Resources for Administrators
Further Reading
Access International Education Network-Specializing in Programs for under-Represented Students in Study Abroad. Available: http://www.ucis.pitt.edu/aie.
The primary objective is to identify projects, scholarship opportunities, publications and other resources aimed at increasing diversity in international studies. This information is presented in searchable form on this website to facilitate its use among institutions aiming to enhance participation of underrepresented groups in international education.
Black Issues in Higher Education. Available: http://www.blackissues.com.
Cox and Matthews teamed up to launch Black Issues In Higher Education as a small newsletter in the basement of Cox's home in March 1984. Now headquartered in Fairfax, Virginia and averaging 96 pages per edition, Black Issues is the nation's only news magazine dedicated exclusively to minority issues in higher education. Published bi-weekly, Black Issues brings in-depth and up-to-date coverage of the diverse education community, including African Americans, Native Americans, Asian Americans and Hispanic Americans, as well as Americans with disabilities and women to every college and university in the United States. Among Black Issues' 200,000 readers are university presidents, deans, professors, student service professionals, as well as students, librarians, personnel and affirmative action officers. Readers also include professionals at associations, corporations, military installations and private sector groups concerned with minority participation in higher education. Black Issues publishes a number of special reports annually covering topics such as Recruitment and Retention, Health Sciences Education, Careers in Higher Education, Arthur Ashe Jr. Sports Scholars Awards, Top 100 Degree Producers, Graduate and Professional Education, as well as its annual Academic Kickoff edition. [Journal]. Black Issues in Higher Education has published several articles on study abroad. You can learn more about the journal from the following link:
"Struggle and Success: The African American Experience in Japan." STRUGGLE AND SUCCESS Film Library. Hohokus, NJ. Ed. R. Life.
The African American Experience in Japan. Narrated by Ossie Davis with music by Paul Jackson of the Herbie Hancock group, the 85 minute program examines the complex lives of African Americans living in Japan. The program features African Americans from all walks of life in Japan. Andre De Cordova, originally from California has developed an energetic method to teach young children English. Bill Whitaker, network correspondent, relates a heart felt story of how Japan affected his children. Others include Glenn Boggs, the only African American working for a Japanese securities company, Panzellia Leslie, a fashion designer from Fukuoka, Rodney Johnson, a former break dancer turned Osaka businessman and Lance Lee, formerly stationed in Japan with the Air Force, who returned to set up a successful fitness company. STRUGGLE AND SUCCESS is an excellent teaching tool for schools, businesses and internationally focused organizations. An ideal tool for any audience seeking to understand the social and cultural dynamics of contemporary Japan. Appropriate for Asian Studies, Anthropology, American Studies, African American Studies, and Multi-Cultural curricula and International Affairs. The film is an important human resource tool for Japanese companies interfacing with America's multicultural workforce and for those with African American employees in Japan. [Global Film Network].
New Directions for Community Colleges: General Education. Ed. B. L. Johnson. Vol. 40. San Francisco: Jossey-Bass, 1982.
Frontiers: The Interdisciplinary Journal of Study Abroad 3 (1997 Fall).
In this article it specifies the importance of science students being in contact with alternative ways of thinking and doing things from around the globe, and the students needing to have a better understanding of the global effects of their work. Subtle and not so subtle differences in culture can neither be learned in a classroom nor obtained from books and that's why altenatives need to be developed in order to get more students to participate. But, before they can embark on an international science education program, science faculty and students need some idea of the scientific environment into which the students will be placed. This journal discusses various issues surrounding this concern.
(B/McPIE), Black/Multicultural Professionals in International Education. Increasing the Participation of Persons of Color in International Careers: Report on the First Annual Forum., 1995, January 27.
A. Inglis, C. Rolls & S. Kristy. "Study Abroad Programs: Creating Awareness of and Changing Attitudes to Nursing, Health and Ways of Living in Other Cultures." Contemporary Nurse 6.3-4 (1997): 152.
A. Inglis, C. Rolls, & S. Kristy. "The Impact of Participation in a Study Abroad Programme on Students' Conceptual Understanding of Community Health Nursing in a Developing Country." Journal of Advanced Nursing 28.4 (1998): 911.
Adeola, F.O., Perry, J.A. "Global Study: Smooth or Bumpy Ride: Global Study Is to Diversity as Internship Is to Job Experience." The Black Collegian Online 10.[On-line] (1997).
