Posted By Administration,
Friday, October 12, 2018
Contributed by: Adam Freed, University Relations Manager, CISabroad
It is well-documented that most participants in U.S. outbound study abroad programs are white, female, or both. Open Doors data shows that for over a decade, the representation of female students in these programs hovered around 65%, and in the same period, white students accounted for an average of 78% of all outbound study abroad participants (Student Profile, 2017). This “demographic gap” has seen increasing interest from researchers and professionals over the past decade. Universities and international education organizations have devoted significant resources into addressing some of the theorized causes of the “demographic gap” and have found some success. However, there is another clear issue within international education, one that influences participant diversity and if not addressed may slow the progress of diversity initiatives: The same “demographic gap” that is seen in participants is also present among the professionals in the field. Until we take a hard look in the mirror and address our own failings when it comes to diversity, we will do our students a disservice in advocating for their diversification.
First, it is important to understand where we stand today in terms of how the field of international education understands the “demographic gap”. Across all of the research that has been done thus far relating to student diversity in outbound study abroad, there are a number of common factors that are theorized to impact a students’ decision to participate or not participate in study abroad programs. Some of the most frequently cited factors are: overall student demographics among U.S. undergraduates (Terra Dotta, 2015), course offerings and applicability to graduation requirements (Barclay Hamir, 2011), financial aid availability (Bandyopadhyay, 2015), student predisposition/motivation (Salisbury, et al., 2008, Li, 2013), expectations/perceptions from students and families (McClure, et al., 2010), and marketing strategies (LaCount, 2016).
Professionals looking to address diversity among participants may find it daunting to know where to direct resources in order to have the biggest impact. To more clearly understand where an initiative can be most effective, it is useful to categorize these theorized factors. All of these factors have a subject, which is to say that each places the emphasis on one particular entity. In this case, these two possible entities are the student (the individual participant) and the system (the study abroad office or provider), so every factor is either student-centric or system-centric. Each factor can be more distinctly categorized by whether it comes from inside the entity (internal) or from outside (external). For example, financial aid is categorized as external student-centric because the availability of financial aid is largely dependent on the student but is controlled by an outside force (the university). The factors previously mentioned and others are categorized in the chart below for reference.
Factors Impacting Students’ Study Abroad Participation Decision
| Internal Student-centric
|Predisposition to study abroad
Career aspirations/personal motivation
Perceptions of study abroad as a possibility
|Applicability to graduation requirements
Financial aid/other costs
| Internal System-centric
|| External System-centric
|U.S. undergraduate demographics
The X-Factor: Diversity Among Professionals
The chart above is useful for anyone working towards greater diversity in outbound study abroad because it shows where professionals can have an impact and what factors may be out of their hands. However, there is a major gap in the research on one factor that has the widest-ranging impact across multiple other factors: international educators themselves. Using the categorization above, this internal system-centric factor has arguably the widest reach of all. From program development to marketing, international education professionals have an incredible influence over the entire study abroad process.
For this article, I examined eight higher education institutions and eight study abroad provider organizations regarding the demographic makeup of their staff based on the staff directory pages on their public websites. On average, white women represented 67.5% of staff, with white representation overall averaged 84.9%. When compared to the Open Doors data on demographics of outbound students, it is hard not to note a similarity. If the field sees the “demographic gap” among students to be cause for widespread action, shouldn’t it also
approach its internal “demographic gap” with the same gravity?
Until now, diversity initiatives have largely focused on what is being done. From scholarships to new program models to changing advising/marketing practices, the field has been addressing the “demographic gap” through changing methods. The data suggests that another pertinent and effective area to address is who is directing the efforts, and that in addition to changing the methods, it is also changing the people doing the work that will bring about a lasting impact.
Consider the example of a study abroad office advising staff. If, in the case of many offices, the advisors are all white, a student from a racial minority may find it difficult to resonate with the advisor’s excitement about their own experiences abroad. The sharing of the advisor’s experience may not be useful in drawing that minority student in, as it is a near certainty that the student’s experience will be different because of racial bias or outright racism from which the white advisor may have been entirely shielded. Likewise, the white advisor may not have a good answer to a question like “What can I expect as a black woman abroad?”. Of course, there are myriad resources available online and through organizations like Diversity Abroad, but the best resource is the one that is already in the office and available immediately.
