11/01/2024
Incorporating a Strengths-Based Approach with International Students
By Delyash Tsartsaeva and Hal Matthews
Advocate for International Students’ Career Success
International students enhance cultural diversity, generate knowledge, and contribute to economic growth (Yao & Viggiano, 2019). However, researchers often reinforce deficit-based approaches when they highlight international students’ weaknesses, such as language barriers and culture shock. Practitioners who primarily focus on deficiencies underestimate or invalidate international students’ intrinsic motivations, resilience, and agency (Lomer et al., 2023). In contrast to deficit-based thinking, strengths-based theorists acknowledge that each community has inherent contributions and talents (Schutt, 2018).
According to the American Council of Education, career services practitioners can support international students by guiding them as they secure employment or explore opportunities. (Glass et al., 2021). When practitioners teach international students to confidently portray specific skill sets and their strengths, students will be more likely to succeed in their job search and careers (Balin et al., 2015). Practitioners can use three strategies during their conversations with international students to incorporate a strengths-based approach and highlight the unique value of their lived experiences.
Challenge Your Narrative About International Students First
Practitioners need to reflect on their biases and positionality to ensure they provide inclusive and equitable support to international students (Stewart-Smith et al., 2022). Critical reflection includes the following:
- How do my biases come into play during career conversations with international students?
- How do my identity and privileges impact my approach to conversations with international students?
- How can I incorporate a strengths-based approach when assisting international students?
Become Aware of International Students' Strengths
Practitioners should actively advance their awareness of international students’ unique needs and strengths (Balin et al., 2015). These strengths may include intercultural fluency, flexibility, adaptability, resilience, problem-solving, language skills, diversity, cultural expertise, regional knowledge, independence, courage, communication skills, organization, and maturity.
Practitioners may also encourage international students to complete strengths-based assessments, such as CliftonStrengths (Rath, 2007). Through these assessments, students identify personal characteristics they had not previously identified as marketable strengths. To enhance their self-promotion skills, students can incorporate their results during the application and interview process.
As they reflect on international students’ strengths, practitioners must acknowledge the heterogeneity and intersectionality within the international student population (Glass et al., 2021). Not all international students have the same experiences. Their backgrounds, cultures, and personal circumstances greatly influence their academic journey and overall experience. When career services practitioners recognize within-group diversity, they enhance their understanding and support for these students. Each student brings a unique perspective and strengths to their post-secondary institution.
Practitioners should also engage international students in discussions about any additional career experiences they might have. This could include activities related to on-campus jobs, research, volunteering, academic projects, student organizations, and positions or business activities they had in their home countries. They might not realize that these experiences have equipped them with a wealth of transferable skills worth mentioning in their employment documents or during the interviewing process.
Additionally, practitioners should observe how international students describe their previous experiences and accomplishments. Some international students may minimize their talent given previous deficit-based messages they received or internalized. It is important to teach students to accurately communicate their unique strengths and achievements.
Empower International Students Through Storytelling
International students have many stories to tell employers about personal achievements, challenges, and lessons learned. However, it is well documented that students from collectivist cultures may hesitate to discuss their experiences in a self-promotional manner that resonates with employers (Yu, 2014). Given that U.S.-based employers expect international students to demonstrate their strengths by telling compelling personal stories, it is crucial for career services practitioners to help international students speak openly about their unique strengths and qualifications (Balin et al., 2016).
Practitioners can empower international students by teaching them how to share their experiences and accomplishments with employers effectively through storytelling, expanding upon the traditional STAR (Situation, Task, Action, Result) method (Development Dimensions International, n.d.). For students less comfortable with highlighting their achievements, practitioners can facilitate activities that help students develop storytelling skills and build confidence without putting immediate emphasis on themselves, such as the following technique:
- Pitch for a Friend: Ask the student to create an elevator pitch highlighting a close friend or family member’s strengths, skills, and achievements.