A year or two of global study, or international study as it is often called, increases not only your value to an employer in very practical ways, but also, depending upon where you study, your racial perception of the source of the way you act, think, play, and pray. In most countries, you can expect a very smooth ride in the host country housing the international program you select; in some, you can expect a bumpy ride. But even a bumpy, global study ride may be useful to an employer as an indicator of a resourceful, pioneering spirit. A given country may offer specific values to specific corporations because of its natural resources. Zaire, for instance, has large deposits of gold and diamonds. But except for ties of well-known corporations to internationally strategic European countries and to Japan, these ties are difficult for you as a student to know. You need not, however, undertake global study from a basis of specific corporate ties to a country. Global study is as important as an indicator of a type of diverse person as it is an indicator of a person with specific language and cultural skills. It is important to you psychologically, for it is likely to help you understand the source of your own cultural responses, responses often thought of as racial or ethnic. This later reason is somewhat subtle, based as it is on Carl Jung's notion of the subconscious as a collection of archetypal images. The focus here is both the practical as well as the psychological reasons for global study. The easier, practical reason, diversity, first. [Authors].
al, L Feinberg et. "The International Faculty Exchange Experience." International Education Forum 13.1 (1993): 1-7.
Anderson, K. "Expanding Your Horizons." Black Enterprise.(E185.8B5) (1996): 318-24.
Keisha Anderson describes her study abroad experience in Zimbabwe. Crediting study abroad with preparing students to "become driving forces in the growing global economy," Ms. Anderson presents a well-researched article on study abroad and available resources. She concludes her article with advice on getting parents comfortable with study abroad concerns including whether or not their child will be fed and housed properly, their safety, opportunities to call home if needed, and the availability of support staff in case of emergency or to soften the student's transition to the new environment. [Forum Newsletter].
B.G. Hameister, P.R. Matthews, N.S. Hosley & M.C. Groff. "College Students with Disabilities and Study Abroad: Implications for International Education Staff." Frontiers: The Interdisciplinary Journal of Study Abroad 5 (1999): 81-101.
Bailey, R.B. III. "The River Falls Experience: Custom-Designing Study Abroad." Black Students and Overseas Programs: Broadening the Base of Participation. Ed. CIEE. New York: CIEE: Council on International Educational Exchange, 1991. 21-28.
This article discusses an approach of designing a study abroad program to meet the needs of your institution/student body and the obstackes that may be faced in the process.
Berry, H. "Observations on Minorities Abroad. Forum on Underrepresentation in Education Abroad Newsletter." (1996 Fall).
Boatler, R.W. "World Minded Attitude Change in a Study Abroad Program: Contact and Content Issues." Journal of Teaching in International Business 3.4 (1992).
Brown, L.M. "Going Global; Traditionally, the Percentage of African American Students Who Studied Abroad Has Been Low; However, University Officials Are Looking into Ways to Increase Those Numbers." Black Issues in Higher Education (2002).
Bucks, C. A World of Options: A Guide to International Exchange, Community Service and Travel for Persons with Disabilities. guide. Eugene, OR.
A comprehensive directory of international exchange, study, and volunteer opportunities for people with disabilities.
Burkart, B., Hexter, H., & Thompson, D. "Why Trio Students Need to Study Abroad!" Opportunity Outlook Journal Reprint (2001): 34-38.
Low-income students and students of color remain significantly underrepresented among American students who travel abroad. Costs and cultural factors persist as barriers to participation. As the previous examples demonstrate, students in TRIO programs can derive academic, cultural and personal benefits from study abroad. [Authors].
Carew, J.G. "For Minority Students: Study Abroad Can Be Inspiring and Liberating." Chronicle of Higher Education (1993): B3.
Caroll, A.V. "The Participation of Historically Underrepresented Students in Study Abroad Programs: An Assessment of Interest and Perception of Barriers." Colorado State University, 1996.
This study investigated the interest in and perception of barriers to study abroad between and among undergraduate students of different ethnicities at Colorado State University in Spring, 1995. The relationship between ethnicity and the desire to study in a country which reflects one's ethnic heritage was examined, as was the relationship between interest in study abroad and perceived barriers such as cost, missing family, and the ability to graduate when planned. The goal was to obtain information which might lead to more effective promotion and facilitation of study abroad opportunities for underrepresented students. A two-page questionnaire was developed and 500 undergraduates were surveyed, 100 from various ethnicities. The African American students expressed the greatest concern with potential problems related to ethnicity and nationality than any other grope of respondents. In addition, it was the African American/Black and Mexican American/Hispanic students who were more interested in studying abroad in a place which reflects their ethnic heritage, although overall, only 30.1% agreed that this was of interest to them. Despite the high level of interest the respondents in this sample expressed in studying abroad, on 27.8% indicated that they know where the Colorado State University (C.S.U.) Study Abroad Office (Office of international Education) is located. However, 56.3% of the respondents reported that they have seen a flyer or newsletter from the Study Abroad Office (Office of International Education). Well over half (64.6%) reported that they did not remember hearing about study abroad opportunities in a class or any other C.S.U. function. Financial concerns were reported to be the most frequent barrier to the pursuit of a study abroad program according to both the quantitative data and the written responses. This was not surprising considering that 72.8% of the repsondents reported that they depend upon some type of financial aid and finance their education. Concerns about graduation and a lack of general information about studying abroad were also reported to be of greater concern than were concerns regarding family support for studying abroad. Finally, only 24.1% of the respondents reported that they would be interested in studying abroad for a full academic year: 41.8% said one semester and 28.5% said a short summer program would be ideal for them (5.7% reported that this was not applicable to them). [Author].
