It's a Wednesday morning in October, and as I stand at the airport gate I hear the dreaded news over the loudspeaker: "Your flight has been canceled." Only in my case, I don't understand the words, because I'm standing in a terminal in Beijing airport trying to get to Hangzhou. The news comes out in muffled Mandarin, which might as well be Martian to me. But a sympathetic British gentleman gives me the translation, and I trudge back to the ticket office to figure out Plan B.
I'm in China for the same reason that many other North American college officials have visited in recent years: to tap into the growing pool of millions of Chinese students looking for a college degree in the United States.
The number of foreign students in the U.S. continues to rise, and China, of course, represents a major source of the trend. In 2010-11, overall enrollment of Chinese students increased by 23 percent over the previous year. Not just large public universities or the prominent private universities, but private Christian colleges such as my own university, Cornerstone University in Grand Rapids, Michigan, are seeking to get in the game. One of our peer institutions in the Midwest, Cedarville University, recently attracted attention when it opened up a recruiting office in Beijing.
Much of the motivation to attract international students stems from our mission. Just about every Christian college includes a commitment to globalization somewhere in its mission statement and strategic plan. As the locus of world Christianity continues to shift to the developing world, Christian colleges in the U.S. are recognizing that their future depends on ensuring that their own student body better reflects the diversity of the global church rather than the graduating class of a suburban Indianapolis high school. Some have been doing this for a while; others, like Cornerstone, are seeking to make up for lost time. Tucked firmly in the middle-class Dutch enclave of West Michigan, and with an international student population hovering around 2 percent, we clearly have room for improvement.
Of course, it's not simply about a commitment to globalization. As universities plod their way through the Great Recession and maintain enrollment by raising discount rates, foreign countries represent a potential source for attracting what my CFO loves: "full-pay" students, or at least fuller-pay than the average American student. So as both China's economy and its Christian churches expand, private colleges in the U.S. are increasingly eyeing the Far East as a recruiting region. This is one of those all-too-rare occasions where principle and pragmatism actually play on the same team.
So like many others, I find myself in Beijing. But like the guy at the fishing tournament buzzing off in his bass boat to a secret cove to land the winning catch, I'm heading 500 miles south to Hangzhou, a "medium-sized" city of over 6,000,000 that is home to several major universities and one of the largest evangelical churches in China. A contact of mine, a West Michigan native who teaches English at Hangzhou Normal University, has invited me for a visit and has lined up meetings with professors, pastors, students, and academic administrators. Unfortunately, the canceled flight scrambles my schedule and I don't arrive until midafternoon.
As a typical North American, I'm hoping to go straight to a conference room and get down to business. But this is China, where such things are eased into gently. So I find myself standing in the middle of the track and field stadium of Hangzhou Normal University observing "sports day" on campus. This is essentially a large intramural athletic event, accompanied by marching music seemingly from the days of Chairman Mao, which sparks passionate cheering from the 10,000 or so students. I get there just in time to see my six-foot-tall American host stick out like a sore thumb as the only white person running the 5,000 kilometer race. Unfortunately, his size makes it difficult to hide when he, along with several others, is lapped by the leaders.
This clearly isn't Beijing, and as I walk around the event and am introduced to college students, it seems that my hosts and I are the only Americans in the vicinity. Perhaps I've found an untapped cove after all. My optimism grows when I visit with Reverend Paul, a pastor at Chong Yi church, a thriving mega-church whose imposing cathedral is capped with a 20-foot-high gold cross that is visible from miles away (so much for my notion of the underground church in China). Reverend Paul graduated from a seminary in China, but he seems unfamiliar with the notion of Christian-based undergraduate education. Hence we discuss the possibility of my returning in the future to talk to parents and young people about higher education in U.S. Though Chinese students value higher education primarily for economic reasons, surely Chinese Christians would appreciate a university that develops the soul as well as the mind.
Despite the positive signs, however, it seems that recruiting in China may be more complicated than I thought. In the evening, I have dinner with some local businessmen and the dean of the School of Health Management at Hangzhou Normal. When I distribute literature about Cornerstone, the dean asks, "What's your ranking?" A bit taken aback, I ask which sort of ranking he's referring to. It becomes clear that he has the U.S. News & World Report rankings in mind, which are, for him, the basic source of information about the quality of a university in America. I embark on a rambling discourse about how there are a variety of different rankings out there, that a university's ranking depends largely on the category to which it is assigned, and that as a teaching-centered university we focus more on student engagement and assessments such as the National Survey of Student Engagement. Such remarks seem to make little impression on him.
