Sean Reilly, AFS Intercultural Programs, Director of Program Development Molly Stern, AFS Intercultural Programs, Global Up Manager
As global educators we have the tremendous opportunity to prepare young people for how they act—and interact—in the world. Intercultural experiences can help broaden students’ perspectives so that they are better prepared to enter the workforce and collaborate in a globalized economy. But are we preparing students to deal with the cultural ambiguity that they will inevitably encounter?
We argue that global education should prepare students to navigate intercultural “gray areas”—the ambiguous moments where one must face discomfort, navigate conflict, express curiosity, or practice flexibility—with an understanding of DEI and a toolkit of global competence skills.
The principles of DEI (ideally) enable our institutions to create opportunities to address systems of power and privilege around the world. In practice, however, an institution’s commitment to DEI may be limited to certain resources, geographies, or communities. Our peers at SPARK and the ISDC, for example, observe that programs serving refugee and displaced communities are tasked not only with delivering on imposed metrics, but also with significantly influencing participants’ attitudes, perceptions, and behaviors toward their “new” host societies. “Us-versus-them” approaches like this limit global education from leaning into intercultural ambiguity and nuance.
The following are four reflections on how navigating ambiguity develops global readiness, and why global educators should lean into it. These reflections emerged from our own practices as well as our partnerships with NGOs, higher education institutions, and organizations working toward global competence development.
Discomfort can be used as a tool.
When students are challenged to navigate uncomfortable or new situations—like studying abroad or working abroad—they may experience confusion, pain, or judgment about the culture or program. Unpacking these situations can further exacerbate discomfort and exhaustion, especially when there isn’t one clear solution to the issue at hand. How can we encourage students to be reflective about their own interpretations, behaviors, and coping skills, and to pause during conflict or discomfort? When we help our learners view ambiguity and discomfort as an opportunity to practice different actions, consider multiple approaches, or examine power and privilege, we’re not only setting them up for success on their program—we’re setting them up with an essential skill for life.
Coalition building is not black and white.
Showing up strong in the world requires building networks and communities we can turn to when navigating life’s gray areas. At the same time, we must break down silos and address inequitable barriers that we see in our communities. This is true not only for our students, but for ourselves as educators. Are we working together across departments on our campuses and at our institutions? Are we empowering students to engage thoughtfully and build connections with their new community? We need to embrace differences in order to explore and develop our understanding of ourselves, inequalities, and different perspectives of DEI around the world. We know that emotional intelligence and global competence start with one’s self-understanding, and that that practice is never fully complete.
Societies are rapidly changing.
Cultures, communities, and people that once existed worlds apart exist now just down the road from one another, or just a few clicks away on social media. The world’s boundaries and borders (both literal and figurative) are changing, and we must prepare students to thrive in a world where they can cope with change and difference. To that end, global learning programs should be goals-based and include self-reflection, peer learning, active experimentation, guidance, and support along the way. Global competence development, such as emotional intelligence, critical thinking, intercultural awareness, and teamwork, can equip students to navigate the world effectively and adaptively as societies evolve.
The world demands action.
Governments, corporations, and institutions around the world are calling on a new generation of people to solve the world’s problems collaboratively—and we have the opportunity to urge and inspire our students to act. Through global competence development, we can integrate real concerns around political and social conflict, human rights, climate change, and the environment into our programs, without compromising the “fun stuff.” Students need to be prepared to tackle challenges together with their global peers, despite language barriers or cultural differences that may arise. They should learn to approach problems, practice tolerance, navigate ambiguity, and consider multiple perspectives while suspending judgment. When we incorporate these practices into our programs, we equip our students to make a positive impact on their future careers and industries, engage with social causes, and contribute meaningfully to their communities—whether at home, abroad, or online.
