International Educator - July/August 2018 - 54

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FORUM
By Heather Barclay Hamir

Why Inclusion Matters in Education Abroad
Providing equitable opportunities for all students requires rethinking
structures and strategies.
is one of the most rewarding aspects of my career in international education; it is
also the most humbling. I have had to learn to question my own assumptions and those embedded in the practices of education abroad. I continue to uncover assumptions I learned early on in my career that unwittingly
perpetuate exclusion.
ADVANCING INCLUSION

For years, I believed that the key to broader participation in
study abroad programs was more scholarships. At one point in
my career, I had the privilege of receiving additional planning
scholarships that were available for a cohort of first-generation college students. My colleagues and I were convinced that
those students would study abroad the first chance they got,
but not one student even applied for a study abroad program.
It was a powerful lesson that inspired new ways of thinking about what promotes and prevents participation within
underrepresented groups.

Historical Context
Efforts to diversify participation in study abroad are not new.
Scholarships intended to increase participation among students
from underrepresented groups began as early as the 1970s, with
substantial expansion in institutional and federal support in the
1990s and 2000s.
These efforts are situated within the larger context of U.S.
higher education, where questions of equity and inclusion
intersect with strategies to increase degree completion rates and
ensure the baccalaureate degree equips students for a rapidly
changing, interconnected world. Within the complex imperatives
of higher education, education abroad can sometimes get lost in
the institutional agenda as one of many "nice to have" opportunities for students.
In reality, education abroad can augment efforts to enhance
educational outcomes, while also laying claim to a legitimate role
in supporting initiatives focused on diversity, equity, and inclusion. Several intersecting arguments make the case for education
abroad as a factor in both spheres of institutional action.

Enhancing Educational Impact
Education abroad is one of 11 high-impact educational practices
(HIPs) that positively correlate to improved learning, engagement,
and student retention. A substantial body of research supports
the positive impact of education abroad on participants, from the
54  

INTERNATIONAL EDUCATOR J U L + AU G . 2018

likelihood of degree completion to integrative or deeper learning,
plus a host of other outcomes relevant to students' future professional, educational, and civic endeavors.
HIPs improve learning and engagement across demographic
groups, yet they are particularly impactful within groups that
have been historically underserved by higher education, including
first-generation college students and African American students.
The compensatory effects of HIPs across groups that intersect
with diversity, equity, and inclusion initiatives create a natural
opportunity to position education abroad in service to broad institutional priorities to educate and graduate an increasingly diverse
student population.

The Context of Inclusion
The idea that inclusion is a prerequisite for educational excellence
stems from the framework of inclusive excellence established by
the Association of American Colleges & Universities. Yet within
this notion of inclusive excellence, as with other terms used here,
there are important qualifiers.
The terms "inclusive excellence" and "diversity, equity, and
inclusion" generally refer to efforts that seek to address historical
inequities rising out of power and privilege in a U.S. context. In
contrast, education abroad practitioners often use the term "inclusion" to indicate students from any subgroup historically underrepresented in education abroad, which also includes historically
marginalized groups within the United States.
Clear acknowledgement of the difference in definitions is
essential to building relationships with colleagues advancing an
inclusion agenda on campus in order to validate the very real
historical inequities that gave rise to this work. Sensitivity on this
point demonstrates respect for the important work that they do,
while communicating that education abroad inclusion efforts are
not co-opting the larger inclusion agenda. Similarly, "underrepresented" refers to groups of students with disparate participation
rates in education abroad, versus other terms that may have
historic connotations related to power and privilege.



Table of Contents for the Digital Edition of International Educator - July/August 2018

From the Desk of
In Brief
Global Spotlight: Brazil
Quick Questions
Feature: A Shock to the System
Feature: Something Old, Something New
Feature: Building on Strengths
Feature: Weathering the Storm
Education Abroad
International Student Affairs
International Enrollment
International Education Leadership
Forum
In Focus
International Educator - July/August 2018 - Cover1
International Educator - July/August 2018 - Cover2
International Educator - July/August 2018 - GF1
International Educator - July/August 2018 - GF2
International Educator - July/August 2018 - GF3
International Educator - July/August 2018 - 2
International Educator - July/August 2018 - 3
International Educator - July/August 2018 - 4
International Educator - July/August 2018 - 5
International Educator - July/August 2018 - 6
International Educator - July/August 2018 - 7
International Educator - July/August 2018 - From the Desk of
International Educator - July/August 2018 - In Brief
International Educator - July/August 2018 - 10
International Educator - July/August 2018 - 11
International Educator - July/August 2018 - 12
International Educator - July/August 2018 - 13
International Educator - July/August 2018 - 14
International Educator - July/August 2018 - Global Spotlight: Brazil
International Educator - July/August 2018 - Quick Questions
International Educator - July/August 2018 - 17
International Educator - July/August 2018 - Feature: A Shock to the System
International Educator - July/August 2018 - 19
International Educator - July/August 2018 - 20
International Educator - July/August 2018 - 21
International Educator - July/August 2018 - 22
International Educator - July/August 2018 - 23
International Educator - July/August 2018 - Feature: Something Old, Something New
International Educator - July/August 2018 - 25
International Educator - July/August 2018 - 26
International Educator - July/August 2018 - 27
International Educator - July/August 2018 - 28
International Educator - July/August 2018 - 29
International Educator - July/August 2018 - 30
International Educator - July/August 2018 - 31
International Educator - July/August 2018 - Feature: Building on Strengths
International Educator - July/August 2018 - 33
International Educator - July/August 2018 - 34
International Educator - July/August 2018 - 35
International Educator - July/August 2018 - 36
International Educator - July/August 2018 - 37
International Educator - July/August 2018 - Feature: Weathering the Storm
International Educator - July/August 2018 - 39
International Educator - July/August 2018 - 40
International Educator - July/August 2018 - 41
International Educator - July/August 2018 - 42
International Educator - July/August 2018 - 43
International Educator - July/August 2018 - Education Abroad
International Educator - July/August 2018 - 45
International Educator - July/August 2018 - 46
International Educator - July/August 2018 - 47
International Educator - July/August 2018 - International Student Affairs
International Educator - July/August 2018 - 49
International Educator - July/August 2018 - International Enrollment
International Educator - July/August 2018 - 51
International Educator - July/August 2018 - International Education Leadership
International Educator - July/August 2018 - 53
International Educator - July/August 2018 - Forum
International Educator - July/August 2018 - 55
International Educator - July/August 2018 - In Focus
International Educator - July/August 2018 - Cover3
International Educator - July/August 2018 - Cover4
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