August 26, 2015 § Leave a comment
Now that your kids’ school year has started, it’s time to take in a big breath, let it out slowly . . . and start thinking about graduation. Ready or not, college is just around the corner.
Hear that sound? Listen closely. It’s the sound of time marching by.
While we can’t slow down the passage of time, we can prepare ourselves, and our children for what lies ahead. And if going to college in the US is part of your child’s future, then take a look at these tips for getting ready. They’re based on my experience sending two children back to the States for college while we were overseas, putting two into high school in the US (after home schooling and having them attend school abroad), and working in a university admissions office. Do you have anything to add? Let me know in the comments.
Before your child begins high school (or as soon as possible thereafter), find out the college-prep requirements and recommendations for the state in which she plans to continue her education. Each state will have its own list of required coursework for entrance into its public institutions, with courses in English, math, science, social studies, and fine arts. The list may also include classes in such areas as foreign language or personal finance. You’ll also want to check with individual colleges, public and private, to find out what additions or exceptions their requirements might have in comparison to the state’s core curriculum.
Most colleges welcome the addition of home-schooled students to their campuses, but homeschoolers will want to find out what documentation is needed and any hoops that they might need to jump through for admission. Students with diplomas from unaccredited high schools may have additional requirements, as well. Also, if students will be transferring to a Stateside high school before graduating, make sure you know the school’s policy on what courses they will give credit for towards graduation.
For students taking AP (Advanced Placement) courses, check with potential colleges to see what level of test scores they accept. Also, find out if successful completion of an AP course will earn advanced placement (taking the place of a college-level course), credit (hours toward graduation), or both. While you’re at it, see if the school will allow a bilingual child to test out of foreign-language courses. This may or may not be part of CLEP (College Level Examination Program) testing. Testing out of classes not only can help meet degree requirements but can also be an easy way to add a minor.
Students can take the PSAT/NMSQT (Preliminary SAT/National Merit Scholarship Qualifying Test), during their junior year. The test, from the College Board, is used for awarding National Merit Scholarships. High-scoring students who receive semifinalist status can apply to be finalists. Interested students outside the US will need to find a local school that is administering the test. To help with this, the College Board offers a PSAT school search form.
- SAT and ACT
While some institutions don’t require SAT or ACT scores, the majority do. But which one should your child take? There are differences between the two exams. For instance, the SAT emphasizes vocabulary more than the ACT, and the ACT has a science section while the SAT does not. Other differences are more subtle. For a helpful comparison of the tests, see “The SAT vs. the ACT,” from The Princeton Review. You can find international test centers for the SAT here, and ACT’s international sites here. Contact your target schools to see if they “superscore.” Superscoring combines section subscores from two or more test dates, using the highest from each section instead of using only the scores from one date.
Don’t forget to keep track of deadlines: deadlines for submitting university and scholarship applications, for filling out housing contracts, for making payments or setting up payment plans, etc. Check early, as some will be much sooner than you might think.
Another big deadline is for filing out the FAFSA (Free Application for Student Aid), found at fafsa.ed.gov. The FAFSA is used to determine how much a family is expected to contribute to a student’s college education and, thus, how much will be offered in financial aid and loans. Results are reported to up to 10 colleges at a time. The application period opens January 1 for the following school year, but each state has its own deadline, found here. Individual colleges may have earlier deadlines, as well. Tax data is necessary for completing the form, but updated information can be supplied later by amending the application. Even if students know that their family won’t qualify for federal or state financial aid, they should submit the FAFSA anyway, as it is often used for scholarship selection. It is important to remember that filling out the FAFSA is free, so if a site asks for payment, it’s not the official FAFSA.
When it comes to scholarships, there are those offered by individual colleges, and there are many, many more out there that are looking for qualified recipients. Some students treat scholarship application as if it were a job, and it can pay very well, with funds adding up well beyond the cost of school. For reviews on five top scholarship websites, take a look at Blake Sander’s article at MoneySavingPro. Remember that any scholarship or grant money that goes beyond paying qualified education expenses (tuition, fees, and books, but not room and board) is considered taxable.