References:
Berg, M. V., Connor-Linton, J., & Paige, R. M. (2009). The Georgetown consortium project: Interventions for student learning abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 18(1), 1–75. doi:10.36366/frontiers.v18i1.251
Ashley N. Watson, University of Minnesota – Twin Cities, PhD candidate
Charis N. Tucker, Virginia Tech University, PhD student
Neal J. McKinney, The Ohio State University, PhD student
We believe the Winter 2023 Global Impact Exchange (GIE) theme “Getting Career-Ready: Global Education and the Workforce” creates space for a timely discussion on both historical and contemporary topics related to higher education. From a historical perspective, critical scholars acknowledge White supremacy’s influence within higher education as largely uncontested (Patton, 2016); however, current racial injustices have led many organizations, particularly within international education, to consider the role their institutions play in upholding oppressive systems of the past. To that end, we argue in this article that more action-oriented racial justice strategies are needed to ensure the core tenets of diversity, equity, inclusion, belonging, and justice are achieved for students’ career readiness as well as at the professional level and hiring practices. Such efforts can only be sustained through transparent acknowledgement about how racism is cultivated and reproduced. To accelerate movement towards democratizing access to international educational experiences, the field of international education needs future leaders who can address critical issues, create new knowledge, and implement innovative and inclusive approaches to learning.
It is beyond the scope of this article to fully unpack these needs. Nevertheless, in the spirit of recognizing the unique voice of people of color (Solórzano & Yosso, 2002), this article introduces our reflections of the field as three Black PhD students who aspire to assume senior-level faculty and administrator roles in international education and beyond. Ashley is a Black woman and PhD candidate in organizational leadership, policy, and development. Stemming from her decade-long career in international education, her research examines issues of multicultural and intercultural solidarity. Neal identifies as a Black queer man who is a third-year PhD candidate studying higher education and student affairs. His previous background in education abroad advising has sparked his interest in studying the role of education abroad advisers as a barrier to participation in education abroad programs by students of color. Charis identifies as a Black woman who is a third-year PhD student majoring in business with a specialization in hospitality and tourism management. Her extensive experience working in education and tourism related fields has helped to shape her research agenda designed to advance theory and practice in both areas.
International Education has a diversity issue, a serious one. In the United States, there is an absence of representation across various identity intersections, such as gender, race, and sexual orientation. Since 2018, Diversity Abroad has published an annual survey of the field as it relates to diversity and inclusion. Self-reported data from the 2020 survey indicates that 78% of U.S. international educators are female, 80% are heterosexual, 76% are temporarily able-bodied or do not have a disability or impairment, and 68% are White. The second largest racial group among international educators is Black. However, only Black and Hispanic international educators faced significant reductions between 2019 and 2020. In 2019, Hispanic/Latinx represented 8.3% of the field, which decreased to 7.8% in 2020. Black international educators underwent the greatest change in workforce representation, declining at nearly 32%, adding to the homogeneity of the international education field (Lopez-McGee, 2019, 2020). These changes occurred as organizations “doubled-down” on DEI rhetoric in the wake of the highly visible murders of Ahmaud Arbery, Breonna Taylor, and George Floyd, and the astronomical increase of anti-Asian attacks. Although Black international educators make the second largest population of international educators, this data suggests their standing might be the most tenuous.
As emergent researchers and accomplished practitioners, we recognize the dearth of literature which centers the role of race not only in international education, but also in the experiences of international education administrators in the United States and abroad. We advocate for increased exploration into the ways in which this work addresses and challenges the dominant ideology associated with power and privilege. Therefore, in addition to the discussions raised by Diversity Abroad, we ask of the field:
What additional research/scholarship can be developed to inform university practices, as well as professional recruitment, hiring, and development opportunities that support diverse work environments?
Are Black international educators exiting the field or are they being pushed out?
What needs to be done to make Black professionals, in particular, feel safe in the field?
What expansions are necessary to make international education truly inclusive?
Patton, L. D. (2016). Disrupting postsecondary prose: Toward a critical race theory of higher education. Urban Education, 51(3), 315–342. https://doi.org/10.1177/0042085915602542
Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23–44.
