Experience of Foreign Students

I was fortunate to study abroad in the U.S. with support from my parents in China. However, despite this privilege, some challenges made my graduation from UC Irvine a large feat. I was not familiar with many aspects of higher education in the U.S. which made academic tasks such as scheduling courses to meet general education, major, and international student requirements, and social and professional networking very challenging. Socially, as an international student, I faced barriers navigating the new environment which led to a period of culture shock.

Balancing a new life chapter while navigating between two cultural processes, is an experience that many underrepresented students, including international students, in the U.S. can relate to.

During my time at UCI, I had professors and graduate students who mentored me through the unfamiliarity. I relied on them for academic and professional advice. They were not just professors, but mentors who made me realize that I can overcome my challenges and that I have the potential to succeed.

Understanding the difficulties of environmental changes and the benefits of positive relationships, I desire to pursue a career in which I could help other students to succeed through mentorship.

My passion for mentorship and improved educational resources were exemplified during my time at UCI, where I actively gave back to my community through mentoring. My most memorable times included teaching and interacting with young children to work on various projects at the UCI Child Education Center. Every week, I read with them, played with them, and cared for them.

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Additionally, working for UCI Learning and Academic Resource Center also inspired me. My role as a Learning Assistant was proven valuable when students needed peer mentorship and I could guide them through the challenges.

It was in these moments that I formed questions about how we could improve the learning environments for the diverse students served in afterschool programs through positive relationships and what factors would allow mentors and programs to promote academic and developmental outcomes. Working in research labs throughout college enlightened me about using academic research to aid families, practitioners, and communities in understanding positive youth development and using evidence-based practices.

Harvard GSE’s master’s program in Human Development and Psychology provides the application-based research opportunity that I seek in a graduate degree. In the one-year program, I plan to conduct research on how mentorship and afterschool can be optimized to cultivate youth’s strengths with quantitative research methods, as well as, volunteer and implement programs based on the research I conduct under the guidance of Professors Dana Charles McCoy, Adriana Umana-Taylor, and Stephanie Jones. After gaining hands-on experiences while simultaneously learning important research methods, I intend to continuously pursue a doctorate in developmental psychology. HGSE’s dedication to strengthening practices with scientific theories aligns with my values of community service and effective research. Thus, I am certain that I will be challenged by the faculties and students at HGSE to become an influential researcher and mentor to better serve the students and families.