Shared Characters, Divergent Experiences: How Kanji- Using International Graduates Perceive Job-Hunting in Japan

This study explores the job-hunting challenges faced by international graduates from Kanji-using regions—namely China, Taiwan, Malaysia, Singapore, and Hong Kong—who seek employment in Japan. While many of these graduates attain high scores on standardized Japanese language proficiency exams (e.g., JLPT N1 or N2), they often encounter significant barriers that extend beyond measurable language skills. These include implicit cultural expectations, rigid institutional hiring systems, and a lack of inclusive career support mechanisms (Hanada & Pappano, 2023; Murphy-Shigematsu, 2002).The Japanese employment landscape, particularly the shinsotsu-ikkatsu-saiyo (mass hiring of new graduates) system, is structured around a homogeneous cultural and linguistic norm that can be alienating for international students (Conrad & Meyer-Ohle, 2019). Despite national initiatives such as the “300,000 International Students Plan” (MEXT, 2008) aimed at increasing foreign student retention, institutional and corporate responses remain inconsistent and underdeveloped (JASSO, 2022).Drawing on semi-structured interviews with 23 recent international graduates, this research investigates how these individuals interpret, navigate, and cope with the unique cultural and institutional challenges during their job-hunting journeys. Particular attention is given to aspects such as keigo (formal Japanese), ambiguous feedback in interviews, and the unspoken expectation to “read the air”—a subtle form of social cue interpretation that significantly impacts perceived cultural fit (Dou & Sato, 2017).Findings indicate a disconnect between governmental policy and the day-to-day experiences of international job seekers. University support tends to remain passive and generalized toward domestic students, pushing many to rely on informal peer networks or pursue jobs in foreign-affiliated firms, thereby creating a parallel career path. This reflects a broader pattern of partial inclusion, where international graduates are granted entry into the workforce but remain excluded from advancement or decision-making spaces (Duan, Pan, & Miyoshi, 2025).The study contributes to the literature by highlighting the structural and psychological dimensions of job-hunting difficulties, arguing that language proficiency must be understood in conjunction with cultural literacy and institutional flexibility. It concludes with practical recommendations for universities and employers to foster more equitable, culturally responsive, and inclusive pathways to employee.