Jacob A. English, University of the District of Columbia, Assistant Dean of Students, College of Arts and Sciences
Heather I. Scott, Agnes Scott College, Assistant Dean for Inclusive Leadership Curriculum and Co-Curriculum, SUMMIT
Michelle Coley, Delta Air Lines, Equity Strategies, Global Office of Diversity, Equity & Inclusion
Seneca D. Vaught, Kennesaw State University, Associate Professor of History and Interdisciplinary Studies
Regine O. Jackson, Morehouse College, Dean, Humanities, Social Sciences, Media, and Arts Division
Abstract: Global engagement among Black students remains low across American college campuses. The disparity is troubling because Black students may be excluded from gaining the necessary skills and experiences needed for post-graduation success. Colleges and universities must commit to approaches that center equity and innovation. Grounded in a whole systems approach and sense of belonging literature, the article offers a promising practice for engaging Black students in global education at home and abroad and supporting global education leaders who support those students. The article offers insight into a multi-institutional project with Delta Air Lines that connects academy, industry, and career development.
Introduction and Framework
Ample research exists detailing the transformative effects of study abroad on college student development (Bell, Bhatt, Rubin, & Shiflet, 2021; Lee & Green, 2016). However, for Black students, low participation persists. These statistics are troubling because 1) Black students are excluded from the academic and social benefits of this experience and 2) the lack of global experience could limit employability. AAC&U’s 2021 workforce report revealed that 44% of employers indicated their ratings of college graduates with global learning experiences are typically higher (Finley, 2021). The authors of this article are members of a grant team that partnered with Delta Air Lines (Delta) to start a multi-institutional initiative aiming to increase Black students’ study abroad engagement. The article will discuss Phase I of the project by detailing the evolution of the partnership, program model for students and professionals, and community impact of industry and academia partnerships.
The project is grounded in a whole systems approach and sense of belonging literature. Buck, Baylis, and Dougall (2018) define a whole systems approach as “responding to complexity through a dynamic way of working, bringing stakeholders, including communities, together to develop a shared understanding of the challenge and integrate action to bring about sustainable, long-term systems change” (p. 17). The issue of universities and colleges failing to engage Black students in study abroad is complex, which led the authors to create an initiative that considered stakeholders and systems present in study abroad. In taking a comprehensive approach, the team relied heavily on sense of belonging literature to foster a welcoming and judgment-free programming environment. Toward this goal we focused on centering participant voices in the forming of learning spaces (Dirshe, 2019) and providing own-race representation (Egalite, Kisida, & Winters, 2015). Additionally, the team incorporated conversations focused on career readiness to better facilitate the ability of students to connect their global experience to their prospective fields.
Evolution of the Partnership
The authors have experienced racism or witnessed students experience racism during education abroad programs and longed for training to help maneuver identity-based biases in global education. This lack of training can lead to negative global experiences for everyone involved. Study abroad statistics support these unfortunate outcomes. Only 4.1% of Black students study abroad, compared to 68.3% of white students (Institute of International Education, 2022). The disparity is grossly unbalanced considering that among students enrolled in college, aged 18-24, 41% are white and 36% are Black (National Center for Education Statistics, 2022). These percentages speak to the lack of resources needed to provide Black students with global experiences (Lee & Green, 2016; Tensley, 2015) and highlight the gaps in creating a sense of belonging for Black students in these global spaces (Blake, Gasman, Esmieu, Castro Samayoa, & Cener, 2020).
The Atlanta Global Research and Education Collaborative (AGREC), dedicated to strengthening a network of scholars in Atlanta to support global initiatives, manages a grant competition that allowed the team to productively address concerns and discourse about approaching these issues holistically. AGREC requires that grant recipients represent at least two different universities and collaborate with a community partner.
Delta was our partner of choice because of the alignment in priorities (see Figure 1). Delta has a proven record of supporting education and student development as evidenced by its various community engagement efforts. Additionally, Delta has an equity-focused DEI strategy that looks to create talent pipelines for historically underserved groups. This partnership allowed the authors to leverage skills in education programming and mentoring, and Delta’s breadth of DEI knowledge to effectively support the priorities of this initiative.
Promising Practice
For Phase I of the project, the team developed a discussion series with key groups entitled “Woke Wednesday.” This was selected because the term ‘woke’ is defined as the awareness of and actively attentive to important societal facts and issues, especially discrimination and racism; and events were held on Wednesdays.
