Resources for Researchers

Further Reading

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:

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.

About.com. Widowed Mother of Two Studies Abroad. 2001. Available: http://adulted.about.com/library/weekly/aa012201a.htm.

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.

Barker, J.M., Exum, H.A., et al. 32 (3), 463-. " Impact of Diasporic Travel on the Ethnic Identity Development of African American College Students." College Student Journal 32 (1998).

Bedore, G.L. "Trends Impacting Graduate Business Education in the Coming Decade." Journal of Education for Business (1991): 69-73.

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).

Bond, D.G. "Values Clarification and International Education: The Yonsei Experience." 29th Annual Convention of the International Studies Association. St. Louis, MO, 1988.

This study probed the experiences of Korean-American students participating in a study abroad program at Yonsei University in Korea. Data were primarily obtained from essays written by students in a "Topics" class, in which all students were required to participate. This paper discusses how Korean-American students made the choice to study in Korea, and the role their immigrant parents played in the decision. It describes both the expectations of Korean-American students, with regard to how they think they will be perceived, and their actual experiences. Some of the cultural identification issues these students face are presented as examples of their confusion over whether they were "American" or "Korean. " The author provides many anecdotes to illustrate his discussion, and he concludes the article with his opinion on the importance of individual freedom and assessment of the program success and value. [MC - Maureen Chao bibliography].

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).

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].

Campbell, D.M. "Attitudes of Selected Black and White American Students Towards Study Abroad Programs." Masters Abstracts. American University, 1981.

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].

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.

Chichester, M., & Akomolafe, S. "Minorities and Underrepresented Groups in International Affairs and the Foreign Policy Establishment." Global Challenges & U.S. Higher Education Conference. Duke University, 2003.

This paper articulates a research agenda to address the issue of minority underrepresentation in international affairs. It presents a synopsis of the problems posed by minority underrepresenation in international education at U.S. colleges and universities, and it points up as well as the ramifications for the formulation and implementation of foreign policy. It then examines, through a review of select and prominent literature, the types of research necessary to inform efforts to improve minority enrollment in international education programs, most importantly the development of data banks on emerging trends. If and when available, such information can be used to assess the nature of the relationship between minority enrollment in certain programs in higher education and minority underrepresentation in international affairs, to see if a correlation can be established as is presumed. However, given the inconsistency and scanty availability of data, formulating authoritative conclusions about the status of minorities in international affairs is at best difficult. Even though existing literature seems to suggest an apparent growing movement toward internationalization on many of the nation's campuses, including a small set of minority institutions, current research has yet to focus on the role of higher education in integrating minorities into the foreign policy environment. [Authors].

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 Leadership for African-American Collegians: A 21st Century Imperative: Study and Travel Abroad Enhance Leadership Skills." The Black Collegian 29.1 (1998): 78.

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].

Daughty, C.N. "Greenness in the Field." Michigan Today Fall 1997.

An African American Anthropology student discusses her experience studying abroad at the American University of Cairo. [DJC].

Davis, R.A. "Plenary Speech." CIEE Conference Luncheon. Atlanta, GA, 2002.

Day-Vines, N.L. "Study Abroad: An Investigation of the Impact of African Diasporic Travel on the Psychological Development of African American College Sojourners." North Carolina State University, 1998 September.

This study examined the main effects of an African diasporic travel intervention on the psychosocial development of African American college sojourners. The treatment group consisted of 12 African American college students who participated in the deliberate psychological education intervention during a six week study abroad program in Ghana. As part of the deliberate psychological education, treatment group members participated in weekly discussion groups and maintained journals detailing their African diasporic travel experience. Control group members consisted of 12 African American college students who were either enrolled in an African American studies course or who were members of a Black student campus organization. For the purpose of this investigation, the research questions were as follows: Does an African diasporic travel intervention promote racial identity as measured by the Racial Identity Attitudes Scale (RIAS)? Does an African diasporic travel intervention promote African self-consciousness as easured by the African Self-Consciousness Scale (ASC)? Does an African diasporic travel intervention promote Black psychological functioning as measured by the Black Psychological Functioning Behavior Checklist (BPFBC)? Does an African diasporic travel intervention promote intercultural development as measured by the Intercultural Development Inventory (IDI)? What Is the relationship between racial identity and African self-consciousness as measured by the RIAS and ASC? What experiences do African American college students report about the sojourn experience? The research design for this intervention was a quasi-experimental, nonequivalent control group design. Quantitative results indicated that, following an African diasporic travel intervention, treatment group members demonstrated statistically significant decreases in their pre-encounter or anti-Black attitudes as measured by the RIAS, relative to their control group counterparts. Treatment group members also demonstrated statistically significant increases in their immersion or pro-Black attitudes as measured by the RIAS, in comparison to control group members. Following an African diasporic travel intervention, no significant gains resulted between the administration of the pre-test and posttest measures in the domains of racial identity, Black psychological functioning, and intercultural development for a sample of African American college sojourners. Sojourners' racial identity attitudes did however shift in the predicted direction on the pre-encounter, encounter, and immersion subscales of the RIAS, although not significantly. That is to say, treatment group participants' pre-encounter attitudes decreased, encounter attitudes remained stable,

and immersion attitudes increased. Treatment group members demonstrated a significant decrease in their levels of African self-consciousness. The qualitative design for this research project is referred to as naturalistic-ethnographic. Qualitative analyses revealed that African diasporic travel affected sojourners in five particular ways. First, it permitted students to dispel negative myths perpetuated about Africa. Students reported significant and liberating experiences related to specific experiences and meaningful interactions with Ghanaian people. Third, students critically and analytically compared western cultural values and viewpoints with West African values and viewpoints. Fourth, African diasporic travel promotes racial identify development and intercultural development, in ways undetected by the quantitative measures. Finally, study abroad in West Africa promoted academic achievement and motivation. [UMI].

