International Educator - September/October 2019 - 13

There were all of these great
organizations within our space. But
there was no organization that was
solely focused on advancing diversity,
equity, and inclusion within international
education, particularly through the lens
of professionals. Previously, so much
of the work had been very student
focused, which is important, but there
wasn't as much of a focus on what we
are doing internally and structurally as
organizations to advance this work. We
can't just put it all on the students.
What does diversity mean in the
context of international education?
Diversity is very much tied to the
demographics of the student population,
and we try to look at [it] from a broad
perspective. The primary focus has been
on students of color, students from lower
socioeconomic backgrounds, LGBTQ
students, students who are the first in
their family to go to college, students with
a disability, and students from diverse
religious backgrounds. By no means
does it discount the importance of other
groups of diversity. And when you think
about intersectionality, to a certain extent,
it widens the number of folks that we're
talking about as a whole.
How do the issues of diversity,
inclusion, and equity intersect in
education abroad?
Inclusion is different, and, arguably,
[achieving] diversity is easier than
inclusion. Just by the nature of enrollment
patterns in higher education, we'll get
more diversity because we're enrolling
more students from different backgrounds.
[Diversity Abroad] made a conclusion
that the specific definition or two that
we use for inclusion is that it's the active,
intentional, and ongoing engagement with
diversity in ways that increase awareness,
constant knowledge, and understanding of
the complex way that individuals interact
with systems and institutions.
We look at the student's experience:
Are our programs and cocurricular

"Equity is the question of fairness and impartiality.
Who has equitable access to the benefits of
global education-the academic, interpersonal,
and career benefits that are gained from
meaningful international experiences? How are
we ensuring that all students have equitable
access to those benefits? "
-ANDREW GORDON
activities developed in a way that
[all students] are going to feel like,
"Yes, this is something that's best for
me-that who I am as a person was
taken into consideration"? Frankly, any
increased diversity without actually
asking a question of, "How is inclusion
embedded into the work that we do?"
can be very problematic. Research
shows [that as] you increase diversity,
there's more probability for tension,
if you will, between different groups.
From an inclusion standpoint, it's both.
How are we supporting students who
are coming to us from a variety of
different backgrounds?
Equity is the question of fairness and
impartiality. When we talk about equity,
we talk about who has equitable access
to the benefits of global education-
the academic, interpersonal, and
career benefits that are gained from
meaningful international experiences.
How are we ensuring that all students
have equitable access to those benefits?
Part of that goes back to the question of
inclusion. Are we prepared to support
all of our students in a way that takes
their identity into consideration and
takes a location where they're studying
into consideration? This is equally
important for how we recruit, retain,
and advance professionals from diverse
backgrounds in the field of international
education. These three definitions can
be applied to that as well.

What progress have you seen the field
achieve in these areas?
We've definitely made some progress in
diversifying the population of students
who are going abroad. Even just pulling
[the Institute of International Education's]
Open Doors numbers, we can look and
say that we've made some progress as
we've increased overall enrollment in
education abroad. We've made some
progress with respect to students
from diverse and underrepresented
backgrounds. That feels like something we
should be proud about. There's still a lot
of work to grow, but we've made progress.
Where is there room for growth?
I'll highlight three areas. One, I would say
the inclusion-equity part. If what we're
doing is just about student mobility, then
we would be glorified travel agents. We're
not. And the reason we're not is that it's
not just about the mobility of students,
it is about the experience they have
and the ability for that experience to be
transformative. Transformation doesn't
happen by itself. [It requires] looking at
how we support students before, during,
and after they go abroad to ensure more
students have equitable access to the
benefits of these programs. And that
[includes] training and development of
staff, as well as resources for students,
staff both here in the United States and
outside, and faculty members. [It is] a
constant understanding of what diversity
S E P T + O C T.2019 INTERNATIONAL EDUCATOR

13



International Educator - September/October 2019

Table of Contents for the Digital Edition of International Educator - September/October 2019

From the Desk of
In Brief
Global Spotlight: Chile
Quick Questions
Feature: Countering the Forces of Change
Feature: Raising the Bar
Feature: Branching Out
Education Abroad
International Student Affairs
International Enrollment Management
International Education Leadership
Forum
Take 5
International Educator - September/October 2019 - Cover1
International Educator - September/October 2019 - Cover2
International Educator - September/October 2019 - 1
International Educator - September/October 2019 - 2
International Educator - September/October 2019 - 3
International Educator - September/October 2019 - 4
International Educator - September/October 2019 - 5
International Educator - September/October 2019 - From the Desk of
International Educator - September/October 2019 - In Brief
International Educator - September/October 2019 - 8
International Educator - September/October 2019 - 9
International Educator - September/October 2019 - 10
International Educator - September/October 2019 - Global Spotlight: Chile
International Educator - September/October 2019 - Quick Questions
International Educator - September/October 2019 - 13
International Educator - September/October 2019 - 14
International Educator - September/October 2019 - 15
International Educator - September/October 2019 - Feature: Countering the Forces of Change
International Educator - September/October 2019 - 17
International Educator - September/October 2019 - 18
International Educator - September/October 2019 - 19
International Educator - September/October 2019 - 20
International Educator - September/October 2019 - 21
International Educator - September/October 2019 - 22
International Educator - September/October 2019 - 23
International Educator - September/October 2019 - Feature: Raising the Bar
International Educator - September/October 2019 - 25
International Educator - September/October 2019 - 26
International Educator - September/October 2019 - 27
International Educator - September/October 2019 - 28
International Educator - September/October 2019 - 29
International Educator - September/October 2019 - Feature: Branching Out
International Educator - September/October 2019 - 31
International Educator - September/October 2019 - 32
International Educator - September/October 2019 - 33
International Educator - September/October 2019 - 34
International Educator - September/October 2019 - 35
International Educator - September/October 2019 - 36
International Educator - September/October 2019 - 37
International Educator - September/October 2019 - Education Abroad
International Educator - September/October 2019 - 39
International Educator - September/October 2019 - International Student Affairs
International Educator - September/October 2019 - 41
International Educator - September/October 2019 - International Enrollment Management
International Educator - September/October 2019 - 43
International Educator - September/October 2019 - International Education Leadership
International Educator - September/October 2019 - 45
International Educator - September/October 2019 - Forum
International Educator - September/October 2019 - 47
International Educator - September/October 2019 - Take 5
International Educator - September/October 2019 - Cover3
International Educator - September/October 2019 - Cover4
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