Woke Wednesday Welcome Event
The virtual welcome event sought to share program plans with stakeholders, obtain buy-in, and identify programmatic blind spots. The welcome event was intentionally distanced from the student and culminating events to allow sufficient time to incorporate stakeholder feedback into the program. The grant team invited representatives from several universities and organizations (e.g., HBCUs in the metro Atlanta area, University System of Georgia African American Male Initiative staff, and Atlanta-based study abroad directors and advisors).
Woke Wednesday Student Series
The 90-minute student sessions focused on four topics and were presented as two virtual workshops using a discussion format (two topics per workshop). The workshops featured a global education leader, and the discussion was moderated by a member of the grant team. Each session was held in the morning and afternoon to accommodate student schedules. Insights gained helped shape the culminating symposium.
Workshop One
Topic 1 – How to Secure the Bag: Connecting global education to career success
Topic 2 – Navigating your Racial Identity Abroad: Navigating global education while Black
Workshop Two
Topic 1 – How It Started, How It’s Going: Leveraging global education to advance academic and professional success
Topic 2 – Financing Your Global Education Experience: Available funding for global education
Culminating Symposium
We convened a professional development symposium for global leaders at the Delta Flight Museum focused on (1) helping students navigate intersectional Black identities abroad, (2) creating inclusive study abroad environments for Black students at home and globally, and (3) transitioning education abroad experiences to post-graduate opportunities. The day included three morning panels: 1) Global Careers, 2) Supporting Students of Color Abroad, and 3) What We Wish You Knew: Student Panel. The afternoon sessions started with a keynote address focused on study abroad as a tool for leadership development. The day concluded with “Table Talks,” which the grant team organized into four 20-minute interactive speed-share discussions (Table 1 – Global Education and National Awards, Table 2 – Supporting Students of Color Abroad, Table 3 – Global Careers, and Table 4 – What We Wish You Knew). The speed-share discussions allowed attendees to engage more deeply with topics covered in the morning sessions.
Discussion
Our work is significant since it builds upon recent scholarship on engaging underrepresented students in education abroad programs and elevates the discussion by centering Black student and professional voices to enact change. The project also serves as a promising practice to address career readiness, offers a possible model for collaborating with industry partners, and provides insight into equity and high-impact practices.
For years schools have introduced high-impact practices in learning spaces, ostensibly to prepare students for post-graduation success. However, it is not enough for students to participate in research, internships, or study abroad. Practitioners must intentionally and explicitly help make those connections with their students. This is particularly the case with Black students because universities and colleges have failed them for hundreds of years. To reverse the damage caused by systemic oppression in universities and colleges, we must approach the issue of participation in high-impact practices and connecting those experiences to careers holistically and innovatively. Our students cannot afford for practitioners to limit their access to resources available at their respective institutions. Practitioners must search beyond the campus walls, think strategically, and move intentionally to identify partners that have the capacity, interest, and audacity to help make a change.
References:
Bell, A., Bhatt, R., Rubin, D. L., & Shiflet, C. (2021). Effects of education abroad on indices of student success among racial–ethnic minority college students. Journal of Diversity in Higher Education.
Blake, D., Gasman, M., Esmieu, P. L., Castro Samayoa, A., & Cener, J. (2020). Culturally relevant study abroad for students of color: Lessons from the Frederick Douglass Global Fellowship in London. Journal of Diversity in Higher Education, 13(2), 158.
Buck, D., Baylis, A., Dougall, D., & Robertson, R. (2018). A vision for population health: Towards a healthier future. The King’s Fund.
Egalite, A. J., Kisida, B., & Winters, M. A. (2015). Representation in the classroom: The effect of own-race teachers on student achievement. Economics of Education Review, 45, 44–52.
Finley, A. (2021). How college contributes to workforce success: Employer views on what matters most. Association of American Colleges and Universities.
Lee, J. A., & Green, Q. (2016). Unique opportunities: Influence of study abroad on Black students. Frontiers: The Interdisciplinary Journal of Study Abroad, 28(1), 61–77.