Study abroad staff may also unconsciously influence programs and student participation. If one majority group has control over the design, development, recruitment/marketing, and implementation of programs, it is not unreasonable to suggest that there may be some unintended biases toward members of that same majority group. At the very least, having a field that is visibly dominated by one demographic assuredly feeds the perception that study abroad is for one type of student.
What Can We Do?
The best news is that there are some relatively easy ways to reverse the field’s “demographic gap”. First, we need to elevate diverse professionals in the field and provide them opportunities to share their knowledge and unique perspectives. Secondly, we need to hire diverse staff to fill our study abroad offices at all levels. It isn’t enough to simply organize an annual diversity training for an all-white staff; we need to intentionally change the demographic makeup of our offices. Diversity trainings are important and should not be minimized, but no amount of training can replace the value of multiple perspectives and experiences being present daily.
There will undoubtedly be reasons cited for why the field looks the way that it does, just as there are reasons given for why outbound programs lack diverse groups of participants. Over time, it’s possible that some of these trends will reverse as more and more non-white undergraduates enter our offices, but until then, how many students will be left without the chance to study abroad? Either the field is committed to diversity or it isn’t. If we are, then we must look in the mirror and admit our own failings if we are to make any sort of an impact at all.
Bandyopadhyay, S., & Bandyopadhyay, K. (n.d.). Factors Influencing Student Participation In College Study Abroad Programs. Retrieved August 5, 2018, from https://files.eric.ed.gov/fulltext/EJ1060059.pdf
Hamir, H. B. (2011). Go Abroad and Graduate On-Time: Study Abroad Participation, Degree Completion, and Time-to-Degree. Retrieved August 5, 2018, from Go Abroad and Graduate On-Time: Study Abroad Participation, Degree Completion, and Time-to-Degree
LaCount, E. (2016, April). Gender Gap in Studying Abroad. Retrieved August 5, 2018, from https://conservancy.umn.edu/bitstream/handle/11299/195813/LaCount, Emily (The Gender Gap in Study Abroad)Capstone2016.pdf?sequence=1
Li, M., Olson, J., & Frieze, I. (2013). Students’ Study Abroad Plans: The Influence of Motivational and Personality Factors. Retrieved August 5, 2018, from Students’ Study Abroad Plans: the Influence of Motivational and Personality Factors
McClure, K. R., Szelényi, K., Niehaus, E., Anderson, A., & Reed, J. (2010). “We Just Don’t Have the Possibility Yet”: U.S. Latina/o Narratives on Study Abroad. Retrieved August 5, 2018, from https://digitalcommons.unl.edu/cgi/viewcontent.cgiarticle=1038&context=cehsedadfacpub
Salisbury, M. H. (2008, June 20). Going Global: Understanding the Choice Process of the Intent to Study Abroad. Retrieved August 5, 2018, from Going Global: Understanding the Choice Process of the Intent to Study Abroad Student Profile. (n.d.). Retrieved August 5, 2018, from https://www.iie.org/Research-and-Insights/Open-Doors/Data/US-Study-Abroad/Student-Profile
Tackling the Gender Gap in Study Abroad. (2015, March). Retrieved August 5, 2018, from
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Posted By Administration,
Wednesday, August 29, 2018
Updated: Monday, August 27, 2018
Diversity Abroad is pleased to announce that Wagaye Johannes will join the team as Director of Operations and Organizational Development in September.
Diversity Abroad is the leading national organization advancing diversity, equity, and inclusion in international education. Well into its second decade, Wagaye will oversee the growing infrastructure of the organization and work closely with senior leaders to map out and implement Diversity Abroad’s five year strategic plan.
“I am thrilled to join such a entrepreneurial organization which has had a tremendous impact on the field of international education in its first decade, ‘says Wagaye.
