Over the years, the international education field has seen a relatively homogenous group of students studying abroad. In the 2018-2019 academic year, out of nearly 350,000 U.S. students who studied abroad, 68.7% were White, 10.9% were Latino-American, 8.9% were Asian, and 6.4% were African-American students (as published by Open Doors Data). As we know the importance and benefits of a global learning experience (i.e. developing foreign language, problem-solving, communication, and intercultural skills; as well as gaining an international perspective), it is important that students from under-represented backgrounds not only engage in study abroad, but also feel comfortable and included in these experiences. From pre-departure, to onsite, to re-entry, research and personal testimonies show that student identity (racial/ethnic identity, sexual orientation, gender, religion, disability identification) can become an important element of their study or intern abroad experience.
According to the Diversity Abroad 2022 Global Education Experience Student Survey, over half of student respondents felt stereotyped and felt isolated at least once during their education abroad program in that "people made assumptions about [them] based on one or more aspects of [their] identity." Whether or not those stereotypes and assumptions students perceived had the intention of discrimination or hate, the impact they have on students is real. Both home and host institutions can use strategies to better prepare students for and support them through these types of experiences.
Pre-Departure Preparation
In pre-departure, home institutions can begin the conversation with students on how to prepare for their experience on-site including the diversity, equity, and inclusion (DEI) context in their host country and how they may be perceived abroad based on their identities. Below are some suggested pre-departure activities and resources that could be used alongside guided discussion with students during pre-departure:
On-Site Experiences
Student perspectives on DEI can intersect in productive ways with global learning and intercultural competence objectives, but this can also be a point of conflict for students abroad. Study abroad programs can assist and accompany students through this process of rethinking personal identity while in a new cultural context abroad with a strong, program-long critical framework and regular onsite activities that offer a space for reflection.
It is important to emphasize to all constituents in the onsite program community that we expect all to interact with mutual respect. But as much as we may establish community guidelines from the beginning of a given program, local sensibilities will inevitably not align perfectly with those of all U.S. university students. In anticipation of moments of this type of disconnect that can arise onsite—be they during the program courses or activities themselves or in the host culture at large—it is helpful to already have in place some format in which students may process and reflect on them with the assistance of trained onsite staff and/or faculty.
Critical Reflection through Storytelling
One activity that provides such a space for critical reflection is storytelling, in which groups of students moderated by staff or faculty work to develop narratives that unpack challenging moments in their study abroad experience. Students take stock of the different dimensions of their own identities, learn to recognize their cultural baggage and, ideally, develop stories that build empathy and shape attitudes for social change. Over the course of a semester, the work done in these sessions can provide the context that enables students to make lasting meaning of encounters between cultures that will inform their intercultural perspective-taking for years to come.
Student Self-Advocacy
Students can also serve an important role in advocating for themselves and their peers even while abroad. As some overseas institutions and programs do not host a vast amount of student clubs and organizations, launching a ‘cultural club’ (or similar) led by student ambassadors can represent the student voice from a DEI perspective. The club endeavors to ensure that students feel included and supported, and operates like a student club on a U.S. home campus, complete with leadership and committee roles. Students can involve themselves in the local community, participate in local initiatives, and develop programming that supports DEI and cultural activities. Ideas could include exploring musical roots, culinary heritage, festivals, book clubs, and sports. The ambassadors would also serve as primary point persons to the staff in voicing student identity- and DEI-related concerns, sharing inspiring student videos and photos in their new environment, and providing feedback to the institution.
Host Organization Structure & Programming
Finally, the host organization and its staff can take the lead on DEI by ensuring that DEI is organically integrated in all facets of their program. This might include: hiring and retention, student activities and clubs, excursions, student services, curriculum, lectures, and events. The universities and study abroad programs with a student-centric focus that support DEI resources, community-building and engagement opportunities are poised to welcome today’s Gen-Z students. University leaders and their teams must continue to evolve their knowledge and skill-set in how to build more equitable and inclusive learning environments with students, which includes supporting student voices, conducting student feedback sessions, re-assessing and decolonizing curriculum, and developing inclusive teachings. For example, Berklee College of Music in Boston and Valencia offers a global perspective that acknowledges the reality and challenges of communities around the world. As a part of that perspective, they offer the Black Lives Matter Capsule, a curated online platform that allows for self-guided learnings through video on anti-Black racism.
For further learning on these topics, see: