International Educator - May/June 2016 - 58

EDUCATION ABROAD

RACE/ETHNICITY OF U.S. STUDENTS ABROAD

2003/04

2008/09

2013/14

83.7

80.5

74.3

Hispanic or Latino(a)

5.0

6.0

8.3

Asian or Pacific Islander

6.1

7.3

7.7

Black or African-American

3.4

4.2

5.6

Multiracial

1.3

1.6

3.6

American Indian or Alaska Native

0.5

0.5

0.5

TOTAL U.S. STUDENTS ABROAD

191,231

260,327

304,467

White

Source: IIE's Open Doors Fast Facts 2015, supported by a grant from the Bureau of Educational and Cultural Affairs at the U.S. Department of State

Each fall at their opening reception, all the
"SAMs" receive a specially branded T-shirt.
"On the front it says 'I studied abroad. Ask
me where,' and on the back it says 'I, Too,
Am Study Abroad.' This creates a team spirit
from the minute they're hired," McKeown
says. "That's just one example of looking at
one aspect of promotion/recruitment and
asking ourselves, 'How can each step be examined to be sure that it's meeting the needs
of today's students?'"
Another key factor in increasing their
numbers has been finding ways to encourage the creation of programs that actively
encourage faculty-to-student mentoring,
research projects, and other experiential
activities abroad, along with other ways of
bringing the interest students have in international travel together with the academic
goals of the institution. "This takes work and
dedicated time," McKeown says, "But it is
crucial, because it helps students see themselves going abroad in ways that they may
not otherwise. It also ensures that faculty
are part of the process, both academically
and by encouraging students to participate
in such programs."
Since 2008 Marcia Burrell, professor
and chair of SUNY Oswego's Curriculum
and Instruction Department, has taught
"Schooling, Pedagogy, and Social Justice," a
course that includes an experiential component in Benin in January. The course offers
students the opportunity to witness how one
of the poorest countries in Africa is able to
organize schools, establish governments,
produce food, and maintain a sustainable
economic structure with limited resources.
"Students respond to faculty who encourage
58  

INTERNATIONAL EDUCATOR M AY + J U N E .16

them to engage in programs that interest them," Burrell says. One of the leaders
of the class is the adviser for a large group
of students in SUNY Oswego's Educational
Opportunity Program (EOP). "She talked
to her advisees about her personal experiences as a student on the trip in 2009, and
the students listened," Burrell says. She adds,
"Some of the EOP students are of color, and
while they are interested in cultural travel in
general, without the endorsement of someone they trust, it is very difficult to recruit a
diverse pool of students."
Increasing the numbers of students from
underrepresented groups benefits more
than just those students. In the past, Burrell's
class attracted mostly Caucasian students,
but in 2016, half of the group was African
American or Hispanic, and there was economic diversity as well. "In the U.S. we live
in very segregated communities," Burrell
says. "When students come to school, they
are often placed in residence halls with
someone of a different race, class, culture,
or religion, but by the time they make the
decision to travel abroad, they have often
gravitated towards peers who are more
similar." The Benin course has 20 people
(students and faculty) living and working in close proximity, in the hotel, on the
vans, on school visits, and at the study site
for 16 days, 10-12 hours a day. "This gives
them a chance to really feel how segregated
life in the U.S. is," Burrell says. "Also, when
we are in Benin, all foreigners are 'YOVO'
("foreigners," or "whites"). This helps students realize that the categories of race are
socially constructed, and that in Benin we
are all seen as Americans."

Third-Party Providers
Assist Institutions With
Diversity Resources
IES Study Abroasd, a program provider
that works with more than 240 consortium
members, promotes its diversity resources
through school visits, print materials distributed to consortium members, e-mails
to prospective students, and social media
postings. "Since 2011 we have seen a 63.3
percent increase in diversity across all of
our programs, and a year-over-year enrollment growth in ethnically diverse students
of 16 percent from 2014-15 to 2015-16,"
says Gretchen Cook-Anderson, director of
diversity recruiting and advising.
"We also advise students, on an asneeded basis, to provide optimum tailored
support to them before and during the application process," Cook-Anderson adds,
explaining, "Students occasionally have
concerns about how they'll be perceived
or treated in the host country; or they may
wonder how they'll fit in within their own
American student cohort due to differences
of socioeconomic class, race, gender identity, sexual orientation, religion, disability,
or culturally based attire. Some students feel
they won't be viewed as 'American enough'
by some in the host country community
if they don't fit neatly into the 'traditional
American' stereotype. Some students may
feel the strain of being from lower-income
backgrounds and worry about not having
enough money to be able to enjoy some of
the extracurricular travel and other things
that other students in the program are able
to enjoy. We help students talk through how
they're feeling about these issues, and offer