Sarah Hutchison, PhD, The University of North Carolina at Chapel Hill, TransAtlantic Masters Program Associate Director
Tracy Ridley, The University of North Carolina at Chapel Hill, Contemporary European Studies and German Major
At UNC-CH’s Center for European Studies (CES), we focus on global-career development both at the graduate and undergraduate levels. We actively confront barriers to student awareness and success. Our focus on issues of equity, as it relates to internship and job seekers, reveals that some students remain ill at ease. Our historically marginalized student populations feel excluded from professional opportunities; students from rural areas are dissuaded from pursuing international opportunities by their home-town teachers and family members who fear students may come to harm in larger U.S. cities and overseas. These students often lack professional networks and the financial means to intern for free or move to a new place without a job in hand. In addition, our students and alumni of color talk to us about the effects of missing representation abroad and in their careers. It is vital to listen to and share these alumni accounts.
A new avenue of communication through which students access candid accounts of overseas study and global careers involves our Europe: Consider It All! conference. Launched last year, this annual event makes a space for students and graduates to discuss under-examined aspects of European Studies. Last year, as three graduates shared their stories of study abroad and international career paths, they explicitly discussed their identities as those who are frequently under-represented in both. One woman of color discussed the shrinking presence of minorities in her work as a scholar and top-level international education administrator. Another graduate talked about his path to employment as a first-generation, rural student from a low-income background. Finally, a third individual spoke about her experience as a woman from a mixed-race family in the United States and Germany. These talks were the most memorable and favorably reviewed parts of our conference. The candid alumni remarks inspired students who may face and overcome some of the same challenges referenced. Conference organizers obtained permission from all participants to record and maintain the talks on the conference website. Thus, a lasting record remains for other students to digest.
One of our undergraduate conference organizers, Tracy Ridley, networked with one of the graduate participants and now pursues his international plans with greater insight and confidence. He explains,
Not only did I have the pleasure of co-organizing the Consider It All! event but I was also able to present my own research and engage with the other conference participants. As a senior in college, who has been planning the next stages of my life with little idea of what exact path I want to pursue, my interaction with one conference participant in particular has been very illuminating.
This conference participant and I have several similar interests and backgrounds, for example both of us have an interest in Black European Studies, and we are both individuals from mixed-race families who grew up in the US with German mothers. After completing her Bachelor’s and Master’s degrees, she is now living and working in Berlin, a dream that I hope to realize soon. Her work focuses on facilitating educational and employment opportunities for individuals in Germany with a forced-migration background. Through our interactions, she shared some of her experiences, recommendations, and thoughts about the transition of moving to and working in Europe. Having met her and learned about her path, both the ups and the downs, it gives me a more realistic and hopeful idea of what my future will look like.
At CES, we have spent more than two decades building a network of dedicated program alumni. Through these external connections, we link our graduates in global professions to our students. Our alumni provide a rich resource. As they relate their stories and offer guidance, students feel reassured that success is possible, they learn about the wealth of opportunities available, and their minds are opened to a diverse array of options ahead. Our alumni-driven programming is designed to reduce student anxiety, increase awareness of professional paths, and offer multiple strategies to help secure global employment.
Effective Tools and Practices:
•Maintain alumni contacts and actively engage with this population of former students through surveys, events, and informal discussions.
•Foster an environment in which graduates and students feel they are heard.
•Demonstrate that alumni feedback has an impact on the program’s offerings and student career paths.
•Make sure students have formal and informal opportunities to communicate with historically marginalized graduates who serve as examples and provide guidance.
•Put students and graduates in charge of event organization. Avoid overburdening staff members.
•Maintain event websites to house alumni testimonies.
