Resources for Parents

Further Reading

"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].

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].

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].

Carew, J.G. "For Minority Students: Study Abroad Can Be Inspiring and Liberating." Chronicle of Higher Education (1993): B3.

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 101: The Basic Facts." The Black Collegian 29.2 (1999): 138-43.

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.

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].

Frierson, C.L. "Perceptions of African American Educators toward Historically Black Colleges and Universities." ACADEME (1995).

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.

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].

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).

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].

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.

Klein, G., & Maquardt, C. "Study Abroad: It's for You." Black Collegian (1995): 40-42; 138-39; 92.

Attempts to dispel some myths about study abroad through concrete information and statistics.

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.