In fact, the Chinese, I discover, place tremendous weight on college rankings. In Hangzhou, it’s a badge of honor that one of their universities, Zhejiang University, is one of the top-ranked universities in the country. When I'm introduced to professors, I learn not only from what university they received their degree, but how high that university is ranked. Even high schools, I discover, are prioritized by their ranking. As we drive around the city and the local high schools are pointed out to me, they are mentioned along with their ranking among the other universities in the city, as in, "That's number 2" or "That's number 13."
From a first impression, at least, it seems that education in China is beset by the sort of self-reinforcing, "one size fits all" ranking system that has been decried in books such as Academically Adrift and The Innovative University. When I inquire about the basis on which the city's high schools are ranked, my hosts reply, "by how many of their graduates get into the top-ranked universities." As to what criteria determine a top-ranked university, I was given two basic factors — the number of research papers that professors publish and the amount of research grants the faculty bring in.
When I describe different measures of academic quality based on effective teaching in the liberal arts, faculty-student mentoring, challenging students to evaluate and perhaps change their beliefs, and nurturing growth in character as well as intellect, they seem to be new concepts to them. But they’re notions that, I hope, may gain some traction in China in the future.
Later in the evening, as a dean and I walk among the chestnut trees along Hangzhou's West Lake, he shares his thoughts on the future of higher education in China. As much of China has been emerging from poverty and underdevelopment, he observes, university education has been perceived solely in utilitarian terms as a ticket to economic success. As more Chinese become affluent, however, they are finding that there is more to life than economic success -- and thus that perhaps college is not just about making money but about making one a different kind of person.
So perhaps there's a niche in China that universities such as mine can fill. If the Chinese are simply looking for a degree from the U.S. as a path to a good job, then it's difficult to see how we can compete with our larger neighbors down the road in Ann Arbor and East Lansing. But if it's about becoming a different kind of person, then we're playing on our home turf.
A Cornerstone professor who teaches creativity tells me that the first step in the innovative process is not problem-solving but problem-finding. My visit to China may not have given us the key to internationalizing our campus, but it may help us start by defining the problem: Before we can talk to the Chinese about the value of Cornerstone University, we may have to convince them of the value of a liberal arts education in the first place.
Rick Ostrander is provost of Cornerstone University.
Neo-racism toward international students, such as the recent incidents at Michigan State and Ohio State Universities, highlights the challenges higher education leaders face in creating a positive campus climate for international students. Many international students live in a parallel social world, shut off from friendships with American peers. When a neo-racist act occurs, international students – and all students, except for a few – look to campus administrators and faculty for ethical academic leadership. Even if no major incident has occurred, campus leaders are responsible for creating a positive climate for the burgeoning number of international students arriving at their institutions.
While there is no "one size fits all" approach, we offer for consideration three "educational encounters" that make a positive difference in the lives of international students. Our recommendations are primarily based on analysis of the results from the Global Perspective Inventory (GPI), a multi-university survey that examines the relationship between educational experiences and global learning of over 70,000 U.S. undergraduates, including almost 3,000 international students. We are both involved in this research project. Drawing on key findings from our research, we propose three educational encounters that campus leaders may consider to create more inclusive campus climates for international students.
1. Educational encounters that involve discussion and dialogue enhance international students’ positive perceptions of campus climate.
Of the 12 high-impact educational practices we have examined, courses that include opportunities for dialogue are the most strongly associated with positive perceptions of the campus climate for international students. International students who have taken courses that involve dialogue among students with different backgrounds and beliefs report a greater sense of connection to their host institution, higher grade-point-averages, and are more likely to form relationships with cross-cultural peers outside the classroom.
Comprehensive internationalization efforts must consider how "encounters with difference that make a difference" may become more pervasive in the classroom. We know a significant number of students -- both domestic and international students -- never meaningfully engage in cross-cultural dialogue in the classroom. Such encounters evoke cognitive dissonance; alter existing ideas, views, and sense of self; and encourage new forms of interaction with others who are different from oneself. They invite students to interact with others across cultural, social, economic, and religious divides; and to reflect, share, and build on their experiences, as a means of dealing with cognitive dissonance. All kinds of courses may incorporate dialogue. For example, an advanced-level business course where students discuss diverse perspectives on leadership can be just as meaningful for international students as a discussion-based course addressing issues of race, ethnicity, gender, class, or religion. Group work involving student-to-student discussion outside the classroom may not have the same benefits as facilitated classroom dialogue, however. Out-of-class group projects, if not well designed, can exacerbate language and cultural issues between students, leaving international students feeling more isolated and dejected.
2. Educational encounters that provide a secure base of support for cross-cultural exploration enhance international students’ positive perceptions of campus climate.
