International Educator - July/August 2018 - 55

The Influence of Inclusion
Inclusion in education abroad impacts the quality of the experience itself. Just as experiences with diversity positively impact
learning on campus, they also inform and influence the experience of undergraduates abroad.
Many programs abroad entail significant exposure to both
other communities and other U.S. college students. When largely
homogenous groups are abroad, the commonalities in their
perceptions can shape their experiences, limiting the complexity
of learning that can be gained from interactions with the local
culture, not to mention from interactions with each other. For students of color and other historically marginalized groups, resident
staff and faculty play a critical role in creating an environment
that validates diverse experiences and perspectives relative to both
host and U.S. cultures. As with on-campus dialogues touching on
equity and student identity, faculty and staff sensitivity to these
dynamics is crucial.

Providing Access to All Students
Any activity known to enhance student learning and success
should be made readily available to all students. Current participation patterns, however, do not reflect today's postsecondary population along multiple dimensions, only some of which are tracked
by national-level data. Students of color remain underrepresented,
as do males, students at community colleges, students in specific
disciplines, and a number of other groups.
It is not sufficient to focus attention solely on creating more
diverse undergraduate cohorts without simultaneously considering how to ensure that educational opportunities are equally
available upon matriculation. Students enter college with varying
knowledge about education abroad or other HIPs; some students
infer that an international experience is too expensive, irrelevant
to their degrees, or no more than a vacation lacking educational
or career impact. Messaging from families, friends, faculty, and
our own promotional materials can inadvertently reinforce these
perceptions, requiring us, as international educators, to be more
deliberate in our advocacy and outreach efforts.
The value of a bachelor's degree is greater than the sum of
courses it represents, and equity requires that we provide access
to enriching educational opportunities to all students, meeting
them where they are in terms of their knowledge base.

Reexamining Existing Structures
Agreement on the reasons why inclusion matters in education abroad is the easy part; providing equitable opportunities is far more challenging. Across the many groups that are
underrepresented in education abroad, some common barriers
that prevent participation include finances, academics, and
institutional policies.

As the most frequently cited impediment to participation,
finances serve as a good example of a critical issue where students'
realities and university practices sometimes work against one
another. High-need students often require assistance with upfront
costs, such as visas or airfare, yet the majority of scholarships disburse the funds based on the academic calendar, long after these
expenses are incurred. How many students do we lose due to the
misalignment of resources and expenditures?
As another example, many need-based scholarships place
undue emphasis on the essay component of the application, a
practice that tends to favor students in writing-intensive majors
as well as individuals from more privileged backgrounds who are
more likely to have attended higher-achieving secondary schools.
In some cases, the opportunities we build can unintentionally
replicate the inequity we seek to address.
These examples illustrate the importance of questioning our
practices. As a new adviser, I was taught that a 2.5 GPA was
a requirement for participation to ensure that students could
maintain good academic standing when they encountered culture
shock abroad. Many campuses have long since abandoned that
rationale, resulting in greater access for students who are perfectly
capable of academic success abroad.
Other areas ripe for exploration include: eligibility criteria,
scholarships (type, timing, and criteria), program design, credit
transfer policies, campus messaging, and our own hiring practices, to name a few. As the success of curriculum integration and
planning scholarships bear out, new strategies can move the needle of diversity, if we are willing to think critically about students'
needs and barriers to participation and keep experimenting to
advance inclusion. n
HEATHER BARCLAY HAMIR, PhD, is president and CEO of the Institute
for Study Abroad and a career scholar-practitioner in education abroad
with an emphasis on diversity, equity, and inclusion.
She recently coedited Promoting Inclusion in Education Abroad: A
Handbook of Research and Practice with Nick Gozik, director of the
Office of International Programs, Boston College. The book is available at
shop.nafsa.org.

ADVERTISER Index
ADVERTISER

PAGE

Cal State Northridge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Cambridge English Learning Assessment. . . . . . . . . . . . . . . . . . . . . 1
CSULB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Educational Credential Evaluators . . . . . . . . . . . . . . . . . . . . . . . . . 47
ELS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C4
NAFSA AC19 Call for Proposals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
NAFSA Membership. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
NAFSA Strategic Retreat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
studentSIMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Qatar University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C2
Relation Insurance Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
University of Auckland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C3

J U L + AU G . 2018 INTERNATIONAL EDUCATOR

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http://shop.nafsa.org

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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