Carroll, C.M. "Accrediting International Education Programs." Community College Journal 69.2 (1998): 38-42.
Carter, H.M. . "Minority Access to International Education." Black Students and Overseas Programs: Broadening the Base of Participation. Ed. CIEE: Council on International Educational Exchange, 1991. 6-13.
Cash, R.W. Assessment of Study Abroad Programs Using Surveys of Student Participants. ED 360925. 1993. ERIC Document. Available:
Castaneda, V. Pederson de. "Three Case Histories: An Ethnographic Evaluation of Participant Experience in the Spanish International Business Program Abroad." Annual Eastern Michigan University Conference on Languages and Communication for World Business and the Professions. Ypsilanti, MI, 1992.
Charles, R. Keating & M.B. "Internationalizing the Business School Curriculum: Perspectives on Successful Implementation." Journal of Education for Business 67.1 (1991): 12-16.
Chisholm, Linda A. International Service-Learning: For a World of Difference. The Black Collegian Online/Global Study. Available: http://www.black-collegian.com/globalstudy/service-learning.shtml.
Cole, J.B. "Opening Address of the 43rd International Conference on Educational Exchange." CIEE: Council on International Educational Exchange Annual Conference international education: Broadening the base of participation. Ed. CIEE. Charleston, South Carolina: Council on International Educational Exchange, 1990. 1-5 of Black students and overseas programs: Broadening the base of participation.
In her opening address at the 1990 CIEE Annual Conference, De. Johnnetta Cole, then President of Spelman College, identified four major obstacles to African Americans studying abroad:
1. Faculty and Staff (from failing to encourage black students to a dearth of resources).
2. Finances (black students are more likely to come from families with lower incomes).
3. Family and Community (safety issues and concerns about racism in an unknown place).
4. Fears (student worries about encountering new forms of racism).
5.
"The fact that some African-American women and men do study abroad is evidence that it is possible to abound these barriers." [CIEE].
Corcoran, T. "What Does Industry Say?" International Conference on educational Exchange of the Council on International Educational Exchange. Chicago, IL, 1999.
Craig, S. "Global Study: Reflecting the Norms of an International Society." The Black Collegian 28.2 (1998): 138.
Craig, S. "Global Leadership for African-American Collegians: A 21st Century Imperative: Study and Travel Abroad Enhance Leadership Skills." The Black Collegian 29.1 (1998): 78.
Craig, S. "Study Abroad Adviser: Top 10 Reasons for African American Students to Go Abroad." Transitions Abroad 10.1 (1998): 88-91.
Craig, S. "Study Abroad 101: The Basic Facts." The Black Collegian 29.2 (1999): 138-43.
Cudmore, M.F. Toncar & B.V. "The Overseas Internship Experience." Journal of Marketing Education 22.1 (2000): 54-64.
Curcio, G.D. Praetzel & J. "Making Study Abroad a Reality for All Students." International Advances in Economic Research 2.2 (1992): 174-83.
Dahl, A.G. "Piquing the Interest of African American Students in Foreign Languages: The Case of Spelman College." ADFL Bulletin 31.2 (2000): 30-35.
The author who is an Associate Professor of Spanish at Spelman College describes the increase in interest in foreign languages with a specific focus on Spanish and French. The author discusses a variety of observations regarding this increase and discusses its relationship with study abroad programs. [DJC].
Davis, R.A. "Plenary Speech." CIEE Conference Luncheon. Atlanta, GA, 2002.
Deruisseaux, P. "Abroad, Minority Students' Challenges Transcend Academics." The Chronicle of Higher Education 39.14 (1992): A27.
Presents comments from Spelman College exchange student, a black American student living in a country where foreigners increasingly are being subjected to verbal and even physical assault. Numbers of people she meets who have never actually met a black person; Her studies at the Technical University of Berlin; Being informed about your environment; People curious about you and your customs; Recruiting more minority exchange students; A positive experience. [KP].