International students’ perceptions of campus climate do not solely result from their interactions with American students; their perceptions also reflect whether they connect with peers who share their cultural heritage. International students who engage in activities reflecting their cultural background view their campus more positively and report an enhanced sense of well-being. Additionally, friendships with other international students play a critical role in staving off depression, improving academic performance, and increasing student satisfaction with their college experience. A strong social network of international student peers provides a secure base to begin exploring friendships with American students; international students tap into each other’s social networks to make new American and international friends. International students who regularly participate in organizations reflecting their own culture are more likely to participate in activities
reflecting another culture, as well as to feel both challenged and supported by their college or university.
3. Educational encounters that involve partnerships among international student offices, counseling centers, and other student support services enhance international students’ positive perceptions of campus climate.
Mental health issues, such as depression, loneliness, and anxiety, are well-documented in research on international students. Needless to say, discriminatory experiences adversely affect international students’ perceptions of their campus. According to our research, international students who experience discrimination are two-thirds less likely to discuss feelings and share problems with peers. Faculty, peer mentors, and international educators, therefore, must be the first line of support for observing if an international student appears distressed. Communication and coordination between leaders in international student offices, counseling centers, faculty development offices, and student support services is essential for comprehensive support. Partnering units can work to connect existing efforts by co-sponsoring programs, offering faculty development opportunities, and organizing campus-wide conversations on diversity issues. Partnering not only better-serves international students, it invites educators across campus to learn how they might adapt their existing services to become more responsive to international students from diverse cultural backgrounds.
Time For Action
Some may argue that cash-strapped colleges and universities have rushed into international student recruitment, driven by tuition dollars, without fully considering its implications for student support services, residence life, or undergraduate education. Regardless of the various motivations for expanding international student enrollment, this much is clear: international recruitment must be matched with real institutional change. If the rise in the number of international students studying in the U.S. is to strengthen teaching and learning, leaders must identify the types of educational experiences that contribute to international students' positive perceptions of their campus’ climate and their learning and development.
Many campus leaders want to act, yet have little research to guide conversations about the kinds of interventions that will make a meaningful difference. We believe focusing on experiences that contribute to international students’ positive perceptions of their campuses offers one entry point for catalyzing conversations about comprehensive internationalization. The growing presence of international students, while introducing new challenges, also creates new opportunities to strengthen higher education’s academic mission, where international students contribute to the learning and development of all students.
Chris R. Glass is assistant professor of educational foundations and leadership at Old Dominion University. Larry A. Braskamp is professor emeritus and former senior vice president for academic affairs at Loyola University Chicago.
"Would you date someone who was African-American?" The interviewee quickly responded, "No, they will hurt me because they are so big and I don’t like their curly hair and big lips, it’s not my style. It may come from Western aesthetics of blond and white."
These were not the words of a white supremacist, nor those of an anti-immigration advocate, but of a 21-year-old Korean international college student. Her negative perceptions of African Americans were commonplace in my Ph.D. dissertation study of 44 Chinese, Japanese, and Korean international students’ experiences with cross-racial/ethnic interaction at University of California at Los Angeles. Upon reading Elizabeth Redden’s article in Inside Higher Ed,"I’m Not Racist, But," I was reminded how xenophobic and intolerant domestic students can be toward international students.
An often-overlooked area of inquiry is what racial attitudes and stereotypes international students bring to America, which affect with whom they interact, how they navigate their college experience in the U.S., and campus climate as a whole. Racial misunderstandings take place on both sides of this international and domestic relationship, indicating that there must be concrete efforts taken by universities to promote cross-cultural interaction and educate students about the historical, racial/ethnic, and cultural diversity that exists in both international and domestic student communities.
More than half of students interviewed in my dissertation study held negative stereotypes of African-American and Latino people. This stemmed from little to no interaction with individuals of a different racial/ethnic background, combined with media images of African-American and Latino people as poverty-stricken or criminals -- images found both in Asian and American media. A racial hierarchy emerged as students explained that white people were on the top of this status pyramid because of the perceived wealth, beauty, and education portrayed in American and Asian film and television. East Asians and Asian Americans came second, Latinos third, and African Americans as well as Southeast Asians were lowest on this hierarchy. Southeast Asians were placed at a low level due to the developing economic conditions of many Southeast Asian nations as well as an Asian racial hierarchy based on phenotype, with darker skin being less desirable.
East Asian international students had positive views toward Asian-American students; however, upon further interaction between these groups on campus, Asian international students felt as though they were not accepted by Asian Americans and had trouble finding topics to discuss with Asian Americans because they were, as one interviewee put it, "white inside their heart," or very Americanized. While Asian international students wanted to interact with white Americans, they also felt like white Americans did not want to interact with internationals and when they did, internationals experienced social discomfort due to language barriers and lack of common topics to discuss. Without a required diversity course at UCLA, many international students complete their educational experience in America maintaining the same stereotypes with which they came into college.
