What Is Intercultural Communication Competence and Why We Need to Talk About It: A Call for Awareness among STEM Faculty

Abstract

In this theory paper we review relevant literature to provide a strong rationale for the essential role of intercultural communication competence in advising international graduate students in science, technology, engineering, and mathematics (STEM). International students make up a significant portion of graduate student enrollments at US universities, especially in STEM disciplines. Research has shown that graduate students' educational experiences are significantly impacted by their relationship with their adviser, yet this relationship is one of the most frequently mentioned challenges by international students. Based on the literature review, we argue that being aware of intercultural competence is essential for STEM faculty to provide positive advising experiences for international graduate students. Despite the promise of intercultural competence promoting effective and healthy advising relationships, there is limited literature about its use at the graduate level in STEM. Because of the huge participation of Chinese students in the US educational system, this paper includes a fictional case study. Using the model of intercultural communication competence, suggestions and strategies are provided in order to offer ideas for STEM faculty to build a healthy relationship with a new Chinese graduate student.