A Phenomenological Study: Transformations of the Helping Identity among Women International Students from the Middle East Training as Mental Health Professionals in the U.S.
Location
3030
Format Type
Paper
Format Type
Paper
Start Date
January 2016
End Date
January 2016
Abstract
According to the Open Doors 2014 Report on International Educational Exchange (Institute of International Education, 2014), from 2009-2014, international students from the Middle East increased by over 400% in the United States (U.S.). Unfortunately, there is not research available that currently provides insight into how U.S. training programs in the mental health professions impact the transformation of the helping identity among the training of international students, including Middle Eastern women, when considering cultural and gender differences. This gap is important to pay attention to because after training is complete, they will go back home to pursue careers in mental health to help clients in a society that operates differently in regard to gender. The questions I wish to explore in my study are: What are the lived experiences of Middle Eastern women international students training as mental health professionals in the U.S.? What are the meanings located at the intersection of culture and gender that transforms their helping identity when situated in a U.S. training program? By conducting this research, I wish to bridge the gap I experienced, as a reader, in the U.S. literature in which experiences of international students, particularly of Middle Eastern women, are not available. When conducting my study, I will use Photovoice (Wang & Burris, 1994) and Interpretative Phenomenological Analysis (IPA; White et al, 2009). Findings of this study may lead to increased understanding of how the meanings derived from the intersection of culture and gender impact Middle Eastern women international students’ transformations of their helping identity. This knowledge might inform future training program’s decisions on how to develop and strengthen the transformation of the helping identity amongst the training of international students, in particular Middle Eastern women. The knowledge from this research may also inform Middle Eastern women international students on how other’s in similar contexts made meanings of their training experiences.
A Phenomenological Study: Transformations of the Helping Identity among Women International Students from the Middle East Training as Mental Health Professionals in the U.S.
3030
According to the Open Doors 2014 Report on International Educational Exchange (Institute of International Education, 2014), from 2009-2014, international students from the Middle East increased by over 400% in the United States (U.S.). Unfortunately, there is not research available that currently provides insight into how U.S. training programs in the mental health professions impact the transformation of the helping identity among the training of international students, including Middle Eastern women, when considering cultural and gender differences. This gap is important to pay attention to because after training is complete, they will go back home to pursue careers in mental health to help clients in a society that operates differently in regard to gender. The questions I wish to explore in my study are: What are the lived experiences of Middle Eastern women international students training as mental health professionals in the U.S.? What are the meanings located at the intersection of culture and gender that transforms their helping identity when situated in a U.S. training program? By conducting this research, I wish to bridge the gap I experienced, as a reader, in the U.S. literature in which experiences of international students, particularly of Middle Eastern women, are not available. When conducting my study, I will use Photovoice (Wang & Burris, 1994) and Interpretative Phenomenological Analysis (IPA; White et al, 2009). Findings of this study may lead to increased understanding of how the meanings derived from the intersection of culture and gender impact Middle Eastern women international students’ transformations of their helping identity. This knowledge might inform future training program’s decisions on how to develop and strengthen the transformation of the helping identity amongst the training of international students, in particular Middle Eastern women. The knowledge from this research may also inform Middle Eastern women international students on how other’s in similar contexts made meanings of their training experiences.