Women’s Perspectives on Paving a Career Path in International Education

The Field of International Education

The definition of international education varies. There are two general meanings based on student engagement and involvement. “The first refers to an education that transcends national borders through the exchange of staff and students. The second is a comprehensive approach to education that intentionally prepares students to be active and engaged participants in an interconnected and intercultural world” (Peters, 2019, pp. 1233–1242). International education spans all age categories from early childhood education to adult education. The field consists of multiple trajectories of research and practice, including “comparative and international education, internationalization of higher education, international schools, international research on teaching and teacher education, internationalization of K-12 education, and globalization of education” (Dolby & Rahman, 2008, p. 676). Engagement in this field includes schools, universities, service providers, product providers, research organizations, government agencies, foundations, and professional associations.

There are numerous roles advancing international education, such as administrative and direct support workers, specialists, teachers, faculty members, and management-level roles, including senior international officers (SIOs). SIOs are individuals responsible for the facilitation of internationalization efforts in higher education institutions.

There is a scarcity of statistical data on women’s representation in the international education sector. The only data source that the researcher was able to identify was a 2020 survey (Association of International Education Administrators [AIEA], 2020) conducted by the Association of International Education Administrators (AIEA) delimited to SIOs in higher education institutions. AIEA surveyed 200 SIOs who reported that their titles were “Director or Executive Director” (36%), followed by “Associate or Assistant Vice President/Chancellor/Provost” (29%), and “Vice President/Chancellor/Provost” (14%; AIEA, 2020, p. 2). The survey revealed that 55% of SIOs were women, signaling a shift from the slim male majority of 51% in 2017 (AIEA, 2017). While this is an encouraging finding, without knowing the total gender breakdown in the profession in the surveyed 200 institutions, conclusions cannot be drawn about the equality of female representation in the leadership roles there. Despite the lack of statistical evidence on women’s representation in leadership roles in international education, there is a large need to support women’s personal and professional advancement in this field in light of findings from numerous studies, datasets, and reports pointing to persistent gender inequalities across all industries discussed in the next section.

Barriers for Women’s Professional Advancement

Numerous research studies, reviews of literature, books, and reports identified obstacles that stand in the way of women’s career progression in different sectors and countries (AAUW, 2016; AIEA, 2018; Alsharif, 2018; AQU Catalunya, 2019; Arar, 2018; Bayir & Dönmez, 2020; Cheung, 2021; Clover et al., 2017; Colantuono, 2010; Coleman, 2020; Davis, 2012; Folke et al., 2020; Gaudette et al., 2018; Griffiths et al., 2018; Kim & Kim, 2020; Maheshwari & Nayak, 2020; McCullough, 2020; McKinsey, 2021; Regulska, 2021; Yousaf & Schmiede, 2017). These obstacles occur on individual, organizational, socio-cultural, economic, and systemic levels. Although each country, sector, occupation, ethnicity, and individual have their unique contexts and professional experiences, many of these barriers are common for women throughout their careers. Among the most frequently cited barriers referenced in the literature above are gender bias and stereotypes (such as perceptions of women as weak leaders), balancing work and family responsibilities, lower wages, imposter syndrome, lack of confidence, harassment, micro-aggression, sex discrimination, lack of effective support networks, lack of mentors, perceived lack of business and strategic acumen, perceived glass ceiling, power imbalance, lack of recognition for work, and overall male domination in certain fields (i.e., STEM).

The results of a global survey of female SIOs in academia (Gaudette et al., 2018) echoed many of these barriers. Specifically, female SIOs experience gender bias by not being perceived as equal to their male peers in the following ways: they are not viewed as knowledgeable, not taken seriously, not invited to strategy or business meetings, and do not have equal weight in decision making. Other obstacles identified in the same study are a lack of mentors, a lack of balance between work and family responsibilities, lack of faculty status, safety concerns when traveling independently, and limited networking opportunities due to not fitting in the “old boys’ club.” An added challenge for women specific to international education is “the stigma of international work” as it is viewed as “frivolous” and not strategically important (Gaudette et al., 2018, p. 18). A study of faculty at one U.S. university (M. Elliott & Blithe, 2021) reported that female academics faced more micro-aggressions and work-life conflicts and experienced a lower level of dean support than male faculty. Such negative experiences were also associated with a higher level of stress and lower job satisfaction in female faculty.

