Q4.		Please describe a situation or context in which certain identifiers above impact your work as an international educator.
1 Religion: it is because I work for religious higher education Race/Ethnicity/cultural background: It is because I am in Virginia (the South in the U.S.) which represent the strong characteristics in the regional U.S. culture. Age: because I am the most competent in the school, and I am the least in the position just because I am a young professional. Gender: I realize that because I am a male professional, some of day-to-day operation influences positively. It is important to recognize the position of the power in gender. I also think that some female professionals will be influenced by the gender differenciation at work place. 2 As a Canadian, I blend in with our traditional American campus, however, I am able to relate to some of the differences that international students face when it comes to the cultural attitudes of Americans, residency status, etc. I am a white female, a parent, a perputual student...and I draw upon all of these experiences to help me do my job better, and share them when appropriate. 3 Being a foreign national AND a minority, it sometimes affects the itneraction with my American colleagues. I get a different reaction due to my race, ethnic origin, name or accent. 4 Experiential knowledge of internationalization processes on campus 5 my overall philosophy/focus in my profesional and personal life is to be inclusive of alll differences. I therefore work very closely with multicultural groups and organizations to promote diversity issues! 6 In some cases being foreign born does work to my advantage with the foreign population with whom I work. However sometimes working with American born poulation, they do not take me as seriously as others because "I am one of them". 7 In certain situations, mostly in dealing with international students who are not European, it tends to be an advantage. With many European students race and ethnicity create a "bump in the road", so to say. The "bump in the road" analogy also holds true on campus with some university administrators. Fundamentally it creates an Us vs. them, where the categories are divided across national and race barriers. 8 I have the impression (in fact some of them have told me so) that international students and scholars feel I am able to better relate to them because I am foreign born. 9 Individuals from certain countries respond negatively to my race and gender. It becomes obvious very quickly that they would rather deal with a male or a caucasian staff member. 10 Age is a significant factor because some students think I am too young to know what I am talking about. Gender has the same effect. 11 Although I'm 25 I look like I'm 18 so a lot of times students think I am a student myself or they don't think I will know the answer to their question (although once I answer their questions, they are pleasantly surprised by my knowledge!) :) 12 My experience living and working abroad and the fact that I was ones in a similar situation when first immigrated to the US helps me better to understand my students and help them. 13 In dealing with students from tribal or patriarchal societies, being female can be a handicap. Also, I wanted to point out that picking one NAFSA professional affiliation is really not reflecting my job accurately. I am immigration advisor, SEVIS compliance officer, admissions officer, recruiter and intl. student activities programmer. 14 Many students from India or China are very persistant in repeatedly asking the same questions in the hopes that they will get a favourable response. I find this to be a very cultural trait or habit. 15 Working with older graduate students play a role when advising them on immigration. It is hard for these students to get advise from a younger advisor. 16 Foreign identity at times helps me connect with foreign students/scholars. On a smaller campus, all int'l issues come to my attention - not so on larger campuses. My religion (Islam) has become a larger factor in the way others perceive/interact with me since September 11, 2001. There's some stereotyping/confusion when it comes to my identity and colleague's perceptions. 17 Cultural/ethnic and language makes some students and parents from similar backgrounds more at ease. 18 I represent the predominant ethnic group among international population on campus, so many students find me approachable. Also I have first-hand experience as an F-1 student, therefore, I can relate to students. I feel my ethnic background is a definite advantage when it comes to dealing with international students and their mental health. When a student from Japan came to our office after an attemped-suicide, she felt comfortable enough to talk to me behind the closed door. I have other students come see me with depression issues occasionally. I refer them to the Counseling Services on campus for professional advice after listening to them. These students are looking for somebody other than their peers who they can talk to and doesn't make judgements. But often times, opening the door to the Counseling Serivces themselves is too intimidating. 19 I work at an all-women's college; men are admitted only to 3 degree programs so there are few men to deal with, so gender is not really a factor. Being foreign born I feel I can empathize with our foreign students regardless of nationality, gender, sexual orientation, ability, spirituality, etc. I believe that I am, and do try very hard to remain open minded, in all my dealings with my students. However, dealing with other administrators who seem to have less concern for international students and their needs - that's another story entirely. 20 ability to understand/empathise with students and their various issues as they strggle to succeed in a new culture/country. 21 First, my position is equally divided btwn int'l stdt/scholars and study abroad. Second, having been born as a UK citizen in Montreal, with parents from Poland and France, and having lived abroad, including Israel for over 7 years, provides me with a connection with most of the people I work with. I feel it's far easier to empathize and provide guidance having experienced many of the issues our "clients" deal with. These situations include dealing with visas, homesickness, academic issues, medical issues, 22 Foreign background: non-US citizenship, non-US permanent residence, limits my work opportunities as International Student Advisor. Feel that we FBIEs have first-hand empathic understanding of the students we intend to serve in this profession. (Understandable) but unfortunate that current regulation prohibit many of that background (except for LPRs and now citizens). Any advocacy work we can do to maybe have the government consider background checks of FBIEs without LPR or citizenship to be permitted to do the DSO, ARO responsibilities? 