Module 2: Perceiving

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Perceiving is the use of all of your sensing to create or interpret something fully. My original observation of mentoring programs for Chinese international programs typically perceived them from a visual lens. Looking at programs through only a single lens, in this case visual, created a flawed understanding of the program. When perceiving a mentor program visually, the question of “what does is look like?” is prioritized. The answer to this question often includes words, which by definition, involve some sort of power dynamic. For example, the statement “In the mentoring program, I see a domestic student assisting a Chinese international student.” In this example, the domestic student is the one with the power who capable of “assisting” the Chinese student. Assisting could also be replaced with words such as: informing, aiding, helping, and advising. This view dismisses the skills, knowledge, and abilities of international students and creates a flawed understanding of the true nature and purpose of mentoring programs. The perception of mentoring programs based in a visual lens puts value of domestic students over international students, even though the original intention of mentoring programs is to support international students. One must recognize that domestic students are not the only ones who have the skills and knowledge to help others. The true value of a successful mentoring program is an exchange of knowledge.

In order to view mentoring programs as an exchange, one must re-imagine what a mentoring program should look like and how to assess its success. Originally, success was measured by what programs looked like. However, these views lead to a power dynamic that ultimately valued domestic students over international students. We can combat this valued system by expanding our perception of mentoring programs to include questions of feelings, rather than limiting them to previous visual perceptions. By asking “how do you feel?” we are able to see and hear a shared value of knowledge. Domestic students are no longer viewed as the bearers of knowledge; rather both students begin to engage in dialogues and opportunities that promote an exchange of knowledge and skills. Statements are then made that speak to the shared experience, for example, “In the mentoring program I feel valued.” It does not matter whether this statement was made by the domestic student or the international students; the value is that it demonstrates a feeling of cooperation and even exchange.

This new understanding of mentoring programs for Chinese international students provides a reminder to keep in mind the purpose the program. The purpose of mentoring programs is to support and develop international students. However, opportunities exist to not only support and develop international students, but also domestic students. By understanding the goals and opportunities one can ensure mentor programs are successful and beneficial for all students.