International Educator - September/October 2019 - 14

QUICK QUESTIONS

and inclusion mean in different parts of
the world so that we can support our
students' success.
The second area is with respect to
international students. We're not going
to send all the U.S. students abroad that
we want under the current way things
are structured. [There are] a variety of
reasons why certain students won't go, but
that doesn't mean they can't have access
to a high-quality, twenty-first-century
education, which includes global learning. It
involves them interacting with international
students around campus. So how are we
working with international students to
improve their experience and help them
understand what diversity means in the
United States-and also encouraging more
engagement between international students
and [domestic students], particularly
diverse students from underrepresented
backgrounds, on our campuses?
The third and final area [of growth]
is: What does diversity, equity, and
inclusion mean for our profession?
Who are we hiring to work in the field
of international education? How are
we to retain professionals from diverse
and underrepresented backgrounds?
And how are we ensuring that there is
a sense of belonging, both in our offices
and organizations, but also instilled as
a whole for professionals from a variety
of backgrounds? How can we work to
make sure that at all levels of the higher
education sector-from the entry level up
into leadership-reflect the rich diversity
of the students who we serve? We can't be
successful, with respect to diversity and
inclusion initiatives, if we don't address
the lack of diversity in our field from the
professional aspect in a sustainable and
systemic way.
Tell us more about the importance
of increasing diversity among
international education professionals.
It's twofold. We want to train and
empower everyone who works in the field
right now, regardless of their background,
to be able to support students from
14

INTERNATIONAL EDUCATOR S E P T + O C T.2019

"It is important for students of all backgrounds,
particularly students of color, to see their position
in the world. To see themselves reflected in people
who look like them, but who have very different
experiences. To see their culture celebrated by people
of all different backgrounds around the world. And
to truly see themselves as global citizens."
-ANDREW GORDON
increasingly diverse backgrounds who are
coming to the colleges and universities. But
we're in a field of really well-intentioned
professionals, and sometimes that can be a
barrier to [recognizing that] we have some
of the same challenges here that we see in
other places. The tech industry gets beat
up a lot for its lack of diversity because it's
the 800-pound gorilla, but we also need to
take a look and see that this is one of the
areas where there's a tremendous amount
of room for growth. We see Diversity
Abroad as being a place of pushing this
aspect of diversity and inclusion forward
within our field as well.
What is the role of campus leadership
in achieving diversity, inclusion,
and equity?
This past March, we hosted the second
annual chief diversity officer (CDO)
and senior international officer strategic
leadership forum specifically on equitable
access to education abroad. There are
a number of CDOs who are very much
engaged with international education-
I think primarily because of the benefits
that come from education abroad in regard
to student success and interpersonal
growth. Folks in diversity offices [consider
as] part of their mandate to look at
diversity, equity, and inclusion for the
campus as a whole, and how [they]
support the goals of the academy-which,
in part, is graduating students who can
thrive in the twenty-first century.

If we know [education abroad] is tied
to student success, what are we doing to
make sure more students have access to
it? [Most institutions] have a multicultural
office, a pride center, and a disability office
to support various students as they're
participating in their underlying activity,
which is academic achievement. We don't
have [diversity] offices overseas, nor have
I ever heard a CDO advocate for that. But
there are many CDOs who are interested
in how to support our students outside
the United States as well, and [they] are
seeing their offices as being more global
and more engaged with both outbound
and inbound students.
The other part we haven't talked much
about-and work that Diversity Abroad
is doing-is what diversity, equity, and
inclusion mean to inbound international
students. There are a number of CDOs
who are very interested in that. As an
organization, we are working in this space
as well.
Why is it especially important
for minority students to have
experiences abroad?
I'm always careful in trying not to
make too broad of generalizations,
but I think most folks would agree
that our country still grapples with
issues related to race. Particularly with
respect to students of color, the ability
to leave the United States and go to
places where the narrative about who



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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