23 Question 11 is not clear to me: does it mean "positive" or "negative" impact. It is my feeling that technical knowledge (immigration reg. or counseling degree) is much more valued than our international/cultural education or background which initiallly attracted us to the field. It is truely unfortunate. 24 Mostly when interacting with international students. My cultural (including my race, family structure, age and gender)and linguistic background tends to help build trust and a more personal relationship with the students. Sometime, it helps create instant bonding. 25 My foreign cultural background has had positive impacts in my profession, both in my work as International student advisor and as study abroad advisor. I felt that a lot of the international students felt comfortable talking to someone who had had simmilar experiences to their own. The american students would also listen attentively about the challenges and richness of an experience abroad. They usually had lots of questions about my own experience when doing their research. 26 Personal experiences living and studying abroad, as well as having been a foreign student in the US, have influenced the way I deliver services to students -- with insight and empathy. 27 There are always comments such as "you did not articulate that point well" OR Being accompanied to a presentation for the purpose of clarifying certain points. 28 My foreign identity makes many dismiss my criticisms of the current climate (SEVIS etc.). 29 Being a woman is sometimes challenging when dealing with people from various cultures. Also, the class, if you mean the immigration class, being H, is making my life very difficult in the work place. I dont' see further development opportunities in my current position because of this reason. 30 International students seem to like the fact that there is another 'foreigner' on campus they can talk to about their immigration status or problems with cultural and/or social adaptation here. Usually, I can relate to their issues better because I have a better and/or broader understanding of their culture(s) and the motivation behind particular actions. Also, the students who're not yet comfortable with their English, feel much less intimidated to talk to me in English when they realize that I also have a foreign accent. Also, I find it easier to predict what cultural/social difficulties the students might experience while in the US because I know more about their assumptions and background. 31 As a foreign born advisor there are certain challenges that we all face at some point in our careers. Some more serious than others but all of equal importance. The one I can remember is how a lot of international students (when coming for advise to interantional offices) expect to see a "white, or a typical, american person" and when they encounter me/us. sometimes I feel unconfortable when some of the students actually want to see somebody else or they don't beleive we can actually deliver. On the other hand, a lot of them feel more confortable talking to us because we inspire more confidence. There are also issues of salary increases and sometimes work related issues that I would like this group to address as we need to know how to handle them. 32 The above question can be interpreted in two ways: 1. professional employment: not been educated in this country (USA) affected my options. Although I have received an excellent academic education in the Netherlands, my degrees are not recognized. As such greatly impacted by cultural background, working as a part-time and casual employee, without benefits. 2.my actual work and relationship with students is excellent and not greatly impacted by the above mentioned identifiers of age, gender nor ethnic/cultural background. Students are very tolerant. 33 greeting students, understanding student's cultural background. ie, understand if the student is noding in agreement to be polite only or understood what is said. 34 My FB background, for the most part, serves as a "plus" in my career path especially when "ethnic diversity" is strongly encouraged at the workplace. However, I also find it difficult at times to convince people that FBIEs can also think or function like their American counterparts. You often feel that you must make twice the effort to prove your points and such kind of frustration can hit you occasionally. As a FBIE, I would also add "Degree of Acculturation/Assimilation" as one other identifier - this does go hand in hand with the cultural/ethnic background. 35 What impacts my work on a daily basis is my different cultural background. It impacts how I view my work, how I interact with colleagues and students. I bring a different perspective and a different communication style to all I do because I am not American. My communication style is probably impacts the most because it is very direct and straightforward unlike the American style. This can easily and is by some interpreted as aggressive becaus in addtion to that I am a woman. This communication style, however, has served me well with students but not always well with colleagues. 36 Race is not so salient perhaps because I am surrounded with many Asian students in my work environment. Rather, I am often aware that my students look at me as one of "them" (ex-international student), which can be an advantage at times and complications in other situations. One advantage is that "I have been there, done that" so I can come across as empathic (and I try to be genuine about it too). By the same token, students sometime might expect me to bend rules for them because "I hvae been there, done that." It's a fine line. 37 I felt discriminated during an interview for an intern position at an American educational institution. I was questioned if I felt that my English language "limitations" would affect the quality of my work as an international educator in the U.S. Since I am currently pursuing my master's degree in International Eduacation in the U.S. (which implies I must be proficient in English) and I have 11 years of experience as an educational adviser in Brazil, it was very difficult to take that question. On the other hand, my current experience as a graduate intern at an excellent American university has been outstanding. My supervisor, as well as other staff members, highly value my cultural background and previous experience in the field. 38 In international student advising, my foreign cultural background helps me to understand and sympathize with my clients' concerns that often stem from the gap between their culture and the US culture. Also, because of my foreign background, I know what it takes for my clients to adjust to the US and accomplish their goals here.