Yifan (Brian) Li, New York University Shanghai, Academic Advisor
Abstract:
Creating equitable access to career and professional development opportunities for international students has always been an important part of international education. When the COVID-19 pandemic hit in 2020, many institutions were forced to transition online, depriving many students of precious opportunities to engage with in-person initiatives. While many other essential skills for building career readiness, such as resume editing and mock interviewing, can potentially be delivered online, the fact that small talks are often spontaneous and cannot be pre-scheduled makes it hard for online students to engage in such experiences. On top of that, as many international students return to their institutions after starting online, the cultural differences further impact how international students understand and utilize small talks in professional settings. Cultural backgrounds, social capital, and language confidence are all important factors in building more equitable and inclusive access to career development for international students. This article will discuss the importance of small talk, factors impacting the perception of small talk, and call for more inclusive support in international students’ career readiness as they navigate their journey in another country and culture.
International students are an integral part of the U.S. higher education system. While international student enrollment had been negatively impacted by the COVID-19 pandemic, it has rebounded as the world enters the post-pandemic era and institutions move back to in-person instruction (Martel & Baer, 2022). The number of enrolled international students at U.S. colleges and universities has increased by 9% as of Fall 2022, making 2022 the second year with increased enrollment after two years of decline in 2019-2020 and 2020-2021 (Martel & Baer, 2022). While in Fall 2020, only 47% of international students were pursuing in-person study, this number had gone up to 90% in Fall 2021, and 94% in Fall 2022 (Martel & Baer, 2022). As many universities just resumed in-person instruction in 2021 or 2022, many students either spent the last years of high school online and just started college in person, or took a few semesters of online college courses and just “returned” to their college for the first time.
Career planning makes up an increasingly significant portion of international student needs (Lee, Kim, & Su, 2021). There has been an increase of more than 6% in the population of international students utilizing Optional Practical Training (OPT), which enables international students on F-1 visa to pursue temporary employment opportunities during/after their academic studies (Martel & Baer, 2022; U.S. Citizenship and Immigration Services, 2022). Building equitable career readiness for international students requires higher education practitioners to think critically and holistically about international student experiences, especially when many international students have just transitioned from online to being immersed in a different culture. Many initiatives on career readiness including advising appointments, resume and cover letter workshops, and platforms for job posting and searching have been successfully delivered online (Ezarik, 2021). However, the small talks taking place in career contexts is an important experience for international students that should not be neglected. Small talk is referred to as the exchanges carrying important functions of constructing social interactions, and may easily take place as one shares the space with others (Coupland, 2003). It prevails social settings, such as waiting in line together, sharing the elevator, or talking with strangers at social events. It is also heavily applicable in international students’ career settings. For example, it could be the chat with the receptionist as they wait to be guided to their interview room, or if they wish to break the ice with someone they do not know at a networking event.
We must recognize the unique challenges international students confront around small talks. Small talk may not be a familiar concept for many international students for many reasons such as how different cultures perceive and facilitate small talks differently (Molinsky & Hahn, 2015). Many domestic students grew up immersed in the U.S. culture and are already familiar with small talk, yet this familiarity is indeed a form of social and cultural capital that is not shared uniformly across the international student population. For example, certain cultures discourage small talks or have different definitions of what constitutes appropriate topics for small talk in the United States (Molinsky & Hahn, 2015). While there are no superior or inferior definitions of small talk, the unequal distribution of such social capital may lead to a mystified representation of small talk for international students who are not familiar with the context, length, or subject of a typical U.S. small talk. Further, because small talks usually entail social interactions that are spontaneous and happen in everyday settings naturally, they may not be easily replicated in online initiatives that have been delivered. The following strategies may construct a more equitable approach towards demystifying small talks for international students and increasing their career readiness in the post-pandemic world of higher education:
1. Create safe spaces for international students to navigate, practice, and connect
A “safe space” is defined as a space where students can feel comfortable in sharing their thoughts and thinking and feel secure in exploring knowledge and taking risks (Sweeney, 2021). Small Talk sessions can be set up for international students as a safe space for them to navigate, practice, and connect. In these events students may navigate small talks together with other international students who may also not be as familiar with this concept under guidance from facilitators. While practicing together with domestic students who already possess high levels of familiarity may lead to pressure for international students, this safe space with exclusively international students enables them to practice with their peers who share this learning experience. Additionally, these events may invite upper-class international students or international alumni to share their experiences and connect with students.
