An exploration of the journeys of international students who became international educators and why their voices are essential in shaping the field.

When I first came to the U.S. as an exchange student, the work of the international office, which helps international students familiarize themselves with the new environment, different culture, and educational system, positively impacted me. I wanted to be a part of it, and I became part of it. Of course, I was still a graduate student. But what if I could make a profession out of it, given my passion for the field, first-hand experience, and intercultural understanding?

Looking around me, I could not find many international higher education professionals who shared the same international identity. It was difficult to seek suggestions on how to navigate the profession as an international. Sometimes the advice did not take into account crucial layers such as visa status, systemic constraints, strict timelines and culturally different professional practices. I was aspiring to become a Foreign-Born International Educator (FBIE), and I aimed to connect more with other FBIE.

How did I start? I began to read the literature and write about it. Literature on international education has mainly given attention to research on international students’ experiences and study abroad programs. Regarding the international student population, a significant focus has been on understanding their academic and socio-cultural pathways. Still, more limited research sheds light on their transition to a profession in the U.S.

The number of first-generation immigrant staff in U.S. higher education was 895,000 according to U.S. census data (NAFSA, 2022). This amount does not differentiate the first- and second-generation staff/professionals from the foreign-born staff/professionals. More specifically, the study of graduate international students’ professional pathways has been researched but is limited. The experiences of international students who want to remain in the field of international higher education, helping other international students as a professional job, have received even less scholarly attention.

FBIE are those individuals who are now ready to be on the other side of the fence, completing the full circle from international students to foreign-born international educators. FBIE should be at the forefront of higher education because of their considerable contributions to the field of international education. They bring international first-hand experience, high intercultural communication, empathy, multilingualism, global partnerships and relationship building, which are crucial skills for international student success and campus internationalization.

The Member Interest Group (MIG) of NAFSA, FBIE (Foreign-Born International Educators), aims to provide space to advocate for policy and regulation changes to remove obstacles for current and future foreign-born international education professionals. It also seeks to support the group in the entry and professional development, to highlight their unique perspective, and to enhance the field of international education. This platform is an excellent opportunity for FBIE to connect, but their voices should encompass the entire field.

FBIE also navigate a complex intercultural identity as internationally born individuals now living and working in the U.S. Immigration challenges impact their well-being in navigating the job search process including visa changes, limited work opportunities, and lack of institutional understanding of immigration processes. As many FBIE tend to be professionals more than faculty, work visas tend to be less common for this profession.

FBIE’s layered identity of racialized individuals impact the readjustment from being the racial majority in their country of origin, and becoming the racial minority in the U.S. Their cultural difference affects their sense of belonging and how diversity is conceptualized between their country and the U.S. The field can bring more awareness and shed light on FBIE by sharing their stories to support cultural, racial and immigration transitions even more needed in the current times. It is also crucial to leverage immigration-related resources already available among international education professional organizations. The visibility of FBIE could also encourage international students who are already interested in pursuing similar career paths. They can follow in their footsteps and feel inspired and supported in navigating similar career trajectories.