Students will need to submit high-school transcripts to colleges as part of the admission process. For most schools, the transcripts will need to arrive in a sealed envelope from the high school in order to be considered official. Some will accept faxed copies from the high school. Foreign transcripts that are not from US accredited schools will need to be evaluated for authenticity, for diploma validation, and for determining a US GPA equivalent. Some colleges will do this in house, while others will require you to send the transcript to a third-party evaluation agency. If the transcript isn’t in English, it may be necessary to have it translated, as well.
- Campus visits
Many colleges offer online virtual tours to help you get a good feel for their campus. Look at the institution’s web site, but you’ll also find a number of schools represented at YouVisit’s college site. If you’re in the States, it’s beneficial to have an in-person visit. If you give a school enough notice before you arrive, they should be able to arrange a tour for you.
- In-state tuition
Back to finances: One of the biggest concerns for out-of-country parents is the issue of in-state tuition for public schools. Even if you’ve previously lived in a state your whole life, the fact that you don’t now means that your child will have to prove he deserves in-state status. The final decision will come from the university, and it will depend on such things as parents’ owning a house there (though that by itself is not enough), living there for a number of years, having ties to the state and other factors that show a probability the student will remain there after graduation, filing state income tax, registering a vehicle, registering to vote, having a library card, etc. Schools have widely varying rules on how students can gain in-state status on their own, such as living in the state as a financially independent adult for a period of time. Some schools offer in-state rates to children of alums or to residents of neighboring states or states with regional student exchanges. Words such as dependent, resident, home, and domicile are important to define. (Hint: They may not mean what you think they mean.)
- Admissions office
Make a friend in the admissions office of the colleges you’re serious about, someone you can email, or call, to get answers to your questions. You might get in touch with someone in international admissions, as well, for help with issues that are unique to students living outside the US.
Understand that even if you want to stay in control of your child’s education, you will be limited in the information you can get from the school. Under FERPA (Federal Educational Rights and Privacy Act), the college cannot give you such things as grades, class schedule, or billing information without the students written consent—even if you’re the one paying the bills.
Make plans for your child to arrive in the US in time for student orientation. The earlier she enrolls, the more classes will be available for filling out her schedule. Orientation is a good time for parents, if you’re able to come, to hear first-hand the details of college life. It’s also good time for releasing your child toward independence. (That’s why you’ll probably be sent to a different room while your child picks classes.)
- On campus
You’ll want your children to find community when they relocate. Some campuses will have a residence hall set aside for honors students or a floor designated for students with common educational interests. You can contact local churches and campus ministries (some of which will offer housing). Maybe there’s a Mu Kappa chapter (for missionary kids) on campus. Or maybe the school has a recognized group for Third Culture Kids (TCKs). International student clubs may offer a good fit as well.
Our two sons who came back to the US for college while we were overseas attended reentry programs. These were very valuable in helping them understand the transitions they were facing and giving them practical advice for acclimating to US culture. The two seminars we used are sponsored by Barnabas International (they also offer one in partnership with the Narramore Christian Foundation) and Interaction International. For help in understanding the TCK mindset and how to navigate cultural changes, get a copy of Third Culture Kids: Growing Up among Worlds (by David Pollock and Ruth Van Reken) or The Global Nomad’s Guide to University Transition (by Tina Quick).
The kids really are growing up. It’s never too early to get ready. Hear that sound?
November 17, 2014 § Leave a comment
According to data released today by the Institute of International Education (IIE) in the 2014 Open Doors Report on International Educational Exchange, since 1999/2000, the number of international students in the US has increased by 72%, to an all-time high in 2013/14 of 886,052.
Since statistics have been collected by IIE, starting in 1948, the number of international students has increased each year, except for 1971/72 and from 2003 to 2006. The growth for the past school year of 8.1% is the largest percentage increase since 1980/81.
