Chinese International Students’ Expectations About Career Counseling

Abstract

Chinese international students are the largest international student body (33.19%) in the United States. However, career services on college campuses are underutilized by this population despite their pressing needs for career guidance. Chinese international students’ expectations about career counseling may explain the disconnection between needs and service utilization. Although clients’ expectations about counseling have been studied extensively, no study has focused on Chinese international students’ expectations about career counseling. The current qualitative study surveyed 58 Chinese international students by using 10 open-ended questions that inquired about their expectations, including preferences and anticipations, about career counseling. Findings highlighted a number of needs and expectations for career counseling, such as outcome-driven activities, specificity of services, rapport with counselor, taking assessments, and culturally sensitive services. Clinical implications for career services on campus and future directions for research were discussed.

Expectations, Experiences, and Career‐Related Outcomes of Computer‐Assisted Career Guidance Systems

“…'s (2003) study, as well as people's reliance on various types of technology (e .g ., the internet, smartphone, apps) for information and advice in today's society, participants in our study may have believed that the CACG system could and should provide answers or direction for each survey item . Indeed, our results suggest that the students in this study tended to want CACG systems to be highly directive, which is consistent with findings by Paszkowska-Rogacz (2008) and Li et al . (2021) .…”

“…Zysberg (2010) found that effective management of expectations for career counseling predicted greater satisfaction at the conclusion of services in a sample of Israeli undergraduates . Finally, qualitative research by Li et al . (2021) indicated that Chinese students expected both guidance and access to relevant information during career counseling .…”

Reexamining Asian American Masculinity and the Model Minority Myth Through a School-Based Counseling Group

“…Further exacerbating the situation is the intersectionality of gender and race (Li et al, 2019; Ratts, 2017), which is known to influence cultural identity during adolescence (Chan et al, 2018). Although counseling literature is replete with studies indicating male privilege, being male does have unique drawbacks and limitations when the individual is a person of color (McDonald et al, 2019).…”

“…Issues regarding cultural and gender identity development are not necessarily new (especially for males of color), but the problem arises in the lack of interventions and research for young Asian Americans that target these issues within a school setting (Butler & Shillingford-Butler, 2014; C. Y. Chang & O’Hara, 2013; Li et al, 2019; Sue & Sue, 2016). Stemming from an unconscious belief in the model minority myth, school counselors sometimes overlook these concerns encountered by Asian American male students.…”

“…A common thread among adult Asian American males was the absence of interventions and assistance while in school (Li et al, 2019). As opposed to providing services or interventions, some school counselors seemed inattentive or unaware of the issues their Asian American male students encountered.…”