Unlocking Access: Creating Bespoke Programs via Transformative Strategies

Addressing the unique challenges faced by Gen Z students, who are recognized as one of the most stressed and anxious generations, is paramount. This generation seeks personalized attention and support, with a growing interest in spiritual and religious exploration. To effectively engage and retain Gen Z students in study abroad, universities and program providers must offer high-touch student support. This session aims to introduce a stakeholder initiative approach, reshaping program leadership to involve not just academic departments but also diversity offices, student organizations, and external partners. By delving into case studies of scholar, first-gen, and disability service programs, we’ll explore innovative strategies for integrating inclusive study abroad programs across diverse academic fields while emphasizing Gen Z’s mental health concerns, need for individualized support, and interest in pastoral care. This session aims to equip universities and program providers with effective strategies for engaging, supporting, and retaining this generation.

Presenters

• Kodi Henderson, Assistant Director of Study Abroad | Baylor University
• Holly Joyner, Assistant Director of Marketing and Communications | Baylor University

‘Look Again’: Representation as a Conduit for Cross-Cultural Learnings

You are invited to visit Kenwood House, in verdant Hampstead Heath. There you will discover the story of Dido Belle, the child of an enslaved woman, Maria Bell(e) and a Royal Navy officer, Sir John Lindsay. Unusual for the time, Dido was brought up not as a servant, but as a lady. Learn how Minerva University introduced its students to Dido, using a layered, iterative approach. This session will provide a fresh perspective, upending the study abroad playbook for visiting historical sites.

Presenters

• Kimberley Aparisio, City Director, London | Minerva University
• Matthew Erskine, Global Director, Student Life | Minerva University

Striking the Balance: Navigating Cultural Challenges to Empower and Secure Diverse Students in International Internship Experiences

In an increasingly interconnected world, international internship experiences offer a unique avenue for students to cultivate adaptability, cross-cultural competence, and professional growth. However, this journey is not without its complexities, particularly for diverse students stepping into unfamiliar cultural landscapes. This session aims to open discussion about the interplay between nurturing adaptability and providing a secure environment for diverse students in international internships.

Presenters

• Allison Cole-Stutz, Vice President of Student Affairs/Dean of Students | Richmond American University London
• Mohamed Rahman, Deputy Director (Placements) | Brunel University London

Cultivating Global Solidarity through Intercultural Understanding

This session introduces participants to intercultural communication skills as a core capacity for active global citizenship and navigating cultural differences. Participants will engage in a hands-on experience to observe how they interact with people of diverse backgrounds, describe the interactions, and walk away with tangible ideas on how to foster cross-cultural collaboration.

Presenters

• Saskia Kaya, Program Manager | AFS Intercultural Programs
• Sean Reilly, Director, Program Development | AFS Intercultural Programs

Empowering Study Abroad: MENSCH Framework for Cultivating Inclusivity & Support for Students

In this session presentation, the speaker explores the barriers faced by African American and Latino students in studying abroad, drawing on the work of Johnetta Cole (1991) and Hembroff and Rusz (1993). Using a qualitative exploratory case study at a Predominantly White Institution, the study delves into family, finances, fear, faculty, and academics as key themes affecting students of color throughout their study abroad experiences.

The research employs an anti-deficit holistic framework named MENSCH, focusing on the human aspect of students of color and emphasizing integrity and respect. The findings reveal nuanced perspectives, highlighting the positive influence of families, peers, communities, and advisors in supporting students at various stages. However, the study also uncovers shortcomings, such as the lack of targeted information for families of color and faculty prioritizing ‘group-fit’ over academic criteria.

Eight major findings emerge, including the significant role of family and community, financial considerations, students navigating spaces abroad independently, the need for diverse faculty and staff, flexibility in academic criteria, safety and wellbeing priorities, the minority experience for White students abroad, and the challenges of returning to marginalization.

The MENSCH framework, drawing on multiple consciousness, identity intersections, power structures, study abroad contexts, the capability approach, and recognizing students’ knowledge, skills, and abilities, serves as a practical guide for educators to enhance support for underrepresented students in study abroad programs. The presentation concludes with a call for repositioning educators’ engagement with marginalized students, fostering a deeper understanding of their potential contributions..

Presenters

• Metrice Harris-Weedman | University of Bath