2. Cultural competency training for staff/administrators
Professional staff contributes uniquely to the success of students, and interactions with staff members may increase students’ social integration and career progression (Roberts, 2018; Chambers & Paul, 2008). Therefore, it is crucial for administrators to continuously build their cultural competency. Interactions with international students should be guided by the awareness that all students come from different social and cultural backgrounds. As practitioners, we should first acknowledge and understand how small talks could be an unfamiliar concept for many students, and then take active steps to not only share relevant information and knowledge, but also deliver the content in a way that takes into account the diverse cultural identities (Kruse, Rakha, & Calderone, 2017). For example, there may be significant cultural differences between how small talks are perceived, what content is considered appropriate, and the context small talks are embedded in. Trainings may focus on increasing cultural competency for staff and administrators through active listening, staying respectful of students’ identities and cultural backgrounds, recognizing the differences and avoiding any assumptions, and also inviting participating international students to share their experiences if comfortable. While “international students” is usually used as an umbrella term, we should recognize the individual student experiences and not make generalized assumptions.
3. Incorporate strength-based theories to replace deficit-based theories
Acculturation stress has been steadily studied as an important part of international student experience (Yakunina et al., 2013). It should be noted that initiatives to support international students should not come from deficit-based theory, which assumes that they “lack” the language skills and need support to “make up” for their deficits, and we should not phrase small talk as an additional deficit they need to “overcome” (Dovchin, 2020). In addition to providing relevant and appropriate language support for some students, we should also be intentional with providing students with reassurance of their language skills to fight the deficit-based linguistic racism against international English as a Second Language students based on ethnic accents and linguistic stereotypes (Dovchin, 2020). Rather, strength-based theory invites students to recognize and rely on their multicultural strengths, and may thus promote adjustment and reduce acculturation stress (Yakunina et al., 2013). In addition, mobilizing international students’ cultural capital may allow students to combat culture shock (Bai & Wang, 2022). Sessions can be planned as opportunities for students to not only learn about the U.S. small talk culture, but also learn about how small talks are perceived and delivered in other cultures, as well as share their own thoughts and experiences.
References
Bai, L., & Wang, Y. X. (2022). Combating language and academic culture shocks—International students’ agency in mobilizing their cultural capital. Journal of Diversity in Higher Education. Advance online publication. https://doi.org/10.1037/dhe0000409
Coupland, J. (2003). Small talk: Social functions. Research on Language and Social Interaction, 36(1), 1–6. doi:10.1207/S15327973RLSI3601_1
Dovchin, S. (2020). The psychological damages of linguistic racism and international students in Australia. International Journal of Bilingual Education and Bilingualism, 23(7), 804–818. doi:10.1080/13670050.2020.1759504
Kruse, S., Rakha, S. & Calderone, S. (2017). Developing cultural competency in higher education: An agenda for practice. Teaching in Higher Education, 23(6), 733–750. doi:10.1080/13562517.2017.1414790.
Lee, J., Kim, N., & Su, M. (2021). Immigrant and international college students’ learning gaps: Improving academic and sociocultural readiness for career and graduate/professional education. International Journal of Educational Research Open, 2, 100047. https://doi.org/10.1016/j.ijedro.2021.100047
Roberts, J. (2018). Professional staff contributions to student retention and success in higher education. Journal of Higher Education Policy and Management, 40(2), 140–153. doi:10.1080/1360080X.2018.1428409
Sweeney, K. M. (2021). Creating a safe space: Co-teaching as a method to encourage learning and development in the Higher Education classroom. Journal of Perspectives in Applied Academic Practice, 9(1), 54–61. https://doi.org/10.14297/jpaap.v9i1.436
Yakunina, E. S., Weigold, I. K., Weigold, A., Hercegovac, S., & Elsayed, N. (2013). International students’ personal and multicultural strengths: Reducing acculturative stress and promoting adjustment. Journal of Counseling & Development, 91(2), 216–223. https://doi.org/10.1002/j.1556-6676.2013.00088.x
Title: Sustainability in Action: Integrating SDGs into International Education
Presenters:
Sean Reilly, AFS
Saskia Kaya, AFS
Description:
Integrating Sustainable Development Goals (SDGs) into international education programs enhances their global impact. This session explores how SDG-focused curricula prepare students and educators for responsible and informed global citizenship..
