Diversity and Inclusion in a US American Cultural Context
Created by IFSA (Institute for Study Abroad) | June 21, 2019
It is important for international staff to understand the terminology being used on US college campuses when it comes to elements of identity. This resource, developed by Diversity Abroad Members IFSA (Institute for Study Abroad, is intended to serve as an evolving guide of common US American cultural usage of diversity and inclusion terms. It is designed for study abroad colleagues who support the onsite phase of study abroad (those who do not reside in the US and are serving American students while they are abroad).
From Their Seats to the World: High School Students Global Stories
By 2018-2019 High School Task Force | April 11, 2019
While the benefits of study abroad and international education experiences are well-documented in the realm of higher education, much less data exists to demonstrate the positive impact it may have on high school students. Anecdotally at least, students who participate in study abroad before enrolling in college or university identify myriad advantages gained as a result. As we share in the benefits section of this article, high school students experience a variety of personal and academic gains such as increased flexibility and tolerance, noticeable ease in the transition to higher education, and a greater inclination to study abroad again in the future.
Beyond Barriers: Re-Thinking Education Abroad Using a Strengths-Based Approach
By Shayna A. Trujillo, MA | December 12, 2017
Since 2008, quality education abroad programming has been widely recognized as a high impact practice in higher education (Kuh, G). High impact practices show significant positive influence on student learning and retention, and education abroad specifically affects diverse and historically underrepresented students at a higher positive rate than their peers (Center for Global Education, 2017). Yet, despite the potential positive impact for all students, participation in education abroad opportunities remains disproportionately an experience for white, female students (Institute of International Education, 2017).
Reflective Leadership in Global Education
By Pamela Roy, PhD, Manager of Learning & Assessment - Diversity Abroad | October 24, 2017
As international educators, our work often involves engaging with students, professional colleagues, and communities abroad; yet our reach is broader and extends to governments, policymakers, NGOs, the private sector, corporations, and other stakeholders invested in the global education and cultural exchange. Given that international educators have the capacity to make a difference globally, it is imperative that we are fully present, emotionally engaged, caring and empathetic – characteristics of reflective leadership - so that the future leaders we inspire can continue to make a profound impact globally, impact that is grounded in social justice and equality for all.
In Education Abroad Quantity Without Quality Does Not Equal Success
By Andrew Gordon | September 8, 2017
As the new academic year kicks off it’s heartening to know that an increasing number of colleges and universities are engaged in initiatives - from robust scholarship programs to assessing the education abroad office’s diversity practices - to increase participation in education abroad and other global education opportunities. Increasing student participation in meaningful global education programs is essential for their engagement with and success in our interconnected world. Expanding participation is also requisite if the field of education abroad is to be considered part of the solution to ensuring equitable access to high impact practices, the type of practices that promote student success for all students, particularly those from diverse backgrounds. Yet, our success in these endeavors does not merely depend on the quantity of students we send abroad. We must also consider the quality of their experiences. The relation between inclusion and quality must be regarded with the same level of commitment as the relation between diversity and quantity.
From Underrepresentation to Parity Part I: The Unusual Case of STEM in Education Abroad
By Lily Lopez-McGee | December 13, 2016
The last two years of data from the IIE Open Doors Report have provided a glimpse into how education abroad has become more accessible for students majoring in science, technology, engineering, and math (STEM). In fact, the percentage of students majoring in STEM who go abroad is now on par with the percentage of students in higher education majoring in STEM (23%) (IIE, 2015; NCES, 2014). The combination of factors needed to make this happen has not been happenstance, and there are several lessons education abroad professionals and policy makers can take from this experience to support diversity efforts in education abroad more broadly.
Literature on Accessibility, Diversity and Inclusion in Study Abroad: Where Do We Stand?
