International Educator - March/April 2017 - 54

EDUCATION ABROAD

conclude they can't compete for scholarships. Paulez's
office has addressed this by changing the way it talks
about study abroad applications, and by making sure
students know there are opportunities, such as needbased financial aid, to help them go abroad, as well as
scholarships that make exceptions for a low GPA.
"Rather than telling a student, 'OK, come to freshman orientation, here are the materials, don't come back
until you're old enough,' we are trying to continue the
conversation with them," Paulez says. "We changed the
way we talk about financial aid and scholarships. We
used to call [information sessions] 'scholarship sessions'-which only attracted students who thought they
could win scholarships. Now we call it 'How to Afford
Study Abroad,' and now more students come who might
have [avoided the sessions] because they believed they
weren't academically qualified."

Other Considerations
Money isn't the only consideration for underrepresented students who may wish for an international
education experience. Family obligations, culture, and
ignorance about other countries can also make students
wary of studying abroad.
For instance, parents can be skeptical about a son or
daughter traveling to, and living in, a foreign country.
"Often, students who may have immigrated to the U.S.
don't really understand why they would study abroad,"
Paulez says. "[Parents] might view that their son or
daughter already has international exposure and they're
already at a top university, so why would they want to
leave the campus? Cultural factors can play into this, so
it's important to have peer mentors" who can describe
how an international experience can enrich a student.
"We need more people in the field who are attuned
to these students' issues," says Berger. "Sometimes
advisers are so burdened with the paperwork of getting
students abroad that they don't have time for a student
who doesn't know how to get a passport, has never been
on a plane before, or who's freaked out by leaving their
family for the first time."
Berger keeps office hours at George Mason's Office of
Diversity, Inclusion and Multicultural Education so she
can connect personally with underrepresented students.
"If a student says, 'I live at home with five other
people,' then I can start to understand what their challenges are and tell them it won't be end of the world if
they leave their family for a few weeks or months," she
says. "They need people to help them see that what they
think are obstacles are really manageable."
54  

INTERNATIONAL EDUCATOR M A R + A P R .17

At San Diego State, Bruce holds regular meetings
with campus groups that represent first-generation, lowincome, and ethnic-minority students.
And "having an incredibly diverse staff in our study
abroad office has been key," Bruce says. "We no longer
wait for students to walk through the door. We even
have a mobile study abroad cart that can be spotted in
high traffic areas across campus. This mobile strategy
provides faculty, staff, and students
an opportunity to stop by and chat."
While working to increase study
Establishing authentic
abroad participation among underrepresented students at the University relationships with someone
of Texas (UT) at Austin, McCullers
they can trust is incredibly
addressed the cultural resistance to
valuable in motivating
studying abroad by working with
students to pursue
diversity and community engageinternational learning
ment groups that "endorsed the idea
experiences.
of study abroad meaningfully," she
says. Her office invited staff members
from the Diversity Scholars Program
and from the Gateway Scholars
Program-both on-campus groups-to parent orientation
meetings to talk about study abroad, built study abroad
content into student orientations, and cohosted events
with the study abroad office.
One such event, the annual Diversity Abroad Showcase,
presents diverse students and their study abroad experiences, along with a workshop on how to create a strong
application to the First Abroad Scholars Program, which
provides $3,000 to first-generation college students.
That scholarship program-as well as the Hutchison
International Scholars Program-were created by the
UT Austin Study Abroad office to provide access to study
abroad for first-generation college students. They provide
for an extended planning period for students to use the
funding, provide access to a dedicated staff member to help
students through the years identify the abroad programs
that fulfill degree requirements, and provide time to get
academic mentors and family members on board. First
Abroad is good for two years, while the Hutchison scholarship is good for four years, McCullers says.
"I approached these partnerships with the mindset that
the staff supporting students in the [diversity and community engagement] programs are the experts on working
with them, and I can learn from their expertise," McCullers
says. "I shared literature and data with them that demonstrate the impact study abroad has on college persistence
and retention, making the case that studying abroad can
help support retention. After all, students who study abroad



Table of Contents for the Digital Edition of International Educator - March/April 2017

From the Editor
In Brief
Global Spotlight Cuba
Insights
Voices
Feature: Lay of the Land: What Now?
Feature: Finding Common Ground through Art Therapy
Feature: Empowering Refugees Through Education
Campus Profile: New York Institute of Technology
Campus Snapshot: University of North Carolina at Chapel Hill
Education Abroad
International Student Affairs
Partnering
View From Out Here
In Focus
International Educator - March/April 2017 - Cover1
International Educator - March/April 2017 - Cover2
International Educator - March/April 2017 - 1
International Educator - March/April 2017 - From the Editor
International Educator - March/April 2017 - 3
International Educator - March/April 2017 - 4
International Educator - March/April 2017 - 5
International Educator - March/April 2017 - 6
International Educator - March/April 2017 - 7
International Educator - March/April 2017 - In Brief
International Educator - March/April 2017 - Global Spotlight Cuba
International Educator - March/April 2017 - Insights
International Educator - March/April 2017 - 11
International Educator - March/April 2017 - Voices
International Educator - March/April 2017 - 13
International Educator - March/April 2017 - 14
International Educator - March/April 2017 - 15
International Educator - March/April 2017 - Feature: Lay of the Land: What Now?
International Educator - March/April 2017 - 17
International Educator - March/April 2017 - 18
International Educator - March/April 2017 - 19
International Educator - March/April 2017 - 20
International Educator - March/April 2017 - 21
International Educator - March/April 2017 - 22
International Educator - March/April 2017 - 23
International Educator - March/April 2017 - Feature: Finding Common Ground through Art Therapy
International Educator - March/April 2017 - 25
International Educator - March/April 2017 - 26
International Educator - March/April 2017 - 27
International Educator - March/April 2017 - 28
International Educator - March/April 2017 - 29
International Educator - March/April 2017 - 30
International Educator - March/April 2017 - 31
International Educator - March/April 2017 - Feature: Empowering Refugees Through Education
International Educator - March/April 2017 - 33
International Educator - March/April 2017 - 34
International Educator - March/April 2017 - 35
International Educator - March/April 2017 - 36
International Educator - March/April 2017 - 37
International Educator - March/April 2017 - 38
International Educator - March/April 2017 - Campus Profile: New York Institute of Technology
International Educator - March/April 2017 - 40
International Educator - March/April 2017 - 41
International Educator - March/April 2017 - 42
International Educator - March/April 2017 - 43
International Educator - March/April 2017 - 44
International Educator - March/April 2017 - 45
International Educator - March/April 2017 - 46
International Educator - March/April 2017 - Campus Snapshot: University of North Carolina at Chapel Hill
International Educator - March/April 2017 - 48
International Educator - March/April 2017 - 49
International Educator - March/April 2017 - 50
International Educator - March/April 2017 - 51
International Educator - March/April 2017 - Education Abroad
International Educator - March/April 2017 - 53
International Educator - March/April 2017 - 54
International Educator - March/April 2017 - 55
International Educator - March/April 2017 - International Student Affairs
International Educator - March/April 2017 - 57
International Educator - March/April 2017 - 58
International Educator - March/April 2017 - 59
International Educator - March/April 2017 - Partnering
International Educator - March/April 2017 - 61
International Educator - March/April 2017 - 62
International Educator - March/April 2017 - 63
International Educator - March/April 2017 - View From Out Here
International Educator - March/April 2017 - 65
International Educator - March/April 2017 - 66
International Educator - March/April 2017 - 67
International Educator - March/April 2017 - In Focus
International Educator - March/April 2017 - Cover3
International Educator - March/April 2017 - Cover4
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