Wagaye brings with her extensive experience in international education, scholarship administration, and nonprofit management. Born in Ethiopia and raised with a foot on either side of the Atlantic, Wagaye’s personal and academic background led her to the field of international education. In 2014, she launched the Institute of International Education (IIE)s national campaign “Generation Study Abroad” to increase and diversify study abroad participation, which now has grown to a global network of 800+ partners from higher education institutions, study abroad organizations, foreign governments and the private sector.
“Wagaye is an exceptional leader and is a great addition to our team,” says Andrew Gordon, Diversity Abroad CEO & Founder. “Her contributions will allows us to be even more effective in serving our diverse community of students and professionals.”
A thought leader on international education, access, and diversity, Wagaye’s academic pursuits focused on comparative studies of citizenship and integration between the U.S. and the European Union. She has presented at several conferences on how to expand study abroad and diversity, including Diversity Abroad, Council for Opportunity in Education, Germany Academic Service Exchange, and Fulbright Colombia.
She holds an M.A. in International Relations from the University of Amsterdam and a B.A. in International Relations from Mount Holyoke College. She is fluent in German, speaks some French, and has a basic understanding of Dutch, Hungarian, and now is learning Arabic.
How did you get started in the field of international education?
As the daughter of a German immigrant and an Ethiopian international student, I have always been fascinated by the role of identity when it comes to living and traveling abroad. I grew up in California and Germany, surrounded by multiple languages and cultures. When I got to college, I decided to major in International Relations and planned to go to Austria for an academic study abroad experience. But with a single parent household and limited scholarships offered at that time, it was simply not possible.
It was this pivotal experience that took me to the Director of Study Abroad at Mount Holyoke College and ask about her job. If I couldn’t study abroad, I wanted to see to it that others could. I wanted to make it possible for other students, who may have not had the same global access as me to have an international experience. She told me about NAFSA and IIE.
That very same summer, I managed to secure on my own a summer internship in Japan leading pre-departure orientations for Japanese students headed to the United States for their studies. And years later, I finally studied abroad. I started my Master’s degree in Ethnic and Migration Studies at the University of Amsterdam on September 11, 2001. It was an incredible time to be abroad— I had the opportunity to discover and listen to different perspectives (my classmates were from literally every corner of the world), build a global network, and most importantly discover who I am as an American.
What advice to you have to the those entering the field now?
Be open! Volunteer, intern, and learn all that you can from everyone you meet. With such a small field, you never know who you might work with several years down the road.
I am glad to see the field becoming much more diverse. It is important that those advising and setting policy reflect the growing diverse student population not only in the United States but around the world. My hope is at Diversity Abroad we can continue these efforts especially at mid-career and senior level positions.
Wagaye, a Bay Area native, will be based in New York City and can be reached at email@example.com.
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Posted By Administration,
Monday, August 13, 2018
Updated: Friday, August 10, 2018
Diversity Abroad is excited to welcome three new staff members to the team! As Diversity Abroad Campus Engagement Representatives, Tiffany, Senait, and Mya will be part of The Passport Tour (TPT) this fall, a nationwide campus-based initiative designed to introduce study abroad resources and opportunities to students, faculty and administrators, particularly from diverse and underrepresented backgrounds.
Since 2008, TPT has brought Diversity Abroad to hundreds of campuses across the country to connect thousands of students to resources. Each campus visit looks different, but can consist of various on-campus outreach initiatives such as tabling at a study abroad fair, hosting information sessions, moderating alumni panels, making classroom visits, and more.
Meet Tiffany Brown
Tiffany Brown is the Southern Campus Engagement Representative for the 2018 Diversity Abroad Passport Tour. Tiffany is an advocate for diversity and inclusion in global educational and professional opportunities and believes that equitable access in international exchange is the ultimate medium for an educated and inclusive global citizenry.
Shortly after graduating with a BA in Spanish (2014) degree from the University of Georgia, Tiffany moved to Medellin, Colombia and worked as a Fulbright English Teaching Assistant at Universidad de Antioquia. There, she delved into the world of international education and continued to nurture her interest in the intersection between language, race, and narrative. Most recently, Tiffany worked as a Princeton in Latin America fellow at Yspaniola, a nonprofit in the Dominican Republic, where she bridged her interests in Latin America, experiential learning, social justice, and community education. Tiffany is excited to return home and represent the South on this year’s Passport Tour and encourage diverse and underrepresented students in their decision to pursue educational opportunities abroad!
Meet Senait Chrisostomo
Senait Chrisostomo is the Campus Engagement Representative for the Northeast region of the 2018 Diversity Abroad Passport Tour. Senait is an advocate for equitable access and opportunity to study abroad for diverse and underrepresented students and believes that cross-cultural exchange can serve as a medium for global understanding and academic and professional development.
Senait’s interest in global education sparked after completing multiple study abroad programs during her high school and undergraduate studies to Guatemala, Argentina, Brazil and Dominican Republic. She has since worked in education abroad in various capacities, including administrative and event coordination in higher education and non-profit settings in Seattle, Atlanta and New York City.
Senait is a recent graduate of the MA in International Education program from New York University and holds a BA in Business Administration, Marketing and a Certificate of International Studies in Business from the University of Washington.
Meet Mya Peters
Mya Peters is a recent graduate of Trinity College-Hartford, where she received her BS in Psychology. Mya joined Diversity Abroad as the Midwest Campus Engagement Representative. During the 2018 Diversity Abroad Passport Tour, Mya will continue her personal commitment of advocating for diversity, equity and inclusion for underrepresented young professionals seeking global educational and professional opportunities.
Mya knows from experience how powerful and transformative global education can be on a person’s life. As an undergraduate, Mya had the opportunity to study abroad in Argentina, Uruguay, India, South Africa, and Brazil. During her time in Buenos Aires, Argentina, she worked at L.I.F.E. Argentina as the Program Director’s Assistant, where she exercised initiatives to enhance the accessibility to education for underrepresented youth living in poverty. She further built upon her interest in serving underrepresented groups through her comparative research project hosted by the School for International Training. Her research focused on Health and Community: Globalization, Culture and Care across a diverse range of communities in India, South Africa, and Brazil. After acknowledging her privilege to have had such eye-opening global experiences, Mya developed a passion for increasing diversity within the realm of international education. She vowed to support diverse students through the process of applying to global opportunities, being abroad and re-entering into their home lives with their new set of knowledge and skills!
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Posted By Administration,
Monday, August 13, 2018
Updated: Friday, August 10, 2018
Diversity Abroad is delighted to introduce members of the State of Diversity & Inclusion Among International Educators Working Group. The results from the Diversity & Inclusion Among International Educators survey, conducted by Diversity Abroad in spring 2018, present an opportunity to examine how the practices, policies, and culture of international education offices support the recruitment, retention, and success of diverse professionals in the field. This group of global education colleagues -- with experience in conducting research on inclusive hiring practices, recruiting staff/faculty from diverse backgrounds, and/or advocating to promote a culture of belonging for professionals from marginalized communities within Higher Education -- will collaborate over the coming months to develop resources & thought leadership to support inclusive recruitment, hiring, and retention practices in International Education.
Working Group Members
University of Denver
Lauren Collins is a PhD candidate in the higher education program at the University of Denver. Her research looks at community experiences of study abroad programs, academic capitalism's relationship to international education, and critical global citizenship education. A trained educator, she leads immersive field education programs in China for Where There Be Dragons and teaches Global Citizenship at the University of Denver. She also works as a Community Engaged Fellow for the University of Denver Center for Community Engagement and Service Learning, as well as runs the campus food pantry.
Andrew Gordon is a social entrepreneur and CEO and Founder of Diversity Abroad. With a passion for student success and international education Andrew founded Diversity Abroad in 2006 with a simple vision, that the next generation of young people from diverse and underrepresented backgrounds have the confidence, experience, and skills necessary for success in the 21st century global marketplace.
As the chief national advocate for diversity, equity and inclusion within international education, Andrew speaks and writes extensively on such topics. He has consulted colleges & universities, non-profit and for-profit organizations, and government agencies on developing strategies for connecting ethnic and racial diverse, first generation and low income students to global learning opportunities.
