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High School Global Education - A Guide for High School Educators, Counselors, and Administrators

Posted By Administration, Friday, August 2, 2019

Contributed by 2017-2018 Diversity Abroad High-School Task Force members:
Jenny Doder - API, Abel Estrada - University of Colorado, Boulder, Eileen Kelly-Aguirre - School Year Abroad, Kristin Labs - IFSA Butler, Rebecca LeBlond - Democracy Prep Public Schools, Daisy Rodriguez Pitel - Pima Community College, Darin Smith-Gaddis - CAPA The Global Education Network, Shayna Trujillo - Diversity Abroad 



High School Global Education - A Guide for High School Educators, Counselors, and Administrators

 

High school professionals must recognize the critical transformation occurring at so many higher education institutions that are pursuing strategic internationalization. If students are to be adequately equipped for the undergraduate experience, readying students for global learning must begin alongside all the other relevant preparations for college. Likewise, higher education counterparts should consider their role in setting and communicating expectations around what knowledge, skills and experiences shape a well-prepared undergraduate. This guide serves as a resource for any educator or administrator interested in refining and strengthening their efforts to integrate global education opportunities into their offerings or services. Both high school and higher education professionals may find information which can serve as inspiration or a model to be interpreted and applied within their own organizations and educational institutions.


Click here to read the full report (Member Access Required)

Tags:  global education  high-school 

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Global Student Leadership Summit Alumni Profile: Carmeisha Huckleby

Posted By Administration, Friday, August 19, 2016

GSLS Alumni Profile: Carmeisha Huckleby

Where do you call home?

Detroit, MI

Where are you currently living?

Albany, NY
  

Where did you go to school for undergraduate/graduate studies?  

Michigan State University 
 

Please describe your current career/educational endeavors. Where are you currently employed/studying? What are your future plans?

I'm currently a study abroad program coordinator at the University at Albany SUNY 

Please describe your past international experiences. How have these experiences impacted your current career/personal goals?

I've studied abroad in Japan, but have also visited Dubai, Egypt, Ghana, Abu Dhabi, China, Mexico, the Dominican Republic, Taiwan, and Canada. These experiences prepared me for my current position by helping me gain intercultural competence, teaching me about the challenges people face while abroad, and showing me how much personal growth can happen while abroad. I am excited to be able to share these experiences with my students. 

When did you attend the GSLS?

I attended the conference in New Orleans in 2015.
 

Please describe how your experience at GSLS has impacted your current professional path. 

Attending the conference not only gave me the chance to meet professionals in the field and network with them, but it also provided me with the opportunity to improve my presentation skills. 

What advice would you give to college students about taking advantage of international travel?

In a globalized society, taking advantage of international travel is very important because it prepares you for diversity within the workforce, helps you gain cultural understanding and patience, and is a great opportunity for personal growth. 

Tags:  education abroad  global education  Global Student Leadership Summit  professional skills 

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Getting the Word Out: Is it Enough?

Posted By Erica Ledesma, Monday, July 13, 2015
Updated: Thursday, July 28, 2016

Through participation in the Global Access Pipeline (GAP) and other venues, many organizations are committed to connecting students from diverse backgrounds to the prospect of international experiences as they move along the “pipeline” from K-12 through college. This “pipeline” provides innumerable opportunities to convey the message that international experiences are valuable and attainable for all students, especially for those from traditionally underrepresented communities. As professionals seeking to advance diversity and inclusive excellence within international education, awareness of how students move through this so-called “pipeline” from K-12 through college is imperative. International Educators at the higher education level often wonder if students are exposed to information about education abroad throughout their educational careers, at different stages along the pipeline. But is it enough to expose students from diverse backgrounds to these messages during their formative years? Or do we also need to consider who is delivering these messages?

A quick review of the demographic background of public school teachers and faculty members across the country indicates that students from diverse backgrounds are taught primarily by white educators. The National Center for Education Statistics indicates a mismatch in today’s classrooms. Now that “minority” students constitute the majority of public school students, the teaching force remains over 80% non-Hispanic white. Within higher education, faculty statistics are even more dismal. Not only is the faculty predominantly non-Hispanic white, Native American faculty member participation has been stagnant while faculty participation among Black males has actually been decreasing in recent years. Anecdotally, we know that students from diverse backgrounds are often drawn to study abroad when they are encouraged to do so by a faculty member, particularly when the faculty member represents the student’s background.

While research examining the academic impact (see here and here) -- often measured through test scores -- of same-race teaching instruction is inconclusive, many argue for other benefits.  