As professional engagement in international education often requires short-term travel to conferences, recruitment fairs, prospective or existing organizational partner locations, etc., women with young children are likely to face difficulties balancing childcare and mobility. For example, a study of early career academics in New Zealand found that female faculty attended international conferences less frequently that male faculty (Timperley et al., 2020). Following Henderson’s (2020) research of women academics, irregular short-term travel made childcare a “sticky” issue for women, particularly those performing most daily household tasks. Stickiness means that women have to physically and emotionally break off from their household routine and deal with logistical and symbolic issues associated with their absence (Henderson, 2020). The global pandemic has exacerbated inequalities for women in different sectors and countries. In the course of the pandemic, women have experienced lower labor participation rates (Zarrilli & Luomaranta, 2021), a decrease in working hours, and an increase in unpaid care work (International Labour Organisation, 2020).

The field of international education has been heavily influenced by the pandemic. Bowman (2021) pointed to the fatigue and burnout in the field in the United States caused by decreased enrollments, fewer international students budget cuts and layoffs, international educators needing to prove their worth, changes in immigration policies, and travel restrictions.

Eradicating Barriers for Women in International Education

A growing number of organizations, associations, governmental and inter-governmental agencies, movements, research, policies, presentations, and conversations are seeking to support women’s equitable professional advancement. As barriers that women face occur on the individual, organizational, socio-cultural, economic, and systemic levels, the solutions, therefore, should focus on the root causes and contexts on all these levels. The OECD (2020b) recommended actions on multiple levels, starting with governments providing access to paid parental leave and affordable, good-quality early childhood education and care; creating quotas to increase representation of women in boardrooms; incentivizing private companies to promote gender equality in recruitment, promotion, and retention; creating diversity, equity and inclusion (DEI) laws, policies, and organizational practices; conducting company-wide trainings; and providing opportunities for professional development, mentorship, and networking. Organizations must also seek ways to reduce micro-aggressions against women (M. Elliott & Blithe, 2021) as part of organizational DEI policies and practices.

Several suggestions have been made to support women’s professional growth during the pandemic that may as well apply to the post-pandemic setting. In Deloitte (2021), women suggested their organizations provide promotion or pay raises, more flexible working arrangements, adequate resourcing of teams, opportunities for leadership, mentoring and networking, better benefits, mental health resources, periodic check-ins on teams’ well-being, childcare support, more learning and development opportunities, more access to senior leaders, and availability of short-term sabbatical leave. Speaking about supports for international educators, Bowman (2021) suggested flexible working arrangements, professional development, team-building activities, promoting wellness, and networking with other colleagues in the field as some of the priorities.

To ease logistical and emotional difficulties for women with young children who must engage in domestic and/or international travel which is often a part of the job duties in international education, women may consider decreasing the number of nights away and travel back time (Henderson, 2020). Although this is a superficial fix that does not solve the larger issue of gender roles and related inequalities, which must be tackled on multiple levels mentioned earlier.

The Need for Interviews with Women in International Education

The Global Leadership League conducted the Limelight Interviews to spotlight the international education profession and bring out the voices of women in different stages of their professional journey. In the words of Sarah E. Spencer (personal communication, July 16, 2021), a co-founder of the League, these interviews were used to “share and hear a diversity of women’s voices to learn about and from their experiences.”

The importance of sharing and learning from other women’s perspectives was also reinforced by some interviewees. Anastasia, who is a facilitator of intergenerational women’s groups among her several other professional engagements, pointed out that the exchange of knowledge between women from different cultures, nationalities, and age groups “promotes learning and support.” This collective learning can empower, inspire, and support women paving the road in their professional journeys. As another interviewee, Fen, noted, reading interviews with other leaders and learning about their experiences helps readers understand that “it’s not a linear path to a specific position.”

