Module 6: Modeling

Modeling a simple, easy to understand representation of something larger or more complex. When first approaching modeling for mentoring programs as an effective practice for Chinese international students one of the most challenging aspects was idea of creating a model that one can zoom in and out of, or be represented by different layers. With this challenge I began to reflect and think about the different layers of student development. This of course led me to Shrek and onions, but I digress...

Once back on track, I began to think about the different influences on students, this then led me to a model commonly used in student development theory, Bronfenbrenner's Ecological System model: 

Also explained through song and illustration:

The basic premise of Bronfenbrenner's model is that individuals are influenced by different environmental forces, those that ones interacts with most immediately and frequently, tend to have the most significant influence. 

I chose to use this model as a guide because it allows professional to visually see, explore, and differenciate the different layers and spheres of influence of Chinese international students. It is the relationship and proximity of the core layer and the microsystem that illustrates the opportunities and implications of mentoring programs. Similar to the visual offered in Module: 4 - Abstracting, the core of this model is the student. Specifically, when zooming into the most central aspect of the model, one sees the "Individual," in the case of my topic, the "individual" being Chinese international students. 

 However, by zooming out only one layer to the Microsystem, we begin to see the opportunities that exist in mentoring programs.

In the Mircrosystem we see words like school, family, and peers. It is within this system that peers influence the individual, or mentors influence the experience of Chinese international students. The goal of a mentoring program is not only to provide opportunities for international students to find answers and seek support, but to develop authentic relationships between domestic and international students. It is with this relationship that the true potential of mentoring programs is realized. From speaking with Chinese international students this semester, many have the sentiment that while abroad in a foreign country, their friends are more than peers and colleagues, friends become family. Therefore if peer mentors and Chinese international develop a authentic friendship, Chinese international students are supported in the Microsystem, not only by peers, but also by "family".

This adaptation of Bronfenbrenner's Ecological System model highlights the importance and opportunities for peer mentoring programs. The Mircosystem is the most immediate sphere of influence on individuals, and therefore have the potential to have the higher impact. By developing peer mentor programs that do not only focus on the outcome, but the process of sharing, engaging, and two-way learning, professionals can ensure that the Microsystem creates a range of supports and opportunities for success.