Leslie T. Fenwick, Dean of the Howard University School of Education, outlined some of the benefits to African-American and Hispanic/Latino students in schools with large percentages of same-race teachers in her recent Diverse Issues in Higher Education article entitled “Who’s Teaching Whom?”:

Tremendous benefits accrue to African- American and Hispanic/Latino students who attend schools with high concentrations of African-American or Hispanic/Latino teachers. These students are less likely to be expelled or suspended; more likely to be recommended for gifted education; less likely to be misplaced in special education; and more likely to graduate high school in four years.

Likewise, in the recent New York Times article “Where are the Teachers of Color?”, professor of education at Stanford University, Thomas S. Dee, said, “When minority students see someone at the blackboard that looks like you, it helps you reconceive what’s possible for you.”

Professor Dee’s statement is particularly relevant to our efforts to encourage students to consider international opportunities along the pipeline. For many of the traditionally underrepresented groups within international education, students are coming to college as the first in their families. This often means that they have not had role models at home who have pursued international study and other such opportunities. It is paramount, then, that the International Education community (from K-12 to higher education) prioritize hiring and retention practices to ensure that student backgrounds are proportionally represented amongst their educators. If we are taking the statistics and related implications seriously, there is no time to wait. Here are some areas for consideration:

What other resources and initiatives have been effective at your institution/organization to promote diversity and inclusion within global opportunities?

Tags:  global education  inclusion  Minority Students  Outreach  Study Abroad 

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Learning and Sharing about Diversity and Inclusion in International Education

Posted By Administration, Friday, April 10, 2015
Updated: Thursday, July 28, 2016

In 2012, the Diversity Abroad staff set off on a track to develop a national conference that would allow international and diversity educators a space to talk specifically about how to increase access to and improve services in international education for diverse and underrepresented students. Some three years later, the Diversity Abroad Conference is going strong and provides a space to speak candidly about the challenges and opportunities related to diversity and inclusion efforts in international education programming.

The Third Annual Diversity Abroad Conference took place on March 22-24 and saw an unexpected increase in participation with a more than 60% increase in registration from the inaugural conference in 2013. With professionals representing various institutions, departments, organizations, and providers, this year’s conference was abuzz with conversations addressing challenges and sharing good practices related to access, inclusion, and diversity in international education. Sessions represented a wide range of topics that included addressing the needs of specific student populations, developing collaborative partnerships, developing inclusive advising strategies for all students, and more. The conversations didn’t stop in the sessions, though. Those who were in attendance can attest to the fact that participants carried the dialogue into the hallways and beyond the conference space!

There was also an addition to the conference this year that added an element of insight we haven’t seen at other events. The Global Student Leadership Summit, a student track to the Diversity Abroad Conference, brought 23 students from around the country together to participate in the inaugural summit. Students did not only participate in sessions focused on building up their skills, they also engaged with professional conference goers during several all conference events. They added an energy to the conversation that reminded many of us why we do what we do.

The conversations from the Diversity Abroad Conference didn’t stop after the closing reception on Tuesday, though. Many of the conference participants continued on to participate in the Forum on Education Abroad Conference just down the street, where the topic of diversity and inclusion seems to have also grown. Just since last year, the Forum’s conference schedule included an expanded offering of sessions focused on diverse student populations and institutional diversity and inclusion efforts in international education. For many of us whose work centers on the intersection of these issues, it was refreshing and exciting to see the field take a leap forward in increasing the national dialogue happening around inclusion in education abroad.

To those who weren’t able to join the conference, fret not! Resources and presentations are available in the Resource Library on the site so that you can take a look at some of the conversations that happened in March! And don’t forget, our call for proposals for next year’s conference happening in Atlanta, GA (April 3-5) will be open in May!

Tags:  Diversity  Diversity Abroad Conference  Education Abroad Diversity  global education  inclusion  Study Abroad 

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Report Highlights Challenges HBCUs Face in Their Internationalization Efforts

Posted By Andrew Gordon, Wednesday, September 17, 2014
Updated: Tuesday, July 26, 2016
A new report from the American Council on Education published this week highlights the challenges that HBCUs face in their internationalization efforts.
 
A link to the full report is included below as well as a summary from the Chronicle of Higher Education.

While many of these challenges may not be new, the report highlights some interesting and good work being done at the seven institutions that participated. 

This is also a good reminder that HBCUs and minority serving institutions play a valuable role in the diversification of education abroad activities because they serve a large portion of racial/ethnic minority students enrolled in higher education (for a quick snapshot of these numbers you can read the recent report from Excelencia in Education and UNCF titled "Black + Brown: Institutions of Higher Education").
 
For those of you working in and with the HBCU community, please feel free to share your thoughts on the topic.

Report Links:

Tags:  Education Abroad Diversity  global education  HBCU  HSI  research 

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