The top country for sending students to the US has been China over the past 15 years, with its share of total international students growing from 11% to 31%. But the rest of the top ten has seen significant shuffling.
In 1999/2000, the number-two country was Japan. Since then, their numbers have dropped by 59%, moving them down to 7th place. India, South Korea, and Canada have each moved up one spot, landing them at 2nd, 3rd, and 5th, respectively.
The countries making the biggest jumps over the past 15 years, moving into the top ten, are Saudi Arabia (from 21st to 4th), Vietnam (43rd to 8th), and Brazil (13th to 10th).
Taiwan has dropped from 5th to 6th; Mexico has held steady at 9th; and Indonesia, Thailand, and Turkey have fallen out of the top ten.
Other changes over the past 15 years are
- The contribution of international students to the US economy has grown from $9 billion to $27 billion.
- In 2000, schools hosting 1,000 or more internationals numbered 135. Now there are 231.
- The majority (2/3) of international students are supported primarily by family or personal funds, but the proportion of those funded by their governments has tripled.
International education, says Evan M. Ryan, assistant secretary of state for Education and Cultural Affairs, is a key part of meeting today’s global challenges:
International education is crucial to building relationships between people and communities in the United States and around the world. It is through these relationships that together we can solve global challenges like climate change, the spread of pandemic disease, and combatting violent extremism. We also need to expand access to international education for students from more diverse backgrounds, in more diverse locations of study, getting more diverse types of degrees. Only by engaging multiple perspectives within our societies can we all reap the numerous benefits of international education—increased global competence, self-awareness and resiliency, and the ability to compete in the 21st century economy.
The fifteen-year data was compiled in conjunction with this year’s 15th anniversary of International Education Week (November 17-21), a celebration initiative by the U.S. Department of State and U.S. Department of Education.
(“Top 25 Places of Origin of International Students, 2012/13-2013/14,” Open Doors Report on International Educational Exchange, Institute of International Education, 2014; “Top 25 Places of Origin of International Students, 1999/00-2000/01,” Open Doors Report on International Educational Exchange, Institute of International Education, 2014)
October 5, 2014 § 2 Comments
“It’s like you’re driving in a car,” says one of the students in The Dialogue, “and the gas and the brakes switch.”
The Dialogue is German director Arnd Wächter’s feature documentary that follows eight college students traveling to Hong Kong and southwest China. As they interact with the world around them and interact with each other, they explore cultural differences and the way we communicate about those differences.
The students make up a rather diverse group: males, females, Americans seeing China for the first time, Chinese returning home, whites, an African American, and an Asian raised in the US . . . and their viewpoints are varied as well.
I got to watch The Dialogue at a screening held at the San Diego NAFSA conference in May. It was a great conference, and seeing the documentary and taking part in the discussion with Wachter afterward was a highlight for me.
My experience watching the film was—to borrow the student’s words—like driving in a car. But for me it was a bumper car. At several times throughout the documentary, I would identify with one of the students, but then something would happen to change my view: I look like him, but I don’t agree with what he just said. I agree with her, but then she went too far. I share her background, but what he said makes more sense. I identify with him, but I don’t think he’d identify with me.
My point of view kept bouncing from person to person, even country to country. It was jarring, but enjoyable. Thus the bumper-car ride. I liked the way it challenged me to think beyond stereotypes and easy answers. And that, getting viewers to think, is what Wachter’s Crossing Border Films and Michigan State University had in mind when they made the film. It’s what would make The Dialogue a great tool for cross-cultural training exercises.
The key to the documentary is the frank conversations that the students have on camera. And the key to these conversations is the work of facilitator Ana Rhodes Castro. She led the students through behind-the-scenes activities and debriefings that encouraged them to express their true feelings and talk about root issues. The result is on-camera interactions that get straight to the point and reveal topics and opinions that are normally skirted in everyday life.
