IIE Networker - Fall 2005 - 17

Create materials. Make sure you have booklets, handouts and information that address the needs of minority populations and cover a variety of topics from hair care to racism to heritage travel issues. This information can be in the form of student reports or articles about students of color studying abroad or preferably both. Create a lending library with books about the travel abroad experiences of minorities (such as Elaine Lee’s Go Girl and Maya Angelou’s All God’s Children Need Traveling Shoes). Develop role models. Of course, it would be best to work with alumni of study abroad programs, but even applicants to study abroad programs can serve as role models. They are going through the application process and can help guide others. Sometimes just having a student of color passing out flyers will help others become aware of the information or at least see that it might be something to look into. Ask your student alumni to make class presentations and serve as peer mentors. Ask them if they can act as “spokes models” and see if you can put their picture and a statement about their study abroad experience on your website. Create virtual role models by looking at history. Create a display during Black History Month (or sooner—why wait?) honoring these people and linking them to the concept of study abroad. Again be sure your display is somewhere where students go, like the library or the student center. For example, many famous African Americans studied or lived abroad, including W. E. B. DuBois, James Baldwin, Angela Davis and Maya Angelou. Create a support system. Advise in groups during a general information meeting, not on a one-on-one basis. Ask an alumnus to speak at the information meeting. Ask all interested students to bring a friend to the meeting. Don’t be afraid to talk to established groups of students in the student center. Ask to speak at the meetings of as many student groups as possible. Create mentor programs. Start a club for incoming exchange students, outgoing domestic students and returning study abroad alumni. This creates a social outlet for students to get to know each other, and it also provides you with a group Kayla Dorsey is a psychology major at SUNY Brockport. She was a Gilman Scholar in Ghana in Fall 2004. LEGACY OF LEADERSHIP Famous African American Fulbright Alumni Of over 267,000 Fulbright alumni who have cultivated worldwide understanding through educational and cultural exchange, Fulbrighters from underrepresented groups continue to inspire. From Fulbright Prize winners for international understanding Kofi Annan and Colin Powell to poet and author Maya Angelou, this group has continued working to increase mutual understanding between the people of the United States and other countries, just as they continue to inspire other students of color to do the same. To see a full list of African American Fulbright alumni, please visit http://exchanges.state.gov/news/2005/ African American_Fulbrighters.pdf. you can mobilize to get the word out about study abroad. It takes a while to get it off the ground, but once it gets going the students really run with it. Over the years, the International Education Exchange Council at San Francisco State University, has done a tremendous job to increase the awareness of study abroad on campus and bring U.S. and international students together. Both international students and domestic students have expressed that participating in club activities was a high point of their campus experience. Some may ask why it’s important to increase minority student participation in study abroad. There is an abundance of literature that speaks to the benefits of study abroad for minority students (Anderson 1996, Carew 1993, Craig 1998, and others). Mattai and Ohiwerei (1989) state that a returning study abroad student will benefit his/her African American community. Widening the circle of benefit, Talburt and Stewart (1999) state that having an African American student on a program to Spain benefited the white students, because through listening to her experiences with racism in Spain they were confronted with the significance of racial differences, racism and outsider status. The white students were able to think about this reality outside their own culture “in neutral territory,” and it had special meaning because in Spain they were also themselves experiencing feelings of being “different.” This experience may make them more sensitive to issues of cultural difference and outsider status when they return home. One can even argue, as my San Francisco State University (SFSU) colleague Study Abroad Coordinator My Yarabinec does, that having minority students on a study abroad program benefits the host country because these students bring with them a unique American perspective that is often ignored or portrayed negatively in the media. Thus the student, the minority home community, the nonminority program participants and the inhabitants of the host country all benefit. While all these are positive results of diver17
http://exchanges.state.gov/news/2005/AfricanAmerican_Fulbrighters.pdf http://exchanges.state.gov/news/2005/AfricanAmerican_Fulbrighters.pdf

IIE Networker - Fall 2005

Table of Contents for the Digital Edition of IIE Networker - Fall 2005

IIE Networker - Fall 2005
Contents
Message from Allan E. Goodman
Up Front: The International Education Diary
Study Abroad for Students of Color
Programmatic Diversity Versus Unplanned Information Flows
Nurturing Leadership and Social Change: The Mission of the Ford Foundation International Fellowships Program
Study Abroad
Study Abroad
Africa
Australia
Science and Engineering
Students with Disability
The Browser: Index of Advertisers
IIE Networker - Fall 2005 - IIE Networker - Fall 2005
IIE Networker - Fall 2005 - Cover2
IIE Networker - Fall 2005 - 3
IIE Networker - Fall 2005 - Contents
IIE Networker - Fall 2005 - 5
IIE Networker - Fall 2005 - 6
IIE Networker - Fall 2005 - Message from Allan E. Goodman
IIE Networker - Fall 2005 - Up Front: The International Education Diary
IIE Networker - Fall 2005 - 9
IIE Networker - Fall 2005 - 10
IIE Networker - Fall 2005 - 11
IIE Networker - Fall 2005 - 12
IIE Networker - Fall 2005 - 13
IIE Networker - Fall 2005 - 14
IIE Networker - Fall 2005 - 15
IIE Networker - Fall 2005 - Study Abroad for Students of Color
IIE Networker - Fall 2005 - 17
IIE Networker - Fall 2005 - 18
IIE Networker - Fall 2005 - 19
IIE Networker - Fall 2005 - 20
IIE Networker - Fall 2005 - 21
IIE Networker - Fall 2005 - 22
IIE Networker - Fall 2005 - 23
IIE Networker - Fall 2005 - 24
IIE Networker - Fall 2005 - 25
IIE Networker - Fall 2005 - 26
IIE Networker - Fall 2005 - 27
IIE Networker - Fall 2005 - Programmatic Diversity Versus Unplanned Information Flows
IIE Networker - Fall 2005 - 29
IIE Networker - Fall 2005 - 30
IIE Networker - Fall 2005 - 31
IIE Networker - Fall 2005 - Nurturing Leadership and Social Change: The Mission of the Ford Foundation International Fellowships Program
IIE Networker - Fall 2005 - 33
IIE Networker - Fall 2005 - 34
IIE Networker - Fall 2005 - 35
IIE Networker - Fall 2005 - Study Abroad
IIE Networker - Fall 2005 - 37
IIE Networker - Fall 2005 - 38
IIE Networker - Fall 2005 - Study Abroad
IIE Networker - Fall 2005 - 40
IIE Networker - Fall 2005 - 41
IIE Networker - Fall 2005 - Africa
IIE Networker - Fall 2005 - 43
IIE Networker - Fall 2005 - Australia
IIE Networker - Fall 2005 - 45
IIE Networker - Fall 2005 - 46
IIE Networker - Fall 2005 - 47
IIE Networker - Fall 2005 - Science and Engineering
IIE Networker - Fall 2005 - 49
IIE Networker - Fall 2005 - 50
IIE Networker - Fall 2005 - 51
IIE Networker - Fall 2005 - Students with Disability
IIE Networker - Fall 2005 - 53
IIE Networker - Fall 2005 - 54
IIE Networker - Fall 2005 - 55
IIE Networker - Fall 2005 - 56
IIE Networker - Fall 2005 - The Browser: Index of Advertisers
IIE Networker - Fall 2005 - 58
IIE Networker - Fall 2005 - Cover3
IIE Networker - Fall 2005 - Cover4
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