Limitations of the Present Study

This study has several limitations which must be taken into consideration when interpreting the findings. The interviews that informed this study were derived from a secondary source, thereby preventing me from the opportunity to ask participants follow-up questions or dig deeper into certain topics. The secondary data was not originally intended to provide answers to this study’s research question. Additionally, some interviews were posted as reflections of the interviewer herself on the content of the interview and did not contain direct quotes from the interviewees. Such reflections were used very sparingly in this study. Finally, because three quarters of the participants were from the United States, the study findings may be more transferrable to American experiences of international education than to the experiences of international educators from other parts of the world.

Passion for International Education

The 29 interviewed women differed by age, country, job seniority, race, and job responsibilities, but they were united by a passion to serve others via international education. “I enjoy sharing my own travel stories with students and sharing in their excitement for a new experience,” mentioned Orisa when asked about what she enjoys most about her job. For Joy, her experience volunteering as an English teacher in Tanzania changed her life trajectory and made a positive impact on her students. “The students were so happy and excited to learn and loved having us in their village. We were followed around everywhere. They made up a song for me one morning, and whenever you asked for a volunteer, everyone raised their hand!”

For most, their passion for the international education field developed over time and was often ignited by an interest in learning new languages, cultures, intercultural encounters, histories, or international travel from the young age. Their appreciation of intercultural experiences led them to pursue a career in international education. Although everyone’s career trajectory was unique, all had an opportunity to travel abroad for different purposes, such as volunteering, exchange, degree programs, internships, new jobs, or tourism.

The Transformative Effect of Intercultural Experiences

The women described a transformative power of intercultural exposure and key learnings that they were able to transfer to their personal and professional lives. Some mentioned a shift in their reflection on themselves and their own culture; developed more appreciation, curiosity, and openness toward other cultures; and spurred a larger yearning for exploring the world. For example, Esther said: “I frequently feel a gaping restlessness, a lust for travel and new experiences, that is only sated when I throw myself wholeheartedly into something new and unexplored. I am always itching to broaden my horizons.” In the words of Agatha, “It has taught me that there are many ways to perceive the world, and above everything, it has taught me that we all smile in the same language.”

Many women mentioned adopting learnings from other cultures into their daily routines. Ashley embraced a Korean concept of sharing gifts with others, being aware of others, focus on skincare, and spending time in nature. Three American women reflected on the importance of adopting a better work-to-life balance practiced in other cultures. Namely, Orisa highlighted a Spanish tradition of siesta, “taking a break without a judgement,” Angela mentioned a French concept of separating professional and personal lives, and Nari integrated a mindset of “relationships and work-life balance [being] more important than deadlines.”

A theme of work-to-life balance was brought up as a necessity, challenge, opportunity, goal, or achievement. Nicole switched from a tenured faculty role that required long working hours to a leadership role at a study abroad provider and started her own business to enjoy a more “balanced” and “happier” life. Emilia mentioned taking tips from her four mentors on how to better balance work and family life. Liliya mentioned that becoming a parent made her “appreciate” and “enjoy” the work-to-life balance even more and suggested how others may achieve this balance: “Having a work-life balance is necessary. It doesn’t have to be spending time with a child, it can be your pet, your elderly neighbor, the trees in the park, or spending time with yourself.”

A personal trait that permeated throughout these women’s stories was their courage to leave their familiar setting to pave the road to personal and professional growth in unfamiliar places, cultures, or different occupations. For instance, Marie left the United States at the age of 16 to study short-term in Belgium, came back to the United States, then went to study and volunteer in India, taught in Thailand, South Korea, Turkey, and Iraq, and interned in Senegal. Daria went on a high school exchange program in Germany, short-term study abroad in Ireland, teaching practice in England, worked in Florida, before going back to her home state of Illinois to continue her career. Natalie went on a high school exchange program, interned, volunteered, and worked in Germany as well as studied abroad in Italy, Austria, Finland, and Turkey.

