TPC Journal Volume 11 Issue 2

174 The Professional Counselor | Volume 11, Issue 2 Literature Review Intersectionality Using the intersectionality framework, Crenshaw (1989) noted that racial, linguistic, class, and other identities intersect to inform an individual’s position of privilege and marginalization. These intersecting identities result in a heterogeneity of experiences within the international student community. The concept of intersectionality highlights the differing and inequitable influences of systemic oppression on diverse groups. In other words, the experiences of international students are dictated by their identities of race, ethnicity, level of education, language, and gender. International students of color, because of their racialized ethnic identities, often bear the brunt of discrimination and toxic hate crimes (Chirikov & Soria, 2020; Dovchin, 2020; George Mwangi et al., 2019; Lee & Rice, 2007). Lee and Rice (2007) noted that international students of color in their study were often targets of racial slurs, violence, verbal insults, and discrimination. The internalized effects of colonialism and colorism were evident in how teachers and domestic students responded to African international students, including questioning their intelligence and legitimacy to be in graduate-level classrooms (George Mwangi et al., 2019). Students disclosed that they frequently felt “crazy” because of microaggressions by unrelenting domestic students in their classrooms (George Mwangi et al., 2019). Recently, Yao (2018) found that Chinese international students experienced both overt and implicit discrimination as a result of their nationality, language, and cultural background, having significant mental health impact. Thus, it is evident that the experiences of international students of color are significantly different from that of their White counterparts (Yao et al., 2020). Additionally, with their demanding academic and research expectations, international graduate students (IGSs) constitute a particularly unique community (Girmay, 2019; Lin & Scherz, 2014). Lemieux and colleagues (2020) noted that the recent directive by U.S. Immigration and Customs Enforcement (ICE), which ordered international students to leave the United States if their fall 2020 courses were entirely online, had a profoundly deleterious impact on IGSs (ICE, 2020). IGSs usually serve as teaching assistants and research assistants, and they are often part of large-scale research and development projects. Lemieux and colleagues argued that despite bringing significant technological, cultural, and economic advantages to the United States, the order devalued the contributions of IGSs amidst the global health pandemic of COVID-19. Furthermore, the excessive pressure to engage in research and publications often had a detrimental impact on international students. Participants in a recent study by Click (2017) discussed that navigating a new academic system and responding to professional expectations were challenging and moved at least one participant in the study to tears. Thus, IGSs are confronted with multiple challenges that require urgent attention. Psychosocial Strengths Scholars have noted that practitioners’ knowledge and utilization of marginalized clients’ (e.g., Latinos, African Americans, LGBT individuals) psychosocial strengths often results in increased resilience, leadership, hardiness, and self-efficacy (Craig, 2013; Day-Vines & Terriquez, 2008). However, despite the efficacy of strengths-based counseling with minorities, the strengths of marginalized groups are often unknown to or underutilized by many professional counselors (Anandavalli, 2021; Craig & Furman, 2018; Harry et al., 2005; Tomlinson-Clarke & Georges, 2014). Given the extensive challenges the IGSC community faces, a strengths-based approach to counseling might prove to be especially beneficial. Regrettably, a thorough literature review on Google Scholar, PsycINFO, and SocINDEX using over nine search terms, including international student mental health , international students, strengths-based , and international students assets , indicated that no strengths-based counseling articles were available that addressed the experiences of IGSCs.