DeWinter, U.J. "Science and Engineering Education Abroad: An Overview." Frontiers: The Interdisciplinary Journal of Study Abroad 3 (1997).
Dungy, K. "Students Speak for Themselves: Experiences in Costa Rica and the Dominican Republic." Black Students and Overseas Programs: Broadening the Base of Participation. Ed. CIEE. New York: CIEE: Council on International Educational Exchange, 1991. 37-39.
Ewart, A. "A Woman of Color in Russia." Black Issues in Higher Education April 18 1996.
Exchange, Council on International. "Black Students and Overseas Programs: Broadening the Base of Participation." CIEE International Conference on Educational Exchange. Charleston, SC, 1991.
Addresses the issue of underrepresented groups in education abroad. Practical and positive advice by faculty, administrators, and students. Authors include Johnnetta Cole, Holly Carter, Robert Bailey, and Margery Ganz.
Exchange, Council on International Educational. "Increasing Participation of Ethnic Minorities in Study Abroad." Black Students and Overseas Programs: Broadening the Base of Participation. Ed. CIEE. New York: CIEE: Council on International Educational Exchange, 1991a. 43-46.
This document is a brochure developed for the purpose of assisting study abroad advisors in expanding the number of ethnic minority students participating in study abroad. A number of methods are described, contributed by administrators at eight different institutions. The strategies are divided into six different areas, including funding, reassurance, promotion, choice and availability of programs, goal setting, and data collection. Since funding can be a barrier for many ethnic minority students, special scholarships, travel grants, and tuition waivers are recommended. Also noted is the importance of outreach, one-on-one marketing efforts, staff diversity, and advising to families. Offering programs in non-traditional locations can also be beneficial. [MC - Maureen Chao bibliography].
Exchange, Council on International. Widening the Base of Participation: Black Students and Study Abroad. 1991b. New York Council on International Educational Exchange. Available:
Farthing, L. "Why Study in South America? Discover the New World of the Next Century."
Fields, C.D. "Go Abroad, Save the Excuses." Black Issues in Higher Education (2001).
This article attempts to discard the excuses of why underrepresented groups (AA) aren't studying and/or teaching abroad and seeks to provide useful information on how to go about your international journey. Offers advice to fellow Afro-Americans regarding studying or teaching abroad. Reason for uunderrepresentation of Afro-American teachers among those who are studying or teaching overseas; Most common excuses for not studying or teaching abroad; Useful Web sites for those who are interested in teaching abroad; Suggestion before traveling to pursue teaching job. [KP].
Fitchen, S. Fersh & E. The Community College and International Education: A Report of Progress. Cocoa, FL: Brevard Community College, 1981.
Fountain, A. (). . "Developing a Program for Spanish Heritage Learners in a Small College Setting." Adfl Bulletin. Vol. 32, 2001. 29-32.
A small private woman's college in Raleigh with a traditional student base from the eastern part of North Carolina seems, at first glance, an unlikely locale for a program designed for Spanish heritage learners. Yet, in recent years, the United States Hispanic population has grown significantly even in areas not traditionally Hispanic, such as North Carolina. With a now burgeoning Spanish-language heritage population, North Carolina's educational institutions are being challenged at all levels to provide both a hospitable setting and appropriate curricular adaptations to serve the needs of this group, and small private colleges are no exception. The experience of Peace College provides an example of how a school that has not traditionally served Hispanic students can build programs for such heritage learners and how institutions with a relatively small Hispanic population can provide appropriate curriculum and resources for such learners.
Peace College, because of its size and constituency, has used its defining characteristics and its special interests to build a small but viable program for its students of Hispanic background-combining curriculum initiatives with travel opportunities, cultural events, and links to the community. Key components of this process and how they were developed are the focus of this article. [Author].
Franco, S. Narimatsu & R. W. "Study Abroad in the Pacific Islands: More Than an International Experience." Dimensions of the community college: International, intercultural, and multicultural perspectives 6 (1996).
Frierson, C.L. "Perceptions of African American Educators toward Historically Black Colleges and Universities." ACADEME (1995).
Furumoto, M. Creating Support: A Booklet of Student Reflections on Their Study Abroad Experiences. The Forum Newsletter.
Furumoto, M. Diversity of Experiences : Voices of Penn Abroad Participants.: University of Pennsylvania: Penn Abroad, 2001.
Ganz, M.A. "The Spelman Experience: Encouraging and Supporting Minority Students Abroad." Black Students and Overseas Programs: Broadening the Base of Participation. Ed. CIEE. New York: CIEE: Council on International Educational Exchange, 1991. 29-34.