Access to International Experiences

International experiences, such as travel, study, exchange, internship, and volunteering abroad, are not accessible to most women due to financial, familial, societal, or other constraints. International mobility is “elitist, non-diverse, unequal and exclusive” experience accessible only to a small fraction, 1% to 2%, of students and staff (de Witt, 2021, p. 17). While the topic of accessing and financing international experiences was not discussed in the interviews, it must be noted that some women have to beat higher odds than others to obtain their international experiences. As on average, only 6% of international students studied in tertiary programs in OECD countries, with women accounting for about half of international students on the bachelor’s and master’s level and 43% on the doctorate level (OECD, 2020a). While women are well represented in tertiary education in the OECD countries (80.5%), in low-income countries their access to higher education is scarce (World Bank, 2021). For instance, women’s enrollment in tertiary education in Sub-Saharan Africa at 8.2% or South Asia at 25.5% indicates a small chance for women to obtain tertiary education at home, let alone pay the high-ticket price of double tuition as an international student in a foreign country.

Launching a Career in International Education

Most women were able to obtain their first role in international education by transferring their skills studying, volunteering or interning abroad to the responsibilities of their first international education role. Some started their first paid role as English teachers abroad, others obtained the role at the organization they interned or volunteered with, or transitioned to an internationally-focused role from a different role in the same organization.

Networking or building connections with professionals in the international education field was highlighted as a rewarding practice in finding their first roles and advancing to the next role. For example, via networking at an international education conference, Aretta was able to obtain an internship with a university and in 10 months transitioned to the Assistant Director role there. Emilia reflected that the most important thing that supported her professional growth was building relationships with people in the field and within the organization.

In a field as insular as education abroad, it’s all but guaranteed that your path will cross with others repeatedly, and you can never underestimate the value of a solid relationship. I often think of the international education field as more of a large family, as it seems that we’re all separated by no more than a few degrees… and we all ultimately just want the best for others. It’s incredibly rewarding to work in such a supportive environment, and I would not be where I am today were it not for the friendships I have developed with people across the country and across the world. (Emilia)

Suggestions for Growing a Career in International Education

The women described the importance of mentoring in supporting their personal and professional growth, while those who did not have a mentor acknowledged that it would be valuable to have one. Patricia shared her approach for finding mentors and the value of such relationships:

I have always sought out at least one person at work whom I admire and try to learn as much from them as possible. I have also reached out to individuals I didn’t know but were “known” in our field. Each and every time, these individuals have generously shared their time with me and offered their wisdom. The individuals I have been able to learn from have forever changed me and my life. Without their guidance, I wouldn’t have ever had the courage to apply for a Ph.D., ask for that promotion, or take a leap of faith and move to another country without having secured a job prior to the move. (Patricia)

The women provided a wealth of advice to others in the international education field based on what worked for them in advancing their careers. Clara suggested keeping an inventory of skills, knowledge, and activities as well as documentation of compliments to bring encouragement, boost confidence in overwhelming situations, and combat imposter syndrome. If someone pays a compliment, one interviewee suggested thanking that person and asking them to document that contribution in an email to the compliment recipient and her supervisor. Clara keeps these compliments in a drawer and re-reads them on the days she feels overwhelmed: “It reminds me that I have done it before and I, likely, can do it again.”

The glimpses into the women’s life stories demonstrated that leadership skills can be developed and exercised at any stage of life and career. One of the ways to start growing as a leader is by seeking ways to leverage the existing knowledge, experiences, or hard skills to support and bring value to others. Natalie did just that by leveraging her experience studying, interning, volunteering, and working abroad in Germany to start her own advising business helping international students obtain internships and employment in Germany, in addition to obtaining a full-time role in the international office at a university.