Table of Contents for the Digital Edition of International Educator - May/June 2016

Toward a Better World
Tech Abroad
The University of Virginia Seeks to Emulate Its Founder
Frontlines
In Brief
Global Spotlight
Education Abroad
Foreign Student Affairs
International Enrollment
View From Out Here
Forum
In Focus
International Educator - May/June 2016 - BB1
International Educator - May/June 2016 - BB2
International Educator - May/June 2016 - Cover1
International Educator - May/June 2016 - Cover2
International Educator - May/June 2016 - 1
International Educator - May/June 2016 - 2
International Educator - May/June 2016 - 3
International Educator - May/June 2016 - Frontlines
International Educator - May/June 2016 - 5
International Educator - May/June 2016 - 6
International Educator - May/June 2016 - 7
International Educator - May/June 2016 - In Brief
International Educator - May/June 2016 - 9
International Educator - May/June 2016 - 10
International Educator - May/June 2016 - 11
International Educator - May/June 2016 - 12
International Educator - May/June 2016 - 13
International Educator - May/June 2016 - 14
International Educator - May/June 2016 - 15
International Educator - May/June 2016 - Global Spotlight
International Educator - May/June 2016 - 17
International Educator - May/June 2016 - 18
International Educator - May/June 2016 - 19
International Educator - May/June 2016 - Toward a Better World
International Educator - May/June 2016 - 21
International Educator - May/June 2016 - 22
International Educator - May/June 2016 - 23
International Educator - May/June 2016 - 24
International Educator - May/June 2016 - 25
International Educator - May/June 2016 - 26
International Educator - May/June 2016 - 27
International Educator - May/June 2016 - 28
International Educator - May/June 2016 - 29
International Educator - May/June 2016 - 30
International Educator - May/June 2016 - 31
International Educator - May/June 2016 - 32
International Educator - May/June 2016 - 33
International Educator - May/June 2016 - 34
International Educator - May/June 2016 - 35
International Educator - May/June 2016 - Tech Abroad
International Educator - May/June 2016 - 37
International Educator - May/June 2016 - 38
International Educator - May/June 2016 - 39
International Educator - May/June 2016 - 40
International Educator - May/June 2016 - 41
International Educator - May/June 2016 - 42
International Educator - May/June 2016 - 43
International Educator - May/June 2016 - 44
International Educator - May/June 2016 - 45
International Educator - May/June 2016 - The University of Virginia Seeks to Emulate Its Founder
International Educator - May/June 2016 - 47
International Educator - May/June 2016 - 48
International Educator - May/June 2016 - 49
International Educator - May/June 2016 - 50
International Educator - May/June 2016 - 51
International Educator - May/June 2016 - 52
International Educator - May/June 2016 - 53
International Educator - May/June 2016 - 54
International Educator - May/June 2016 - 55
International Educator - May/June 2016 - Education Abroad
International Educator - May/June 2016 - 57
International Educator - May/June 2016 - 58
International Educator - May/June 2016 - 59
International Educator - May/June 2016 - 60
International Educator - May/June 2016 - 61
International Educator - May/June 2016 - Foreign Student Affairs
International Educator - May/June 2016 - 63
International Educator - May/June 2016 - 64
International Educator - May/June 2016 - 65
International Educator - May/June 2016 - International Enrollment
International Educator - May/June 2016 - 67
International Educator - May/June 2016 - 68
International Educator - May/June 2016 - 69
International Educator - May/June 2016 - 70
International Educator - May/June 2016 - 71
International Educator - May/June 2016 - View From Out Here
International Educator - May/June 2016 - 73
International Educator - May/June 2016 - 74
International Educator - May/June 2016 - 75
International Educator - May/June 2016 - Forum
International Educator - May/June 2016 - 77
International Educator - May/June 2016 - 78
International Educator - May/June 2016 - 79
International Educator - May/June 2016 - In Focus
International Educator - May/June 2016 - Cover3
International Educator - May/June 2016 - Cover4
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