate about
• University lingo
• Educational expectations
• Their role as a student
• What they can expect from/how to approach
  advisors and instructors
  
• Enroll in appropriate level of classes
• Referral to Resources
• Computer Training
• Computer Labs
• Reading/Writing labs
• Clubs/Organizations
• Tutoring help
• Testing

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3. Language Barrier/ Communication

• Communication is Difficult-Nuances
• Takes more Time and Patience
• Exhausting for advisor (and student)
• Some students may not be used to or have skills
  to ask for clarification
  
• Respect/Fear of Authority may inhibit
  communication
  

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3. Suggestions

• Speak respectfully
• Speak clearly, slow down, use terms the student
  understands.
  
• Clarify words, terms, phrases they may not be
  familiar with
  
• Ask them to repeat back vital information
• Ask for clarification from them
• Expect to take more time, Demonstrate patience
  and understanding
  

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4. Building Rapport/Relationship

• Dominant vs. Minority culture
• How do they view White counselors/advisors?
• Bridging Differences
• Do they believe you can understand/help them?
• Cultural View of Authority Figures
• Often taught to not question or approach the
  advisor/teacher
  
• Embarrassed/Ashamed about seeking help

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4. Suggestions

• Establishing good rapport it is the
  relationship, relationship, relationship,
  relationship
  
• Show interest in family, homeland, friendly
  chatting
  
• Seek to understand issues with living
  arrangements, financial stressors, work demands
  
• Close connection and monitoring via email and
  setting appointments email reminders prior to
  appointments
  
• Sending email if student noshows
• Receive permission early to converse with
  academic advisors and individual professors
  
• Assure about confidentiality if embarrassed
  about seeking help

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5. Goals for Advising/Role of Advisor

• Help them adapt to dominant culture vs. find
  solutions from own perspective
  
• Individuation vs. Family/Group Orientation
• Authority figure vs. Supportive Coach
• Adapt to U.S. culture vs. Prepare to return to
  own Country to work and live
  

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5. Suggestions

• Approach from a very respectful position Tread
  carefully
  
• Define your role and students in the
  Advising/Counseling relationship
  
• Assess students future goals and need for help
  instead of own agenda
  
• Seek to understand cultural and family
  expectations that differ from the mainstream U.S.
  view of young adult development and functioning
  

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Unique Major Career Needs

• Plan to stay in U.S. or Return Home?
• Difficulty in learning which majors and careers
  are viable in their country of origin
  
• Need for Co-ops, Internships, to prepare for
  returning home
  
• Different Job-seeking methods, skills

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6. Suggestions

• Ask About future goals
• Encourage students
• to find mentors at
• home and network
• Purchase Career library materials geared towards
  International Placement
  
• Develop Internship/Placement program specific to
  career opportunities in countries of origin
  (Videotapes)
  

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Case Study Japanese Student

• Konichiwa
• Limited eye contact
• Speak softly and respectfully to you, as the
  more knowledgeable person
  
• Assertiveness skills in the
  American way is not valued
  
• Say what you think the other
  person would want to hear
  
• Defer to please the other person
• 
  
  

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Case Study Samoan Student

• Talofa
• Laid back Lifestyle
• Academic Adjustment
• Shame about seeking help
• Choosing a Major
• Limited Career opportunities at home
• Limited background for some majors

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Case Study Hawaiian Student

• Aloha
• Displaced mix of cultural expectations of U.S.
  and Hawaiian ways
  
• Loss of identity
• Mix of Asian, Hawaiian,
  Filipino
  
• Asian strong - Hawaiian lost
• Resurgence of Hawaiian
• sovereignty

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Case Study Mongolian Student

• Sano
• Post USSR system
• academic readiness/motivation
  
  
• Male aggression/Female submission
• Few Career opportunities at home

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Case Study Tongan Student

• Malo e lei lei
• Embarrassed to come in for counseling fear of
  feeling shamed by others who may comment on their
  coming
  
• Must be having visa or
  personal problems if
  you come to the
  Counseling Center

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Case Study I-Kiribati Student

• Mauri
• Pronounced 'Kiribas, means "smell of the sea",
  formerly 'Gilbert Islands, on International Date
  Line and equator, in central Pacific ocean.
  Population 70,000. Consists of 33 coral atoll
  islands. Part of commonwealth.
• Academic readiness/motivation
• Family concerns/responsibilities
• Homesickness

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• Reference
• Speight, S.L., Myers, L.J., Cox, C.I.,
  Highlen, P.S. (1991). A redefinition of
  multicultural counseling. Journal of Counseling
  and Development, 70, 29-35.
• Contact us
• Barbara Morrell
• Barbara_Morrell_at_byu.edu
• Maureen Rice
• Maureen_Rice_at_byu.edu