Particularly interesting are discussions of how individual personalities, non-verbal communication, surroundings, and language affect how we offer and receive viewpoints. How often does the way people present themselves affect how we judge what they say? How do our expectations for non-verbal cues differ from culture to culture? Does the fact that the film’s discussions take place in China give the Chinese a disadvantage? And does using English as the mode of communication give an advantage to the native speakers?
There’s a partner education site at National Geographic that addresses these issues using clips from The Dialogue. The site also includes questions for discussion and additional resources for use in the classroom.
The Dialogue, along with two other Wachter productions, is part of a trilogy of cross-cultural films. The others are Crossing Borders, which follows the same model as The Dialogue, but this time with four Moroccan and four American students traveling to Morocco, and American Textures, which listens in on the discussions of six young Americans—Latino, Caucasian, and African-American—as they travel to three cities in the southeast United States and talk about race, class, and culture.
May 7, 2014 § Leave a comment
It’s a not-uncommon cross-cultural story: A child flies away from his home country and is adopted into a whole new world. He grows up trying to be like the people around him, but he’s different. Maybe he should deny his past and just fit in. But denying who he is comes with a price. Embracing his true identity and exploring his heritage comes with a price, too. It’s an epic struggle, and the non-stop battles threaten to become his identity.
It’s the story of Superman.*
This past week, my wife and I watched last year’s Man of Steel on DVD. Following a trend in super-hero cinema, it tells the gritty, complex, discordant story of a superhero. And, of course, there’s action—so much thunderous, building smashing, ground shaking, tank-fisted action. In fact, right before the umpteenth fight between equally matched super people, my wife said, “Oh, not again.” The movie is entertaining, but it’s nearly 2 1/2 hours long, and with battle after battle, with the ultimate outcome never in doubt, all the excitement became . . . uh . . . boring.
A few days later, we watched another film about people landing in a new cultural landscape, leaving friends and family to try to make a difference in their own lives and those around them. This one is a POV documentary from 2011 called The Learning. It’s about four women from the Philippines, some of the 600 Filipino teachers, recruited by the school district, who teach in inner-city Baltimore.
“I only see America in television movies, in pictures of books, or in magazines,” says Dorotea, one of the four. “I haven’t had a picture of what America really looks like. . . . So this is it. This is America, where the dollars are found.”
Yes, these teachers can earn up to 25 times their salaries back home. That means they can send money back to the spouses, children, and parents whom they’ve left behind.
When she returns to her family after the end of the school year, Angel takes her five brothers and sisters, mom, and dad on their first-ever shopping spree. The money doesn’t seem enough to buy all that they want.
Grace, who has stayed in touch with her infant son by video chat during her time in the States, returns to the Philippines to find a boy who looks away and doesn’t want her to hold him.
“I know in the long run I will be in a better position,” she says. “I really have to suffer the consequences of what I did and what I’m doing.”
Rhea, who shares victories with the students in her special-education classroom, faces setbacks in her family life. While she’s away, her husband is arrested for selling drugs and faces the possibility of life in prison.
“I had this dream, you know, of going into a far place, bringing him wherever I go, and we will start something new—just us, no parents, no friends,” says Rhea. But her world has changed. “This is defeat for me. It’s like I’ve been fighting for so long for nothing.”
With tears, Dorotea says that this, her 24th year of teaching, is “full of adjustments, full of disappointments, full of hurts, full of . . . full of ill feelings.”
One of her high-school students tells her, “I wouldn’t leave my family if I was you. I’d stay over there. . . . You like it in the Philippines?”
Dorotea nods her head.
“You like it over here better?”
Smiling, Dorotea says, “It’s a very tough question.”
The four ladies of The Learning are real-life superwomen, which means they’re strong, but they’re not made of steel. It means they’re not actually superwomen. They’re conflicted, vulnerable, less-than-perfect. They fight battles, in the classroom and in their thoughts. One battle comes after another. But the ultimate outcome is certainly in doubt . . . and it’s anything but boring.
Directed by Ramona S. Diaz, The Learning originally aired three years ago. It is currently making an encore appearance online and is available for viewing through May 12.