Ganz, M., & Sideli, K. It's Your World: Student's Guide to Education Abroad. Diversity. Ed. W. Hoffa (Chester, PA: Educational Directories Unlimited, Inc., 2002.
Gen, A. Van der. "International Science Study for Undergraduates." Frontiers: The Interdisciplinary Journal of Study Abroad 3 (1997 Fall).
Genzlinger, N. "A Foreigner Even Where Her Roots Are Buried." The New York Times October 2 2002.
Gliozzo, C. "The International Education of Minority Students." Minority Education 2.5 (1980): 1-7.
Stresses the importance of giving minority students an opportunity to participate in Michigan State University overseas programs or in other overseas projects based on a $15,000 grant given by the International Communication Agency (United States Information Agency) in 1979. It explains the procedures in selecting eligible minority students, type of allocations, and the beneficial results of minority participants who study abroad. [AUT - Henry Weaver bibliography].
Gonzalez, A. "Teaching Beyond the Classroom: Business Internships in Latin America-Issues in Cross Cultural Adjustment." Hispania 76.4 (1993): 892-901.
Grandin, J. M. "Developing Internships in Germany for International Engineering Students." Unterrichtspraxis 24.2 (1991): 209-14.
Greenfield, R.K. "Developing International Education Programs." New Directions for Community Colleges 18.2 (1990).
Gwynne, M.A. "The Effects of Study Abroad on Community College Students." Columbia University Teachers College, 1981.
Halder, J. "How Iowa Community Colleges Developed a Consortium of Study Abroad." Annual Conference of the Community Colleges for International Development. Orlando, FL, 1997.
Handzel, T. Tenhoeve & P. "Travel Abroad: Meeting the International Community of Its Own Terms." Community, Technical, and Junior College Journal 63.1 (1992): 16-23.
Hardin, T. Furlong & S. International Education Study Abroad Programs: A Level I Review. 2000. ERIC. Available:
Harrison, G. "Study Abroad a View from the Community College." International Studies Notes 15.2 (1990): 71-74.
Hayes, D. "Over There: Exchange Programs and Colleges Seek to Send More Minority Students Abroad." Black Issues in Higher Education (1996): 26-29.
This article discusses the attempts being made by larger organizations (i.e. United States Information Agency, UNCF, etc.) to encourage and support travel abroad among minority students. Through collaboration with ISEP ( a program established in 1979 under the Fullbright-Hayes Act, which ensures that study abroad is available to all qualified participants, regardless of social and economic background), students are matriculated directly into host universities for year-long placements in countries that include: Argentina, Tanzania, Austria, France, and UK. Three HBCU's have recently been included into ISEP.
Healy, L.M. "Curriculum Building in International Social Work: Toward Preparing Professionals for the Global Age." Journal of Multicultural Social Work 3 (1988 Fall): 221-28.
Hebel, S. "Advocates for Students with Disabilities Criticize Education Department Ruling on Study-Abroad Program." The Chronicle of Higher Education 2002: A31.
Hembroff, L. A.; Russ, D. L. Minorities and overseas studies programs: Correlates of differential participationOccasional Paper No. 30: Council of International Educational Exchange (CIEE), New York.
Despite increased efforts on the part of many institutions and program administrators to provide support and outreach, minority students continue to be underrepresented in study abroad. This study attempts to identify the reasons for this lower participation rate, and focuses on the Michigan State University, which has a very large study abroad program. Data for the study were collected by distribution of an extensive survey to both on-campus and off-campus student populations. The off-campus students received the survey through the mail and the on-campus students through Resident Assistants. A total of 1,139 students participated in the study. The report documents extensive findings from the survey, which include some of the reasons for lower participation in study abroad by different ethnic/racial groups. One factor identified is that these groups often have a higher attrition rate, which can influence study abroad rates since students typically study abroad during their junior year. There was also a lower than average percentage of African-American students enrolled in some of the major groups more likely to study abroad. Other factors included economic concerns, fear of travel to unknown places, fear of discrimination, and language difficulties. The report includes suggestions for increasing participation by minorities, including increased marketing and information dissemination to students and faculty, clarification about the availability of financial assistance, increased outreach to students in majors with high minority representation, more information about language requirements, increased advocacy of foreign language study in high schools, and increased efforts at retaining African-American students. [MC - Maureen Chao bibliography].
Herman, S.N. American Students in Israel. Ithaca, NY: Cornell University Press, 1970.