These findings are troubling and may have greater implications as international students become a larger population of our colleges, universities, and citizenry. According to the International Institute of Education, in the 2010-2011 academic year, the number of enrolled international students studying in the U.S. rose to 723,277, a 32 percent increase from a decade ago. Chinese students increased by 23 percent, to 158,000 students, Indian students reached 104,000, and Korean student numbers increased to 75,065 students. A symbiotic relationship is taking place here, in which international students are flocking to America for skills, knowledge, and opportunity, while international students infused $21 billion into the American economy last year. Universities and the U.S. government are gaining not only the intellectual, racial, ethnic, and cultural diversity, but also a much-needed revenue stream.
With this growing population of international students, colleges and universities should be creating policies and programs to lessen balkanization and racial discrimination, and at the same time, integrating international students into life in the U.S. by teaching American history, politics, culture, and diversity. America has gone to two wars in the last decade, some have argued, in order to spread American democracy and values of tolerance. Now we have 723, 277 international students at our doorstep and what are we doing to educate them about our government institutions and racial diversity?
Sadly, the answer is "not enough." The University of California System exempts international students from taking the American History and Institutions requirement, while diversity courses are required on some UC campuses but not others. The University of Southern California, the university hosting the largest number of international students in the nation (8,615 students), does have a diversity requirement, but more can be done to help create tolerant and aware global citizens. Many university international centers have international student orientation single-day events, but there may need to be more workshops, programs, and structured classroom experiences in academic departments and residential life spaces to help reduce international-domestic student balkanization and build bridges of cultural understanding between the two groups.
My dissertation illustrated that international student stereotypes could easily be broken through positive contact between seemingly disparate groups, whether these interactions took place in living spaces, work places, the classroom, or in student clubs.
Undergraduate international students who lived in the residential halls had the most contact with cultural/racial out-groups and were more exposed to diversity programming in their living spaces. Undergraduate and graduate students who lived off-campus had fewer cross-cultural/racial interactions and as a result held more stereotypical views toward racial out-groups. International students in the humanities had more interactions with cultural/racial out-groups and were more comfortable with their language abilities, both factors that led to ease of cultural adjustment and stereotype reduction. International graduate students in the sciences tended to have co-national labmates and advisers, which resulted in less interaction with domestic students and the creation of a niche community of co-nationals.
Higher education institutions’ international centers understand the benefits that come with positive international-domestic contact; therefore, they have begun to address this issue of international-domestic student discrimination and balkanization. UCLA’s Dashew International Center instituted a program called Global Siblings, which creates activities and events specifically for international and domestic students to interact. UCLA also created an American Culture and Communication course where students learn American culture through music and film, while debunking racial stereotypes within the media. Santa Monica Community College has a peer mentor system that also aids international students.
As the recent article here illustrates, these are good first steps, but there must be a culture of sensitivity and cultural awareness on the part of professors, students affairs officers, and students to make international students feel welcome. Building a culture of tolerance takes time, but as the number of international students grows, colleges and universities will have to adapt quickly to serve the needs of these students or else face a decline in revenue from this unique population.
American universities must also heed the needs of international students because many of them are elites from their country and expect to be treated well and provided with the academic/social services that they desire. In TESOL Quarterly, University of San Francisco ESL Professor Stephanie Vandrick refers to this contemporary wave of privileged young internationals as the "students of the new global elite" (SONGEs). These students come to America from upper-middle class families in their country and expect quality services and amenities to be provided at an American university.
They are often status-driven, seeking an educational advantage over their peers back home. Therefore, if they do not feel they are welcomed at a university, if they face racial discrimination, or if they are not being provided with the amenities they expect, they will apply to a different university or tell their friends in their home country about their lackluster experience in America. This could affect the reputation of the university abroad, and could hurt public universities that may not be able to provide the student services and individual attention that private universities can. These students of the new global elite (SONGEs) are paying top dollar to earn an education and experience life in America. They should not be relegated to racial slurs, covert taunts over the twittersphere, or subjected to what Jenny J. Lee, associate professor at the University of Arizona’s Center for the Study of Higher Education, calls neo-racism.
It is true that international students also hold stereotypes toward racial/ethnic groups in America, but with increased international-domestic interaction, both student bodies can learn from each other. If we are to truly create global and tolerant citizens that will be the future leaders and teachers of tomorrow, we must create more college diversity courses, not shy away from teaching American history, culture, and government to international students, and create safe spaces on campus to discuss international-domestic student relations. It is in the interest of American colleges and universities not only to recruit international students but to give them the rich education for which they are paying and from which the global community will benefit.
Zack Ritter is a graduating Ph.D. student in higher education at the University of California at Los Angeles. He has worked in academic counseling, American culture curriculum development for international students, inter-group dialogue programs, academic success programs, and residential life.