*For a deeper discussion of Superman as Third Culture Kid, see Katherine Alexander’s “Clark Kent and Third Culture Super Power.”
March 7, 2014 § Leave a comment
I’m going to brag on a couple friends of mine. Both of them are shining examples of devoted service to the international students who come to our communities. Both of them live in small cities in the Midwest: one in Pittsburg, Kansas, and the other in Joplin, Missouri. And while they are content to serve in quiet ways, each has recently been highlighted in local media.
Helping Students Get Around . . . on Two Wheels
For over three decades, Don Smith—through Campus Christians—has been ministering to the students at Pittsburg State University in Pittsburg, Kansas. Throughout that time, more and more of those students have come from other countries.
In fact, today, a significant part of Don’s work is collecting, repairing, and distributing bicycles to the more than 450 international students at PSU. It was this bicycle ministry that caught the attention of The Joplin Globe, which ran a story about him.
Don told The Globe that he got the idea to loan bikes to international students 30 years ago, when he saw a similar program at the University of Missouri. That story means something to me, as I was a student at MU 30 years ago, living at the Christian Campus House, the place where Don got his inspiration. A few years later, I became the campus minister to inernationals at CCH and took over the bike ministry. But Don’s efforts go well beyond anything that I was able to do.
One of the first lessons he learned was how to keep bikes in the program. It was easy to give bicycles out. “But the first year,” Don told The Globe, “not one bike came back. Not one.”
The solution came in two parts: using stronger locks and charging a deposit of $35, which is refunded when the bike is returned. That’s increased the return rate to about 75%.
Since the beginning of July, Don has distributed 200 bikes. And as word has gotten around, American students are taking advantage of the ministry as well.
Word certainly has gotten around, not only about the bikes but about all the work that Don is doing. Two years ago, he received the Ralf J. Thomas Distinguished Service Award from PSU, and last month he and his wife were honored by Ozark Christian College, their alma mater, with the Seth Wilson Outstanding Alumnus Award.
(Andra Bryan Stefanoni, “Have Bike, Will Travel: Campus Minister Provides Wheels to Students,” The Joplin Globe, February 14, 2014)
A Mom to Many
“Mom.” That’s what scores of international students at Joplin’s Missouri Southern State University call Linda Keifer. For nine years, she and her husband, Jerry, have invited guest from around the world into their home.
“It started with a few, and then they invited their friends,” Linda told The Chart, Missouri Southern’s student newspaper. “This is what God wanted us to do.”
Several students also shared in the article what they liked about being part of the Keifers’ extended “family”:
“It’s family Sunday: to eat, relax, listen to each other, to talk about worries, hopes, dreams and wishes,” said Stephanie Kiessling from Germany. “They are sharing the American tradition and the international students [are] sharing theirs as well.”
And Lei Lei, from China, said, “When I speak to them, I feel like I’m talking to a genuine mother and father. They make me feel appreciated, welcomed, and at home.”
Linda’s ministry came full circle last year when she and Jerry traveled to Asia, becoming the guests and receiving hospitality from the students and their families.
Being part of a family means sharing in the highs and lows. So when Linda was diagnosed with colon cancer last year, the students gathered around the Keifers and comforted them. That comfort has continued as Linda has gone through surgery and receives treatment.
Just a few weeks ago, Jerry told me how much the students’ kindness has meant to them. That’s often the way it is: When we reach out to help others, we often receive as much, if not more, than we give.
(Xiaoyu “Jamie” Wu, “Mom Opens Home to Students,” The Chart, October 31, 2013)
Don and Linda wouldn’t meet a strict definition of “globally famous,” but that doesn’t mean they haven’t gained international fame, at least among those who have been touched by their simple generosity, by those who call them friends . . . and sometimes “Mom” or “Dad.”
[photos: “Bicycle,” by JMC Photos, used under a Creative Commons license; “Door Knob,” by zizzybaloobah, used under a Creative Commons license]