International Educator - May/June 2019 - 61

This crisis confronts many sectors of
society, including all levels of education.
As international educators, however,
we stand uniquely qualified to find
innovative ways to build bridges into
our communities for those refugees and
migrants who need our help.
We need to reconceptualize how we
interpret in loco parentis and see it as a
calling that incorporates the increasing
numbers of nontraditional students who
seek to be part of our campus communities.
As we consider our professional and ethical
practices, we can no longer limit our
standard of care only to our students who
are at home and studying abroad.

A More Diverse Tapestry
As debates about accepting refugees and
at-risk immigrants intensify, it is a time
for us to look forward and backward. We
can look back at overwhelming research
evidence in reports like the 2017 National
Academies of Sciences, Engineering,
and Medicine study, The Economic and
Fiscal Consequences of Immigration, to
understand how migrants have historically
made substantive con-tributions
economically and socially.
In the United States, historically
significant immigrants who brought
prominence and intellectual
advancement to the country that took
them in include Albert Einstein from
Germany, Joseph Pulitzer from Hungary,
and John Muir from Scotland. These
examples are hardly eclipsed today by
influential immigrant scholars who are
still enriching our culture. Since 2000,
33 of the 85 Nobel Prize winners from
the United States have been immigrants,
according to Forbes magazine.
We can learn from these positive
examples and also look forward to the
future of our academic and broader
communities and the contributions
newcomers can weave into the fabric of
our existing cultures, thereby making
our overall tapestry that much richer. For
example, Jin K. Park, a Harvard student
with Deferred Action for Childhood
Arrivals (DACA) status, earned the
prestigious Rhodes Scholarship in 2018.

Much of the DACA program is filled with
success stories of young students who were
raised in the United States and are now
likely achieving milestones unimagined by
the parents who brought them here. The
same is true of the experiences of refugees
and at-risk migrants.

Different International
Learning Experiences
As international educators, we pay
attention to academic mobility patterns to
stay ahead of trends regarding where our
students come from and where they would
like to study. These patterns also inform
our understanding of the international
mobility of people in general.
There are three main forms of
international mobility we need to account
for today: mobility for enlightenment,
which applies to traditional study abroad
students; mobility for opportunity, or
economic migrants and full degree-seeking
students; and mobility for survival, the

forcibly displaced refugees and migrants
who have little choice but to take up their
education elsewhere.
By nature of being in another culture,
all three of these populations are engaging
in some form of international learning.
However, they are doing it for different
reasons, with different motivations, and
likely with different outcomes. International educators need to recognize these
differences and provide the corresponding
support to ensure these students' progress.
Historically, the study of international
education has been mostly related to
fostering and studying the mobility
patterns, motivations, and outcomes of
the first group, and to a lesser degree,
the second group-those who engage in
mobility for enlightenment and those who
engage for degree advancement. Yet, there
is much to learn about the third group,
those who engage in mobility for survival,
and how these students experience
international learning.

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International Educator - May/June 2019

Table of Contents for the Digital Edition of International Educator - May/June 2019

From the Desk of
In Brief
Global Spotlight: Iran
Quick Questions
Feature: Africa’s Education Evolution
Feature: Mental Health: At Home and Abroad
Feature: The Faces of International Education
Education Abroad
International Student Affairs
International Enrollment Management
International Education Leadership
Forum
Take 5
International Educator - May/June 2019 - Cover1
International Educator - May/June 2019 - Cover2
International Educator - May/June 2019 - 1
International Educator - May/June 2019 - 2
International Educator - May/June 2019 - 3
International Educator - May/June 2019 - 4
International Educator - May/June 2019 - 5
International Educator - May/June 2019 - 6
International Educator - May/June 2019 - 7
International Educator - May/June 2019 - From the Desk of
International Educator - May/June 2019 - In Brief
International Educator - May/June 2019 - 10
International Educator - May/June 2019 - 11
International Educator - May/June 2019 - 12
International Educator - May/June 2019 - 13
International Educator - May/June 2019 - 14
International Educator - May/June 2019 - Global Spotlight: Iran
International Educator - May/June 2019 - Quick Questions
International Educator - May/June 2019 - 17
International Educator - May/June 2019 - 18
International Educator - May/June 2019 - 19
International Educator - May/June 2019 - Feature: Africa’s Education Evolution
International Educator - May/June 2019 - 21
International Educator - May/June 2019 - 22
International Educator - May/June 2019 - 23
International Educator - May/June 2019 - 24
International Educator - May/June 2019 - 25
International Educator - May/June 2019 - 26
International Educator - May/June 2019 - 27
International Educator - May/June 2019 - 28
International Educator - May/June 2019 - 29
International Educator - May/June 2019 - 30
International Educator - May/June 2019 - 31
International Educator - May/June 2019 - 32
International Educator - May/June 2019 - 33
International Educator - May/June 2019 - 34
International Educator - May/June 2019 - 35
International Educator - May/June 2019 - Feature: Mental Health: At Home and Abroad
International Educator - May/June 2019 - 37
International Educator - May/June 2019 - 38
International Educator - May/June 2019 - 39
International Educator - May/June 2019 - 40
International Educator - May/June 2019 - 41
International Educator - May/June 2019 - 42
International Educator - May/June 2019 - 43
International Educator - May/June 2019 - 44
International Educator - May/June 2019 - Feature: The Faces of International Education
International Educator - May/June 2019 - 46
International Educator - May/June 2019 - 47
International Educator - May/June 2019 - 48
International Educator - May/June 2019 - 49
International Educator - May/June 2019 - Education Abroad
International Educator - May/June 2019 - 51
International Educator - May/June 2019 - International Student Affairs
International Educator - May/June 2019 - 53
International Educator - May/June 2019 - International Enrollment Management
International Educator - May/June 2019 - 55
International Educator - May/June 2019 - International Education Leadership
International Educator - May/June 2019 - 57
International Educator - May/June 2019 - 58
International Educator - May/June 2019 - 59
International Educator - May/June 2019 - Forum
International Educator - May/June 2019 - 61
International Educator - May/June 2019 - 62
International Educator - May/June 2019 - 63
International Educator - May/June 2019 - Take 5
International Educator - May/June 2019 - Cover3
International Educator - May/June 2019 - Cover4
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