In this cross-cultural study the author analyzes the special motives and expectations of American Jewish students in Israel, the changes in their attitudes during and after their stay, and the reactions of Israelis to them. The author administered questionnaires to students on their way to Israel, after they had been in Israel for several months, and a year after their return to the United States. Using these questionnaires as well as interviews and diaries, Professor Herman brings into sharp focus the unique relationships of the visiting students to their Israeli hosts, the attitudes they have in common and the ways in which they differ, and the problems of social contact that the students experienced as "strangers among kinsfolk." He devotes a chapter to the students' involvement in the Six-Day War, and another to those students who settled in Israel. The book contributes to the methodology of a growing body of social-psychological literature on cross-cultural education, and the conceptual framework it develops will be of special interest to psychologists and sociologists. It will also be helpful to foreign student advisers and to students considering study abroad, particularly in Israel.[JCK - Henry Weaver bibliography].
Hess, G. Freshman and Sophomores Abroad: Community Colleges and Overseas Academic Programs. New York: Teachers College Press, 1982.
Hoff, J. Summary, Minority Students' Orientation. 1994. SECUSSA Discussion List. Available: http://listserv.acsu.buffalo.edu/cgi-bin/wa?A2=ind9403&L=secuss-l&T=0&F=&S=&P=1474.. March 4.
This SECUSS-L post is a brief summary of responses regarding the implementation and presentation of special orientation sessions for minority students preparing to study abroad. [DJC
Hoff, J., Van Der Meid, J.S., & Doan, T. "Asian American Participation in Study Abroad." Annual CIEE: Council on International Educational Exchange Conference. Atlanta, GA, 2002.
Holmes, P. "Future Directions in International Science Education." Frontiers: The Interdisciplinary Journal of Study Abroad 3 (1997 Fall).
Hope, R.O., & Scott, S.T. "Strengthening the Capacity of Underrepresented Minorities to Pursue International Service Careers." International education in the new global era: Proceedings of a national policy conference on the Higher Education Act, Title VI, and Fulbright-Hays Programs. Ed. C.M. Haro J.N. Hawkins, M.A. Kazanjian, G.W. Merkx, & D. Wiley. Los Angeles: International Studies and Overseas Programs, University of California, Los Angeles, 1998. 197-205 vols.
The imminent approach of the twenty-first century challenges the country to examine and renew its commitment to preparing the most talented students for the global economic and international affairs responsibilities that will occupy center stage in the coming decades. Given current estimates that project a profound shift in population by 2050-from a majority status for non-Hispanic whites to a more equal distribution between majority and minority-it is time to address the issue of re-creating the international affairs establishment by tapping the energy and talent of current and future students, particularly women and minorities.
While efforts have been underway in recent years to educate a cadre of minority policy professionals in the international sphere, statistics indicate that minorities still remain greatly underrepresented at the highest levels of the international affairs hierarchy. An new public/private partnership is required that will promote international career opportunities for talented students of color. This paper describes several existing fellowship programs that promote diversity for the twenty-first century and that can serve as models for expanding international affairs opportunities. Diversity is a reality in the American landscape. What is required is a commitment to expand successful educational models to take advantage of that diversity, and to do so in the context of recent antiaffirmative-action court decisions that may adversely impact the recruitment and admission of students of color to international affairs graduate programs. [Authors].
Hornby, N.J. Piet-Pelon & B. Women's Guide to Overseas Living. 2nd Edition ed. Yarmouth, ME: Intercultural Press, 1992.
Hornig, J.F. "The Toughest Job You'll Ever Love-Faculty Find Rewards-and Responsibilities in Study Abroad Programs." ACADEME 1995 September/October.
Hosley, P.R. Mathews B.G. Hameister & N.S. "Attitudes of College Students toward Study Abroad: Implications for Disability Service Providers." Journal of Post secondary Education and Disability 13.2 (1998): 67-77.
Humphrey, J. Edwards & T. "Internationalizing the Community College: Strategies for the Classroom." New Directions for Community Colleges 70 (1990): 17-26.
Hunter-Gault, C. Careers. Video, New York, 1997.
Video aims to increase minority awareness of international career opportunities, and is intended for high school and college audiences. Features on-site interviews with African-Americans, Latinos, Asian-Americans and Native-Americans who are working in international settings.
Hurd, H. "Taking Your Education Global." Black Issues in Higher Education (2001).
Hurd, H. "Breaking Down the Mental Barriers." Black Issues in Higher Education. (2002).
Hurst, A. "Students with Disabilities and Opportunities to Study Abroad." Journal of Studies on International Education 2.2 (1998).
J.S. Arpan, M. Geer, P. McCracken & J. Wind. Hallmarks of Successful International Business Programs. Occasional Papers on International Educational Exchange. Vol. 25. New York: CIEE, 1988.
