Module 8: Synthesizing: White Paper

White Paper:
Using the seven cognitive tools (i.e., perceiving, patterning, abstracting, embodied thinking, modeling, playing, and synthesizing) I hope to illuminate and expand upon the benefits of peer mentoring programs as a successful practice for Chinese international students. These tools for developing creative enhance mentoring programs by encouraging student affairs professionals to re-create what has traditionally been done. It is a way to look at traditional mentoring programs and re-invent was has not work and re-enforce what has.

Improving the Program

Perceiving is all about how we sense or view something. 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. 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. By expanding our perception of mentoring programs to include questions of feelings, rather than limiting them to previous visual perceptions, we begin to change our perceptions of mentoring programs. 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. The mentoring programs become more of a partnership program where two-way learning is valued and encouraged.

Once we are able to understand the greater benefit of mentoring program by re-imagining them to cultivate two-way learning. The goal of traditional mentoring programs has been to provide answers, a sort of one-stop shop. However, this pattern reinforces the value of the domestic student over the international student. I offer a new pattern that focuses on empowering international students. In this pattern the international student is taught how to find answers and use resources in their new environment, as opposed to the answers being provided to them. Additionally, this pattern still provides support for when international students cannot find the answers. The cyclical nature supports and encourages student to first, use the tools they have to find the answer and then after, if they are not able to do so and they still have a question, the international student can then seek the assistance of a peer mentor.

An additional benefit to mentoring program is the opportunity for verbal communication and dialogue. I have found, after speaking with several Chinese international students, a theme of non-effective passive communication. For the majority of Chinese international students, sending an email or posting a sign about a program or service is not an effective way of communicating or promoting.

Student affairs professionals and mentors must embody an invitation that would otherwise be sent via email or created as a flier. The verbal invitation that comes from physical interaction is what has been the most effective way of communicating with Chinese international students. When one takes the time to physically and personally invite me, it indirectly communicates that I am wanted and cared for. This personal direct invitation speaks much louder in one's care for me, than a blanket, non-personal email.

[voice]

Improving the Lived Experience

However, in order for mentoring programs to be successful practice for Chinese international students, we must look beyond ways to improve the practice and remember the overall intention of the success of the student. Student should be both the most important aspect and at the center of what student affairs professionals do.

Students have multiple obligations in which they are constantly prioritizing and re-prioritizing. Time is a limited resource, and professionals must be aware that what we may believe to be the most beneficial use a student’s time and energy may not be what they believe to be the best use of their time. Often times as professionals we make assumptions based on a limited knowledge of our students and their lives, this knowledge has only been acquired by what students choose tells us. Students may be juggling a range of obligations on their own, obligations that professionals may be completely unaware of. As professionals, we need to not only understand a student’s choice to independently address challenges, but also respect and support it.

With that being said, successful mentoring programs have a huge potential for being a strong support system for Chinese international students, which may help them address the multiple stressors and obligations in their lives. In the Bronfenbrenner’s 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 an authentic friendship, Chinese international students are supported in the Microsystem, not only by peers, but also by "family".

As mentioned, peer mentoring programs for Chinese international students need to be more than venues to find answers; they need to be opportunities that promote authentic relationships and friendships. In order for this to happen, Chinese international students need to be viewed as more than individuals who only benefit from mentoring programs due to the information provided to them. They must be viewed and individuals with knowledge and experiences that are valued equally. With the goal to create authentic friendships in mind, the value of play becomes quite clear.

In order for a peer mentoring program to be successful, it should include a range of “playing” opportunities. These opportunities for play should initially be low risk, as both international and domestic students are being introduced to new expectations, surroundings, and people. However, through these initial low-risk playful activities, students begin to strengthen relationships and feel more comfortable with each other, which then provide the opportunity for high-risk activities that truly strengthen relationships. I outline one possible activity that would serve in building and strengthening relationships (Playing: Art Museum)

Successful mentoring programs for Chinese international students embrace the concept of two-way learning; valuing the experiences and knowledge of both the domestic and international students. This change is values then leads to a change in practice. Mentor programs should become less of a one-stop shop that provides answers and more of an on-going training that promotes the development of skills to navigate new systems and cultures. Through this building of knowledge together, there becomes an opportunity for authentic relationship building. Successful mentoring programs will take advantage of this opportunity, and prioritize authentic and meaningful relationships and friendships between domestic and international students. The benefit of this strong relationship is that peers become friends, and then friends become family. With this relationship mentors are now seen as family members whose opinions, advice, and conversations become a support system within themselves. In this regard, mentors are more than a means to an answer and international students are more than an inquiring foreign student. The relationship the domestic and international student share is a support system for them both, which in turn leads hopefully to higher success and retention for all students involved.