A native of San Diego, Andrew is fluent in Spanish and Portuguese and proficient in French. He is a graduate of the University of San Francisco and has studied, worked and traveled throughout Africa, the Americas, Asia, Europe, and the Middle East.
Irene López, PhD
Irene Lopez is an associate professor of psychology at Kenyon College. She teaches in the psychology department and for the women's and gender studies and Latino studies concentrations.
Born and raised in the Bronx, Dr. López is a clinical psychologist who studies psychopathology using a cross-cultural and feminist lens. Her areas of interests are in the intersection of psychology and anthropology, which was a topic that she explored in detail when she was a National Institute of Mental Health postdoctoral scholar with Family Research Consortium IV and Visiting Scholar at the Institute for Health, Health Care Policy and Aging Research at Rutgers University. In particular, she is interested in the impact of acculturation on mental health, cross-cultural psychopathology and socioeconomic status. Other areas of interest are phenotype, racial and ethnic identity, and women's issues in ethnic minority communities, which she seeks to understand within the tradition of liberation psychology.
Dr. López has received a number of awards for her teaching and research, including the Harvey F. Lodish Junior Faculty Development Professor in the Natural Sciences, a faculty fellowship by the American Association of Hispanics in Higher Education and a High Flyer Excellence in Teaching Award from the University of Missouri-Columbia. In 2011, she was awarded an NIMH Early Career Investigator to attend the World Mental Health Congress of the World Federation for Mental Health in Cape Town and was part of the inaugural American Psychological Association's Delegation to Cuba. She has also served as a task force member of the American Psychology Association Committee on Socioeconomic Status.
Angela Miller, PhD
University of Florida
Dr. Angela Miller is the Liaison for Outreach, Diversity, and Inclusion at the University of Florida. She earned her doctoral degree in Educational Leadership from Northern Arizona University, her Master's Degree from George Washington University, and her undergraduate degree from Edinboro University.
Dr. Miller served as the Director of Study Abroad Services at the University of Florida, and the Assistant Director of Education Abroad, Coordinator of Faculty-led Study Abroad Programs, Study Abroad Advisor, and Assistant to the Vice-Provost for International Initiatives at Northern Arizona University. She also served as the Coordinator for the Global Learning Initiative to implement global learning in the curriculum.
Throughout her career in International Education, Dr. Miller has presented at numerous conferences on diversity in Study Abroad and Risk Management. She also served as the NAFSA State Representative for Region II, and Field Advocate for Arizona International Educators. Dr. Miller has coordinated multiple Faculty-led programs and co-led an interdisciplinary team of students and faculty to India.
Asabe Poloma, PhD
Mellon Mays Undergraduate Fellows Program
As Assistant Dean for International Students & Associate Director of the Mellon Mays Undergraduate Fellows Program, Dean Poloma is responsible for advising and providing academic support for international undergraduates; in that capacity, she serves as the main academic support dean for the international undergraduate community and is the liaison for the Dean of the College to the Office of Global Engagement. Dean Poloma also serves as Associate Director of the Mellon Mays Undergraduate Fellowship Program to coordinate a pipeline program with the goal of increasing the number of students from historically underrepresented groups who pursue careers in the professoriate.
Dean Poloma received her Ph.D. in Higher Education, with an emphasis on international and comparative higher education, from the University of Massachusetts Boston; she earned her bachelor’s degree in Political Science at Hampton University, a Master’s degree in International Relations with a concentration in International Political Economy at Old Dominion University, and a Master’s degree in Management at Columbia University.
Prior to coming to Brown, Dean Poloma served as Executive Director of the Institute for Recruitment of Teachers (IRT), a selective national pipeline program with the goal of increasing the number of historically underrepresented groups who pursue careers in elementary and secondary schools and the professoriate. She also served on the program staff at the Andrew W. Mellon Foundation where she supported grant management, program development, and the fellowship selection processes of the Foundation. Asabe has taught at the University of Massachusetts Boston and the United States National Defense University Joint Forces Staff College. In addition, she has worked at the Hampton Roads Refugee and Immigration Services. As an administrator, advisor, and scholar, Dean Poloma has a passion for understanding and advocating for issues related to access and equity in education, global engagement, and the public good.