Jamison, A. Diversity Issues in Study Abroad. Ed. Brown University Office of International Programs. Providence, RI, 2001.
This is a collection of quotes by Brown University students about their experiences abroad. The quotes were gathered through a survey of study abroad students returning from either spring semester/full year 1999-2000 or fall semester 2000-2001 abroad. The survey directly addressed issues of diversity in study abroad including ethnicity, heritage, sexual orientation, religion, minority/majority issues, physical appearance, and language. It was designed to elicit thoughtful and honest responses from participating students. [Author].
Jansen, E. "Cross-Cultural Adaptation among Women: How Living Internationally Affects Your Life."
Janssen, G. Women on the Move: A Christian Perspective on Cross Cultural Adaptation. Yarmouth, ME: Intercultural Press, 1989.
Jarvis, K. Jenkins & C.A. "Educating for the Global Future." Black Issues in Higher Education (2000).
A brief synopsis of barriers to study abroad for minorities and the importance of a global education.
Jenkins, K. "Educating for the Global Future (International Opportunities for Minority Students." Black Issues in Higher Education (2000).
John, G. "International Comparative Approaches to the Problems of Underrepresented Groups." Black Students and Overseas Programs: Broadening the Base of Participation. Ed. CIEE. New York: CIEE: Council on International Educational Exchange., 1991. 14-20.
Jones, M.L. Bond & M.E. "Short-Term Cultural Immersion in Mexico." Nursing and Health Care 1994.
Jones, R.J. Kashlak & R. M. "Internationalizing Business Education: Factors Affecting Student Participation in Overseas Studies." Journal of Teaching in International Business 8.2 (1996): 57-75.
Kauffmann, Norman L., Martin, Judith N., and Weaver, Henry D. Students Abroad: Strangers at Home. Intercultural Press, 1992.
Examines the study abroad experience from the student's point of view and provides a theoretical frame for understanding the effects of a study abroad experience on students, along with recommendations for increasing effectiveness of programs.
Klahr, S.C. "A Descriptive Study of the Barriers to Study Abroad in Engineering Undergraduate Education and Recommendations for Program Design." Montana State University, 1998.
Kluger, R. Increasing Women's Participation in International Scholarship Programs: An Analysis of Nine Case Studies. New York: The Institute of International Education, 1996.
Kohls, L.R. "Four Traditional Approaches to Developing Cross-Cultural Preparedness in Adults: Education, Training, Orientation and Briefing." International Journal of Intercultural Relations 11.1 (1987): 89-106.
Krammer, A. "Tales from the Frontlines: Leading Students Abroad." Phi Beta Delta International Review 10 (2000 Spring): 1-5.
Kroeger, C.L. Olson & K.R. "Global Competency and Intercultural Sensitivity." Journal of Studies on International Education 5.2 (2001 Summer).
Krueger, R.L. "It's Not a Sabbatical." ACADEME (1995 September/October).
Lafford, B. "Discourse Strategies of Second Language Learners of Spanish: Classroom Vs. Study Abroad Settings." Research Perspectives in Adult Language and Acquisition (RPALLA). Columbus, OH, 1995.
Laventure, T. "Asian Students Experience Their Roots through Eltap." Asian American Press.
Lee, E. Go Girl! The Black Women's Book of Travel and Adventure. Portland: Eighth Mountain Press, 1997.
Lewenstein, B. V. "International Perspective on Science Communications Ethics." Frontiers: The Interdisciplinary Journal of Study Abroad 3 (1997 Fall).
Long, D. "The Experiential Course: An Alternative to Study Abroad for Nontraditional Students." Foreign Language Annuals 30.3 (1997): 301-10.
Ludwig, M. "The Next Ten Years: Trends Affecting Study Abroad Participation for U.S. Students." International Educator 9.4 (2000).
Research on patterns of study abroad participation show that significant changes have occurred in the past few years, not only in the preferences and intentions of students but also in the program characteristics themselves. Analyses of trends and factors affecting study abroad in the future indicate that the redefinition of study abroad has perhaps just begun. This article reports the findings of a NAFSA study pointing to coming changes in the population of students likely to participate in study abroad experiences. It presents some considerations regarding ways institutions of higher education can address the changing student needs.
Luqman, K. "Race, Gender and the African American Women's Study Abroad Experience in Spain." School for International Training ( Unpublished capstone paper), 2002.
Lyster, L. "Study Abroad Attracts Fewer Men, Minorities." Daily Northwestern May 25 2000.
This article discusses the lack of participation by minority students in study abroad programs. It pinpoints Northwestern University's study abroad participants and how this institution, like many others, mirror the national trends regarding the gender and racial gaps.