- Reflect on Strengths: Review the words and phrases describing the friend or family member. Then, ask the student to brainstorm what their chosen person might say about them in return.
- Pitch for Themselves: Help the student create their elevator pitch using key strengths, skills, and achievements they have identified in the previous step.
- Summarize and Send: Recap the main points from the conversation, including key elements of student’s elevator pitch. Email these points to the student so they have a reference to continue refining and developing their pitch.
Leveraging Strengths for International Students’ Career Development
Incorporating a strengths-based approach can help international students recognize the value of their unique abilities, develop effective talking points, and build confidence when speaking with potential employers. By employing these strategies, practitioners can more effectively support the career development of international students.
References
Balin, E., Anderson, N. M., Chudasama, S. Y., Kanagasingam, S. K., & Zhang, L. (2016). Working with international students in the U.S. and beyond: A summary of survey research by NCDA International Student Services Committee. Journal of International Students, 6(4), 1053–1061. https://doi.org/10.32674/jis.v6i4.335
Balin, E., Yaji-Chudasama, S., & Knapp, E. (2015, Spring). Understanding the career development needs of international students. Career Developments Magazine, 31(1), 22-23.
Development Dimensions International. (n.d.). What's the STAR method? A simple guide to using the STAR method. Development Dimensions International. https://www.ddiworld.com/solutions/behavioral-interviewing/star-method
Glass, C. R., Godwin, K.A., & Matross-Helms, R. (2021). Toward greater inclusion and success: A new compact for international students. American Council on Education.
Lomer, S., Taha, S. H., & Hayes, A. (2023). Deficit narratives on international students. In J. Mittelmeier, S. Lomer, & K. Unkule (Eds.), Research with International Students (pp. 74–84). Routledge.
Rath, T. (2007). Strengths finder 2.0. Gallup Press.
Schutt, D. A. (2018). A strengths-based approach to career development using appreciative inquiry. National Career Development Association.
Stewart-Smith, C., Eulenberg, J., & Clarke, K. (2022). Supporting international students' career development from a strengths-based lens. https://ceric.ca/2022/06/supporting-international-students-career-development-from-a-strengths-based-lens/
Yao, C. W., & Viggiano, T. (2019). Interest convergence and the commodification of international students and scholars in the United States. Journal Committed to Social Change on Race and Ethnicity, 5(1), 82–109. https://www.jstor.org/stable/48645353
Yu, X. (2014). Crossing the cultural bridge: Coaching international students to prepare for job interviews. Career Convergence, https://ncda.org/aws/NCDA/pt/sd/news_article/92291/_self/CC_layout_details/false
Delyash Tsartsaeva, M.Ed., is an expert in international students’ career development. Delyash received her M.Ed. in Educational Leadership and Policy from the University of Utah, where she worked at the Career and Professional Development Center and investigated the application of a community cultural wealth theory on international students’ career development. She currently works as a career advisor at Kent State University, and she is actively involved in the NCDA International Student Services Committee. Having pursued her graduate school journey in the United States as an international student, Delyash understands the unique challenges and opportunities that come with moving to a new country. Her experiences have shaped her commitment to empowering international students and immigrants in their pursuit of meaningful careers. Delyash can be reached at d.tsartsaeva@gmail.com
Hal Matthews, M.A., is an Associate Director for Global Careers at Duke University. He develops strategy, programming, and resources to support the career development of international students and students interested in pursuing global careers. Hal believes that international students strengthen and enrich communities across the US and deserve the highest quality support in developing their careers. He aims to empower students to achieve their career goals, regardless of their immigration status. Before joining the Career Center team, he served as Senior Program Coordinator with the Office of Global Affairs at Duke. Hal received his M.A. in German and higher education administration from Washington University in St. Louis, where he developed an institutional roadmap for recruiting and supporting students underrepresented in study abroad programs. Prior to his master’s studies, Hal was a United States teaching assistant for the Austrian Ministry of Education in Vienna, Austria. Hal can be reached at hal.matthews@duke.edu