Twenty-three years ago, when I first set foot in the United States, I was driven by the dream of becoming the world's premier jazz bassist. My journey began at a music college where I quickly became part of a close-knit community, albeit as one of only three international students. This unique position allowed me numerous opportunities to collaborate with various ensembles. Initially, I believed these opportunities stemmed from my diverse background, but I soon realized they were more due to the scarcity of bass players. Despite this, these collaborations remain some of the most memorable experiences from my time there.
However, this period also presented its challenges. As one of the few international students, it became clear that the college lacked adequate support structures for our specific needs. Beyond the basic services of the international office, like handling my I-20 stamp, there was little else in terms of assistance.
Fast forward to the present, and I find myself at Berklee, a college that's widely regarded as one of the best music schools in the world. Here, I see a dynamic and diverse community of international students, all passionately pursuing their dreams. What's particularly impressive is Berklee's robust support system for these students, a testament to how far we've come in understanding and addressing the needs of international students.
In my recent research on career development challenges faced by international students, a recurring theme is the difficulty in cultivating a sense of belonging. Despite being enrolled in their dream institutions, many students feel disconnected from their college community. This issue has been exacerbated by the pandemic, leading to both physical and emotional isolation. The feedback from these students highlights an important point: addressing their needs isn't just about acknowledging their unique cultures and integrating them into the educational system. It's also about creating meaningful ways for them to connect deeply with the college and its surrounding community. Faculty and administrators, who often serve as the first point of contact and ongoing support, play a crucial role in this. By fostering a sense of belonging and integrating international perspectives into the curriculum, we can significantly enhance the support and experience provided to international students.
One aspect that has shown potential in fostering this sense of belonging is the rise of cultural phenomena like K-pop. As it becomes a common cultural language among many youths, it offers a unique opportunity for connection and understanding. I recall a quote from a student interview that poignantly illustrates this need for belonging. While some progress has been made, it's evident that more needs to be done to genuinely support this aspect of student life. The upcoming Berklee’s K-Pop & Beyond event, I believe, will be a significant milestone. It promises to not only raise awareness about the value of diverse cultural experiences but also to spur further discussion on how to enrich college life with more inclusive ideas and resources for the benefit of all students.
"Local players are very friendly. They don’t care if you are from America or not. They are just friendly. Even if you have some language problems or grammar mistakes, they just listen to you…"
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