Malveaux, J. "Globalization, Culture and Sharing." Black Issues in Higher Education (2001).
Maquardt, G. Klein & C. "Study Abroad: It's for You." Black Collegian (1995): 40-42; 138-39; 92.
Markiewicz, M. "Three-Year Student of Color Recruitment Plan for College Semester Abroad." School for International Training (Unpublished capstone paper), 1994.
Marquardt, C. Summary-Bicultural Students Abroad. Secussa Discussion List. 1995. Available: http://listserv.acsu.buffalo.edu/cgi-bin/wa?A2=ind9512&L=secuss-l&T=0&F=&S=&P=7393.. December 19.
This SECUSS-L post is a brief summary of responses to a previous listserv post regarding a female student's experience in Japan. This primarily deals with heritage seeking as the student's mother is Japanese and she hade previously visited family in Japan. [DJC].
Massey, W. E. "Morehouse College Aims to Provide Global Experience for Students." Black Issues in Higher Education (2001).
Mattai, R. P., & Ohiwerei, G. "Some Mitigating Factors against African-Americans in the Rural American South Opting to Study Abroad." Annual Conference on International Educational Exchange. Washington, DC, 1989.
This paper identifies some of the reasons African-American college students in the rural South have low interest and participation rates in study abroad. The author provides a review of literature and, from this, draws forth influencing factors. Included in these is the cost to study abroad, distance, employment opportunities, educational status, and availability of information. The author theorizes that the low-income status of many black families in the rural South and the high cost of study abroad are major barriers for students. He also notes that insecurity due to minority status and the low levels of education typically attained also contribute to the problem, while a lack of information and communication about study abroad creates additional barriers for students. [MC - Maureen Chao bibliography].
Maury, C. "International Education in French Engineering Schools Reporter on the Cefi Survey." Frontiers: The Interdisciplinary Journal of Study Abroad 3 (1997 Fall).
McFarlin, N. "An African-American in South Africa." July/August 1998.
McKnight, K. "In the Wake of Darwin's Voyage. Improving International Science Study for Students of Biological and Environmental Sciences." Frontiers: The Interdisciplinary Journal of Study Abroad 3 (1997 Fall).
Mclean, J.J. "Consortial Approaches to International Education." New Directions for Community Colleges 70 (1990): 47-56.
Miller, F. "Integrating Overseas Language and Business Education in a Statewide Consortium." Eastern Michigan University Conference on Languages and Communication for world Business and the Professions. Ypsilanti, MI, 1990.
Millington, T.V. Study Abroad for Bicultural Students. 2002. IMDiversity.com - Hispanic-American Village. Available: http://www.imdiversity.com/villages/hispanic/Article_Detail.asp?Article_ID=7164.
A recent survey by "Open Doors" showed that Hispanics make up approximately 5% of the student population that studies abroad each year. With the growing prevalence of the Spanish language in today's world, this statistic is disappointing. One would expect Hispanics, with their bilingual and bicultural "head start," to be at the forefront of the study abroad population. There are several reasons for this low number of Hispanic "trotamundos" ("globetrotters"): lack of funds, familial and academic responsibilities at home and lack of motivation. But the two that I will focus on are seldom acknowledged: general perceptions of Hispanics studying abroad and the preservation of ethnic identity. [Author].
Monaghan, P. "Study Abroad for Minority Students." The Chronicle of Higher Education 1994, 40 (41) ed.: A35-A38.
Reports on the efforts of colleges and universities in the United States to involve minority students in international education. Integration of international programs in the curricula, student bodies and faculties; Significance of such integration to the linkage between global awareness and race and ethnic appreciation; Recommendations on how institutions increase the number of minority students study abroad. [KP].
N. Day-Vines, J.M. Barker & H.A. Exum. "Impact of Diasporic Travel on the Ethnic Identity Development of African American College Students." College Student Journal 32.3 (1998): 463+.
Neff, R.A. "Discovering Heritage and More by Studying Abroad." Black Issues in Higher Education (2001).
Nolting, W. "International Opportunities for Students of Color Abroad." Transitions Abroad July/August 1995.
Smiles, R.V. "A World Class Education: Rewards Abound for Those Who Dare to Teach or Study Abroad." Black Issues in Higher Education 18.12 (2001): 18+.
This journal cover story contains perspectives of Black faculty and administrators, a number of whom are from HBCUs, and also has an interesting article by a returned student of color who studied abroad. This journal can be ordered directly from the publisher at (703) 385-2981 in Fairfax, Virginia. [Author/Journal].
Van Der Meid, J.S. . "Asian Americans: Factors Influencing the Decision to Study Abroad." Lesley College, 1997.