By Lily Lopez-McGee | August 22, 2016
In a world of instant news, hashtags, and trending themes, it often seems as though scholarly research is slow to catch up. Over the course of the last ten years the conversation around diversity issues in education abroad has seemingly expanded rapidly with the growth of events and online resources dedicated to discussing topics related to access to and diversity in education abroad. The platform where this is published is one of the clearest examples of national resources dedicated to discussing timely and relevant issues of diversity and inclusion in international education. Still, the body of empirical research and scholarly publications that explore good practices in access, inclusion, and diversity in education abroad leaves much to be desired.
By 2015-2016 Diversity Abroad Task Force on Race & Ethnicity | August 19, 2016
While more students of color are enrolling at higher rates in U.S. colleges, their presence in study abroad programs has not, unfortunately, kept up with their gains in enrollment. Indeed, research has shown that students of color are sorely underrepresented in study abroad programs, with less than 10% attending a study abroad program (Sweeney, 2013). This is unfortunate as the National Survey of Student Engagement has noted that study abroad is an important high impact practice for students in higher education (Kuh, 2008). This is particularly the case for students of color who, when they do go abroad, experience a number of positive gains, and have a greater likelihood of graduating from college than their peers who did not go abroad (Malmgren & Galvin, 2008; Metzger, 2006).
“Colorblindness” Is Not the Answer
By 2015-2016 Diversity Abroad Task Force on Race & Ethnicity | February, 2016
Race issues continue to be difficult for our country to address and we have found various ways to handle our associated discomfort over time. As our country transitioned from widespread blatant racial discrimination and segregation, which clearly made evident that race should be taken into account when determining a person’s worth, we made major advances in creating a more equal society.
What Are We Still Talking About?
By Dr. Michael Woolf |2013
In education abroad questions of diversity and under-representation are nearly always properly co-related. In simple terms, a consequence of the exclusion of certain regions, groups and disciplines leads to a relative lack of diversity on education abroad programmes. This is the basic reality with which we need to engage at a level beyond rhetoric.
Community College Education Abroad Foundation and Future Concerns
By Dr. Rosalind Latiner Raby |2013
Community colleges have been involved in the field of Education Abroad since the early 1970s. Over the decades, they have been challenged with issues related to faculty, and administrative support, health, safety and risk management issues, lack of funding, lack of full-time personnel, and of course, student attitude. These issues remain important today along with new challenges stemming from the declining economy.
Diversifying Study Abroad: The Role of the Study Abroad Provider
By William L. Gertz | 2013
Study abroad organizations (often referred to as “providers”) can play an important role in the challenge of diversifying study abroad. With substantial revenues and sophisticated marketing programs, they promote their programs to hundreds of thousands of students annually utilizing a wide variety of techniques including social networking, participation in campus fairs, online advertising, and the creation and distribution of posters, catalogs and fliers.
Faculty: The Link Between Underrepresented Students And Study Abroad
By Nasha Lewis | 2013
International education offices at colleges and universities are instrumental in recruiting students for study abroad; however, many students who participate in education-abroad programs first hear about the opportunity from a faculty member. Faculty play an important role in encouraging students to study abroad, and are able to influence a large number of students.
Reflections on Diversity Abroad’s Inaugural Conference: The Need for Honest Dialogue about Diversity
By Darielle Horsey | 2013
Early in my career I remember meeting Diversity Abroad’s founder, Andrew Gordon, at a NAFSA reception and connecting over the promotion of accessibility and diversity in study abroad. I was inspired by the knowledge that there were others out there that shared the same goals and excited about the prospect of connecting with colleagues to find support in this challenging but crucial work. I have long believed that study abroad should be accessible to all students, not just to young people of privilege.
CAPA Pres & CEO John Christian Asks What If We Are Successful in DA Conf Plenary Address
By John Christian | 2013
CAPA International Education‘s President/CEO John Christian spoke at the inaugural Diversity Abroad Conference in Chicago earlier this month. The conference, with the tag line “Changing Landscapes: Strategies and Opportunities for Greater Access”, offered a platform for new ideas on this enormous topic to circulate and conversations to begin. His speech posed the important question: “What if we are successful?” What happens if we reach our diversity goals?