IIE Networker - Fall 2005 - 19

Why Students of Color Should Apply for a Fulbright By Didier Sylvain and Tony Claudino “Without education, there is no hope for our people, and without hope, our future is lost.” — Charles Hamilton Houston One of the greatest myths that must be shattered is that education abroad is not for students of color. Students of color sometimes assume that racism abroad is far more overwhelming than racism at home or that there is no value-added in an international experience. There is an inclination, then, to remain at “home” where our understanding of the political and economic climate makes us feel more comfortable and secure. But, we must remember that definitions of “home” are transient in the first place, as our ancestry exists beyond U.S. borders, and that, despite our own opinions, when studying abroad we are often treated as American first, and Black, Latino, Asian or Native American second. Myths aside, there are many reasons why students of color should study abroad with a Fulbright Grant. Here are a few: 1. As the world becomes more and more diverse, the Fulbright experience develops one’s multicultural competence and appreciation of differences and helps to inform other cultures about the diversity of our own. Living in America as a person of color breeds the responsibility to spread awareness of opportunity to other people of color—both domestic and foreign. 2. Developing an understanding of one’s reality should never be limited to media perceptions, but must be cultivated by first-hand experience. A challenge and responsibility awaits for students of color who already have had the benefit and experience of higher education. 3. Exposure to new cultures and societies helps to develop a deeper understanding of identity, ancestry, and “home.” Of-color youth of the future need to learn from today’s students of color who have also had the opportunity to learn from other cultures and other peoples. 4. Many employers seek graduates who are not only intelligent, but who also have a global perspective and heartfelt understanding of the world community. Therefore, having had a Fulbright Grant adds a competitive edge to one’s résumé. Didier Sylvain is Project Officer for Fulbright Student Program Outreach at the Institute of International Education. Tony Claudino is Director of Fulbright Student Program Outreach at IIE. Learn more about the Fulbright grant at www.fulbrightonline.org/us and apply One world. One planet. Discover it through our one-of-a-kind global education program. Experience the WorldSmart Leadership difference: •a semester-long itinerary that covers 18 cities and 7 countries •a for-credit leadership and intercultural curriculum for aspiring entrepreneurs, educators, artists, scientists and global citizens •on-the-road internships that match your interests to an exciting challenge •a new host family for every city and learning companions from more than 20 countries who help you see the world through different eyes Discover more about your educational opportunities with the WorldSmart Leadership program: www.worldsmart.org 1-303-460-7100 1-877-264-8856 (Toll free, U.S. only)
http://www.fulbrightonline.org/us http://www.worldsmart.org

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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