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Abstract
International students’ education and migration journeys have become more prominent in public discourse, often with stereotypes of students as low-wage workers rather than emerging professionals. When their own narratives are centred, however, international students emphasize their hopes for faculty and institutional support in reaching their career aspirations. These aspirations may also be linked to post-graduate work permits or migration plans. A student-centred faculty intercultural teaching taxonomy developed at a Western Canadian postsecondary institution highlights five faculty practices that support career development: (1) affirming students’ skills, knowledge, and experience; (2) recognizing non-academic factors, including present work, in students’ lives; (3) supporting transition to the labour market; (4) building connections with students; and (5) demonstrating cultural sensitivity. This web of practices highlights the faculty career influencer function. As career influencers, faculty can recognize the systemic barriers students face in their education and immigration journeys, guide students in questioning dominant narratives, provide support and advocacy in pursuing meaningful professional career paths, and serve as advocates. International students identify faculty as key career influencers. Institutional support and faculty development are required help faculty take a holistic view of students’ career journeys and recognize their critical role as influencers, guides, and advocates.
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