Career Development in America: International Students Perspectives

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Career Development in America International
Students Perspectives

• Satomi Yaji, NCC, GCDF
• Syracuse University
• EACE Conference June 10, 2003

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• Do I need to find a job for myself?
• I cant network with people because I dont
  have any family or relatives here. I dont want
  to talk to my international friends. We are in
  the same boat.
• Is it true that it is more difficult for
  international students to find internships or
  jobs?

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• Interviewing in the U.S. is easy because it is
  so casual. Interviewers are relaxed.
• I hate my English skills. People treat me like
  a child because I dont speak well. But I am a
  Ph.D. student. I am not stupid!!!

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Program Overview

• Introduction
• Cultural Distances and Adjustment Issues
• Career Needs Surveys
• Focus Groups
• Immigration Issues
• Practice Model at Syracuse University
• Implications

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Cultural Distances from the U.S.

• Adapted from Zeitlin (1996)

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Cultural Adjustment Issues

• Language barriers
• Lack of support networks
• Feelings of isolation, homesickness
• Change of status
• Cognitive fatigue
• Unfamiliarity with educational systems
• Different behavioral and communication patterns
• Different decision making process

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Career Needs Surveys

• Purpose To better understand career needs of
  international students in order to prepare
  themselves for employment in the U.S.
• Fall 2002
• 404 incoming foreign students
• Paper and Pencil Format During Orientations
• Spring 2003
• 73 returning foreign students
• Online Survey

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Demographic Background
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Demographic Background
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Plan After Graduation

• Work in the U.S. for more than one year 50
• and then return to home country
• 2. Find permanent employment and
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• settle down in the U.S.
• 3. Complete OPT and return home
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• 4. Pursue another degree in the U.S.
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• 5. Other 8
• Go home immediately after graduation
• Work outside the U.S. (not necessarily home
  country)
• Work on OPT and return to school for Ph.D.

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Job Search in the United StatesSpring 2003 Survey

• 1 Strongly agree, 2 Agree, 3 Disagree, 4
  Strongly disagree
• 1. I am comfortable describing my career goals
  and life plan. 1.83
• 2. I use career services professionals on campus.
  2.67
• 3. I am familiar with the kinds of career
  services on campus. 2.31
• 4. I am confident of my knowledge of various
  kinds of 2.44
• job search methods.
• 5. I can create an effective resume in the
  American style. 2.12
• 6. I have asked professional career counselors to
  critique 2.19
• the resumes and letters that I use in my
  search.
• 7. I can write exploratory letters, cover
  letters, 2.30
• thank you letters, and acceptance letters in
  the American style.

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Job Search in the United StatesSpring 2003
Online Survey

• 1 Strongly agree, 2 Agree, 3 Disagree, 4
  Strongly disagree
• 8. I know how to research employers beyond
  2.67
• browsing web sites.
• 9. I need more practice to express my thoughts
  1.89
• more effectively in interviews.
• 10. I know how to conduct an informational
  interview. 2.78
• 11. I know what non-verbal behaviors (i.e.
  handshaking, 2.32
• eye contact, vocal tone, posture etc.) are
  effective in interviews.
• 12. I am comfortable verbally communicating my
  2.19
• qualifications, skills, and interests.
• 13. It is easy to verbally describe my
  accomplishments 2.10
• to others in English.

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Job Search in the United StatesSpring 2003
Online Survey

• 1 Strongly agree, 2 Agree, 3 Disagree, 4
  Strongly disagree
• 14. I know what questions to expect and to ask
  2.38
• in an interview.
• 15. I understand what may be negotiated after
  2.92
• an offer is made.
• 16. I am comfortable negotiating salary,
  benefits, 3.02
• and other things with employers.
• 17. I have solid knowledge of eligibility
  provisions of 2.39
• F-1 and H-1B visas.
• 18. I am comfortable describing my immigration
  2.20
• status in interviews.

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With whom do you discuss your career concerns?

• 1. Family
• Parents (Father)
• Relatives (Uncle)
• 2. Faculty members
• 3. Friends
• Seniors (older)
• 4. Academic advisors
• 5. Career counselors

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Focus Groups

• Spring 2003 One hour each group
• Three student groups China, India, Korea
• Participants
• 5 Female and 6 Male students
• All graduate students
• 7 students have had full time employment in their
  home countries. 2 have held intern positions.

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Comparison
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When how to bring up immigration issues?

• Immigration issues are addressed at any stages in
  the job search.
• Do not volunteer to bring up immigration issues
  in the early stage of interviews.
• The ability to explain immigration status to
  potential employers is crucial.
• Be upfront when asked.
• Some negotiated with potential employers about
  H-1B sponsorship.
• Immigration status does not become an issue for
  some organizations/students did not have to
  negotiate.

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Practice Model at SU

• Orientation presentations and sessions
• Series of workshops (Each semester)
• Focus groups
• Networking Reception for International
  Students
• Individual appointments
• Campus wide collaboration (offices, student
  organizations)
• Connection with international alumni (including
  mentor program)
• Increase our visibility on campus

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Implications

• Culture and Communication!!!
• Educational programs Groups Collaboration
• Well-Planned Orientations
• Advocate for international students
• Address expectations
• Deal with stress and pressure
• Enhancement of self-esteem
• Long-Term Career Planning
• Assist development of social support networks -
  Encourage students to get involved in activities
  outside the classroom
• Support to go through adjustment process

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• Q A

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• THANK YOU
• FOR YOUR ATTENTION!!!
• Contact me syaji_at_syr.edu