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Posted By Arielle Gousse,
Friday, July 20, 2018
Updated: Monday, July 23, 2018
Diversity Abroad is excited to introduce four new fellows who will be supporting Diversity Abroad initiatives over the course of the 2018-2019 year. The Diversity Abroad Fellowship Program has invited graduate students and new professionals interested in pursuing careers or gaining professional development experience in global education to apply for the 1-year program. After a very competitive review process, Diversity Abroad is delighted to welcome four fellows to join the Diversity Abroad Team. Fellows will be collaborating with the Diversity Abroad team within the following areas: Student Support Services, Minority Serving Institution (MSI) Engagement, Educational Resource & Member Engagement, and Event Coordination.
Event Coordination Fellow
Care Allen currently serves as a Program Services Coordinator for TRiO Student Support Services at Grand Valley State University in Allendale, MI. Care graduated with a Bachelor of Arts degree in Human Development and Family Studies from Michigan State University and a Master of Education degree in College Student Affairs Leadership from Grand Valley State University. She has published work in GLACUHO TRENDS Magazine as well as research on High Achieving African American students at community colleges. Care has presented at the Michigan College Personnel Association conference, Diversity Abroad National Conference, and Grand Valley State Universities Leadership Summit as well as their Teach-In. Care has also participated in several case study competitions and presented to students all over campus about leadership opportunities.
In her spare time Care owns a True 2 Size shoes an online store exclusively for women wearing shoes sizes 9-13 (www.true2sizeshoes.com) and Fashion with Care and personal styling company and blog. (www.fashionwithCare.com).
Minority Serving Institution (MSI) Fellow
Nicole Barone will serve as the MSI Engagement Fellow for the 2018-2019 year. She is a doctoral student in the Higher Education program at Boston College. She received her masters degree from the University of Washington and bachelors degree from Western Washington University. Though it was challenging navigating college as a first-generation college student from a low-income background, she reflects on how higher education and international experiences have positively shaped her life - both personally and professionally.
She sought a career in higher education in order to create equitable experiences for students from historically marginalized backgrounds. Her research and professional interests center on college access, diversity and inclusion in international education, and study abroad at community colleges and Minority Serving Institutions. Her tentative dissertation topic will explore the role of faculty in community college students' decision to study abroad.When she isn't working or studying, Nicole enjoys traveling, dancing, visiting family and friends, and searching for good coffee.
Student Support Services Fellow
Austin Dixon is a native of the small town of Trenton, North Carolina. He attended the University of North Carolina at Chapel Hill where he received his bachelor's degree in interpersonal and organizational communication studies. In his senior year, he received the Frances L. Phillips Travel Scholarship which allowed him to spend time in Portugal, Spain, and France. Currently, he is a graduate student at Louisiana State University working to obtain a masters degree in higher education administration. His functional area of focus includes study abroad, where he would like to contribute to diversity and inclusion efforts in hopes of seeing more first-generation and male college students of color gain access to global education and exposure.
Educational Resources & Member Engagement Fellow
Simone Francis is a current masters student at Indiana University Bloomington in the Higher Education & Student Affairs (HESA) Program. She received her B.A. in Biology from New York University, where she worked extensively with student organizations and administration to support underrepresented students on campus. In 2015, she took her talents to New York University Shanghai in China to enhance the diversity initiatives offered by the Office of Student Life.
Now as a graduate student, Simone works with Residential Programs and Services as a Graduate Supervisor for Diversity Education. She has served IU's Diversity Council of the Graduate and Professional Student Government and as an ambassador for the American College Personnel Association (ACPA).
Approaching her final year in the HESA program, Simone is working with the International Institutes of Stanford University's Pre-Collegiate Studies Program for the summer, and throughout the year will be the Scholarship & Research Chair for the Pan-African Network of ACPA. Her experiences navigating new spaces as a first-generation, West-Indian, and Black woman in China, Australia, Cambodia and other countries have contributed immensely to her dedication in examining the intersections of social justice and global education. She is thrilled to be a Diversity Abroad fellow, and hopes the opportunity will propel both her professional and academic goals to create and support transformative educational spaces forward.
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