Doan, T.M. "Asian American Students: Study Abroad Participation, Perspectives, and Experiences." University of Minnesota, 2002 January.

This study examines factors influencing study abroad participation among Asian American students at the University of Minnesota, particularly focusing on the possible ways a student's cultural and immigration background can impact her/his decision and experience while abroad. In addition to looking at Asian Americans as a whole, this study also examines disparities that may exist among various communities of Asian American Students in the context of study abroad. [Author].

Fall, T. S. 1997. "An International Perspective on Health Care: The Case for Terms Abroad for Future Physicians." Frontiers: The Interdisciplinary Journal of Study Abroad 3.

Fels, Michael D. "Assumptions of African-American Students About International Education Exchange." Convention of the Communication Association. Miami, FL, 1993.

This study attempted to identify and compare some of the assumptions concerning international education exchange of first, the international education exchange community, and, second, the African-American student community. The study reviewed materials from published institutional literature for the assumptions held by the international education exchange community, and conducted a series of tape recorded interviews with eight African American students attending California State University (Los Angeles) to identify their assumptions concerning international educational exchange. Analysis of the data suggested that there may be a disproportionate cost paid by inner-city African-American students who study on campuses with an "international" focus. Students interviewed expressed the following attitudes: that new strains of racism and class prejudice are imported to their campus by foreign students; that foreign students shun, avoid and are afraid of African Americans; that, overall, there is no benefit to having foreign students on campus; and that, foreign students sap and divert institutional resources, take up needed classroom seats and contribute to an already tense racial environment. In addition, these Black students assumed they would be treated as objects of fear abroad and that institutional efforts keep them ignorant of opportunities for study abroad. (Contains 15 references.) (JB)

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].

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].

Gwynne, M.A. "The Effects of Study Abroad on Community College Students." Columbia University Teachers College, 1981.

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.; Schild, E. "Contexts for the Study of Cross-Cultural Education." Journal of Social Psychology 52 (1960): 231-50.

Data derived from a panel study of American Jewish students in Israel were analyzed within several conceptual contexts. The problems of learning and adjustment of the student in a foreign country were looked at as those of a person in a new psychological situation, as those of a stranger in the host society, and as those of a person in overlapping situations. Attention was given to the effect of the orientation of the student on the cross-cultural experience. Change in the cross-cultural situation was viewed as a particular instance of reeducation. At the same time attention was directed to the special perspective provided by the study of cross-cultural education on these processes. [JCK - Weaver bibliography].

Hess, G. Rockland Community College: Five Years Later. New York, 1976.

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.

Hofman, J.E., & Zak, I. . "Interpersonal Contact and Attitude Change in a Cross-Cultural Situation." Journal of Social Psychology 78 (1969): 165-71.

It was hypothesized that interpersonal contact in a cross-cultural situation would be associated with attitude change. A group of secondary school pupils from the U.S. and Canada, of Jewish background, who attended a summer camp at an Israeli Youth Village, were observed with reference to the contact each established with Israeli peers. Before and at the end of the camp, their attitudes toward Jewishness and Israel were assessed. Subjects were divided into low and high contact groups: high contact campers became more favorable in their attitudes, while low contact campers did not change at all or became less favorable in their attitudes, as predicted. [AUT - Henry Weaver bibliography].

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].

Hurd, H. "Breaking Down the Mental Barriers." Black Issues in Higher Education. (2002).

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."

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.

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.

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.

Kroeger, C.L. Olson & K.R. "Global Competency and Intercultural Sensitivity." Journal of Studies on International Education 5.2 (2001 Summer).

Landau, J., & Chioni Moore, D. "Towards Reconciliation in the Motherland: Race, Class, Nationality, Gender, and the Complexities of American Student Presence at the University of Ghana, Legon." Frontiers: The Interdisciplinary Journal of Study Abroad (2001): 7; 25-59.

Over the past fifteen years the worldwide growth of U.S. study abroad locations, the increasing number of "heritage" destinations, and an increasing theoretical sophistication have troubled these general assumptions. The following paper, co-written by an American alumna of a U.S.-based study abroad program at the University of Ghana, Legon, and a U.S.-based American professor specializing in International and Black Atlantic Studies, will explore one particularly freighted instance of the end of such assumptions, by addressing the American student presence at the University of Ghana, Legon. Examination of the Legon case will, we hope, be valuable for all study abroad professionals, because the American student presence at Legon challenges all of the traditional assumptions noted just above. [Authors].

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].

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].

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+.

Van Der Meid, J.S. . "Asian Americans: Factors Influencing the Decision to Study Abroad." Lesley College, 1997.