Discuss how SDGs can be seamlessly integrated into curriculum and program design.
Highlight the value of aligning international education goals with global sustainability objectives.
Share examples of collaborative projects or community engagement initiatives tied to SDGs.
Explore the benefits of preparing students with sustainability-focused learning outcomes.
Title: Identity & Inclusion at the Crossroads: Involving Students in the Development of Practical Support Strategies in the European Context
Leadra Reeves, CASA Granada Spring ’24 Alum & Travel Grant Awardee
Dani Kaufman-Sedano, CASA Granada Spring ’23 Alum & Travel Grant Awardee
Description:
Join a seasoned study abroad director and two program alums as they share their stories, effective strategies, easy-to-implement practices, and the measurable outcomes that result from incorporating student voices in the development of inclusive support services onsite. In this deep-dive session, we invite you to engage in the exercise of validating the lived experiences of recent graduates whose identities span a range of both visible and invisible identities that we often encounter among our student cohorts, and of translating those experiences into concrete strategies. More specifically, based on both research findings and direct personal experiences, we will:
Come to a comprehensive understanding of inclusion, drawing from the different approaches utilized in Europe and the U.S., and the lived experiences of our students at this crossroads, and use it as the foundation for building inclusive programs and practices.
Explore the importance and the impact of inclusive approaches in academic and cultural adjustment support on students’ overall wellbeing and personal growth.
Identify specific challenges that students of varying identities face while studying abroad in Europe, with a particular focus on students of low-income backgrounds, Black students, LGBTQ+ students, and students of different religious backgrounds.
Discuss intentional support services/resources that study abroad programs can provide for diverse student populations in close collaboration with their host partners – institutions, host families, faculty, community organizations – and how to approach potential obstacles that may surface.
Engage with the process of developing, implementing and evaluating the success of inclusive initiatives, and measuring the direct impact on your students and the future of your program!
Title: From Abroad to Beyond: Turning European Experiences into Career Success
Presenters:
Nicola Sullivan, AIFS
Maya Edwards, AIFS
Description:
Global education experiences in Europe equip students with unique skills for careers in public and private sectors. This session highlights how these experiences translate into employability and career preparedness.
Explore how global education in Europe impacts students’ employability and career preparedness.
Identify transferable skills developed through international education and their alignment with workforce demands.
Discuss reverse culture shock and strategies to leverage the abroad experience professionally.
Showcase alumni success stories to inspire future students.
Concurrent Session Block 3
The Role of the Global University in Navigating Conflict, Dialogue, Transformation — How campuses cultivate dialogue, resilience, and civic readiness amid geopolitical tension while keeping learning and community at the center.
Partnerships that Drive Real Collaboration & Innovation — Models that move beyond finance-only deals to co-created programs, research, and talent pathways linking MENA and global institutions.
Concurrent Session Block 2
Making the Student Success Case for International Education to Campus Leadership — How to build deeper support for global learning among campus leadership by framing international education as a key driver to improving student success.
Inclusion in MENA: Narratives, Demographics & Opportunity — Public narratives about MENA are often formed at a distance. This session examines inclusion through societal trends and the policy frameworks that enable openness and stability.
The Value of International & Experiential Study Through the Lens of Global Employers — What employers say global and experiential learning uniquely delivers, from teamwork across cultures to problem-solving on real projects.
Concurrent Session Block 1
Preparing Today’s International Students for Tomorrow’s Workforce — How institutions align global and experiential learning along with employer partnerships so international students translate global study into career readiness and impact.
Unique Mental Health & Wellbeing Considerations for Study to & from MENA — Culturally grounded approaches that support student wellbeing across languages, faith, family expectations, and cross-border transitions.
Tech for Global Education: What’s Actually Working? — Practical, people-first uses of digital tools that expand reach, improve student support, and strengthen collaboration without turning staff into technologists.