A concept of servant leadership and bringing value to individuals and communities came up in several of the interviews. For example, at the onset of her career in South America, Anastasia combined an entry-level international education role with launching her singing career and founding an organization to promote female arts. From that point on, she has been seeking different ways to support communities in multiple countries via participation in cultural and social programs and organizations. Anastasia emphasized the power of developing and using one’s own voice to help others. Another helpful tip came from Clara suggested identifying activities in which the organization could use the individual’s knowledge or skill that does not seem apparent and volunteer for that effort. She mentioned that one may determine how their experience with diverse populations could contribute to a new student recruitment initiative or leverage their background in international education to help with the design of a new residence hall.

The interviews with 29 women demonstrated that their career paths were not linear and that each experience could be leveraged to get to the next professional goal. As Mila said, “follow your dreams and the things that excite you and don’t give any worry to the judgement of others.” These words were echoed by Sarah encouraging other women to “think big, think without constraints.” This growth mindset coupled with a passion for international experiences, a desire to help people, and a willingness to learn from others helped the interviewed women launch their career in international education and succeed in reaching their professional milestones.

Passion for the Work

As the field of international education is very broad, ranging from small nonprofit local organizations, to institutions of learning, corporations, government agencies, and large intergovernmental organizations, women may choose their first and subsequent career steps taking into consideration their passions, motivators, and value they would like to bring to the ultimate beneficiaries of their work. As evident from the life stories of the interviewees, there was no one route to get into the international education field, but it was the passion for supporting others through international education that emerged as a theme of these women’s career choices. Different interests led the interviewed women to choose international education as their career, such as language learning, interest in other cultures and intercultural encounters, exchange or study abroad, history, and international travel

Development of Leadership Skills

The experiences of the interviewees provided some important tips on how to grow as a leader in the field of international education. These suggestions apply to most other professions. Women may consider volunteering for “stretch” assignments by applying their existing skills to new contexts and activities which will bring value to the organization and help them develop new skills. Another option is to leverage the existing knowledge and skills to address the unmet need in parallel to their main job. All experiences can be leveraged as stepping stones for career advancement.

To reiterate a suggestion from one of the interviewees, women are encouraged to keep an inventory of their skills, knowledge, and activities, and make their accomplishments known to the supervisor. For example, upon receiving positive feedback from someone, women may thank that person and ask them to document that contribution in an email addressed to them and their supervisor.

Building a Network

Career coaching practices and numerous studies in multiple occupations around the world point to the value of networking or building professional connections with people within and outside of one’s organization as essential for career advancement and being an effective leader (e.g., Arasti et al., 2021; Davis et al., 2020; Fisher & Read, 2020; Henry et al., 2020; Kyrgidou et al., 2021; Lee, 2011; Linehan, 2001; McKinsey, 2021). The findings in this study showed that networking in the international education field should extend beyond one’s organization or region to anywhere around the world. As international education bridges cultures and countries, the professional connections and intentional network building must extend internationally.

Mentoring

The interviewees brought up the value of mentoring in supporting their professional growth, echoing findings in many studies (e.g., Arruti, 2021; Banwell et al., 2020; Picariello et al., 2021; Saffie-Robertson, 2020; Vorachek & Critchfield, 2020). Drawing from suggestions of one of the interviewees, women are encouraged to reach out to people whose work they admire inside and outside of their organizations and/or people who are known in the field to explore potential mentoring relations. Another route to obtain mentors is through professional organizations. The Global Leadership League, for instance, supports women in international education by matching them into small mentoring circles based on their interests.

Financial Considerations

Findings in this study pointed to international experiences as stepping stones for female students and early career professionals to solidify their desire to pursue a career in international education as well as help them develop important intercultural competencies and skills. It must be noted that such experiences are not financially accessible to all willing to obtain them. While the women in this study had multiple opportunities to travel the world for studies, work, volunteering, or recreation, the absence of such experiences should not discourage other women from getting into the field of international education. More research is needed to explore experiences of women from low-income backgrounds in entering the international education field. At the same time, more actions are needed on behalf of policy-makers, universities, organizations, and funders to incentivize, encourage, and financially support intercultural experiences abroad.