The Pitfalls and Opportunities of Technology in Global Education by DA Global | Oct 18, 2017 | Articles Posted: Friday, October 18, 2017By: Christopher LeGrant – Diversity Abroad According to most experts, the millennial generation is comprised of those born in 1982 and the approximately 20 years thereafter. This would make me among the first of that generation and consequently it often feels as though I grew up in a time that bridges the world before and after the birth of the Internet. This applies to my study abroad experience in the United Kingdom during the 2004/5 academic year as well. For example, most people at that time had mobile phones but they were archaic by today’s standards with functionality limited to actual phone calls and new the rage, texting. Social media was in its infancy and to call the U.S. I needed to buy an international calling card and use a landline. Because laptop computers were still too expensive for most students and Wi-Fi was nonexistent, using the campus computer lab to email home was common practice.It’s true that 2004 offered a lot of conveniences over previous generations that needed to rely on things like travelers checks, payphones, and the physical mail but there was still a level of separation between myself and my community back in the United States. Through the advancement of technology, most of these remaining barriers have since been erased. In many places of the world students have instant access to their friends and family through social media and video/voice calls on their handheld devices, which can also be used to watch their favorite shows and listen to their own music. Because of this, many contemporary students studying abroad contend with a dependence on their support and social networks back home that can lead to very real challenges with language and cultural immersion as well as a possible sense of isolation while in-country.However, this perspective is only one side of the double edged technology sword as there are many positive applications. Students can use the Internet to learn an incredible amount about the host country and culture before they depart. Travel blogs and social media groups comprised of peers currently living in their destination of interest are now common and can provide great first hand information. Websites like DiversityAbroad.com now exist to connect underrepresented students with opportunities and resources such as study abroad programs and scholarships that may have bypassed them completely in an earlier time. While in-country, services such as translation apps, online payment terminals, and Google maps function to make everyday life easier. After returning home from an experience abroad, students can use technology to easily stay in contact with their host community, lessening the effects of language attrition and creating more opportunities to form lasting connections and friendships. For example, I conducted my master’s research in rural Nicaragua and the continued accessibility of mobile technology allows me to keep in contact with my old host community there with a level of closeness not possible even a decade ago. Relatedly, students can continue to engage with media and news from the host country/culture, allowing for a degree of cultural and language immersion far after the program has ended. They can also reflect on their experiences and then contribute to the same online spaces that originally helped inspire their journey. Advising, Support and Professional Development Technology also affects how we as professionals interact and support students. The multiple and longstanding effects on recruitment are beyond the scope of this article but in terms of engagement, many providers and institutions can utilize both existing and custom apps to check in with their students while overseas. Social media groups, forums and other online spaces dedicated to certain study abroad programs or cohorts can also facilitate connections between the students and their home institution. Once these established connections are in place, professors and advisors can engage with students on reflection or career development exercises, allowing them to more fully process and leverage an abroad experience when they return.Of course, this proliferation and ease of access to information is not just applicable to students. Technology continues to be a powerful tool available to those seeking professional development for themselves. For example, resources like Diversity Abroad’s Climate Diversity Notes and Diversity and Inclusion Advising Manuals can equip advisors and study abroad professionals with the knowledge to better support and advise underrepresented and diverse students without having to leave their office. E-learning systems like our On-Demand Short Courses are also a cost effective way to provide organizations, institutions and individuals with the skills, thought leadership and best practices to become better at what they do.In conclusion, it’s vital to understand that many of the same technological tools that may hamper a student’s experience can be used to enhance it. We as professionals can also embrace many of these same trends to become better at our jobs and to keep location-based global programing accessible, relevant and inclusive for all. Only through this knowledge can we ensure that technology represents more opportunities than pitfalls for both the students we serve and the field of Global Education as a whole.
Making the Connections: Global Education and Career Mobility by DA Global | Oct 18, 2017 | Articles Posted: Friday, October 18, 2017By: Christopher LeGrant – Diversity Abroad For much of the 20th Century, it was generally accepted that one simply went to college to get a leg up, but a diploma is no longer the sole solution to securing a successful career. In an increasingly global and digital economy, it’s important to educate college students on all the advantages their education can afford them.It’s common knowledge that global education opportunities represent a transformational experience for young people everywhere. However, the connections between career mobility and experiences abroad are only now beginning to be discussed and appreciated. Young professionals coming out of undergraduate programs face a tough job market, with the unemployment rate for students who graduated from a four- year institution in 2015 at 7.2%, and an underemployment rate of 14.9% (Economic Policy Institute, The Class of 2015, May 2015).Therefore, understanding the trends within the current job market is the first step in successfully advising students on how to leverage their global experiences. Millennials are creating career advancement options that don’t involve monotonous tasks, loyalty medals or vertical movement. Indeed, this horizontal movement is not just a simple transfer from one department to another. It is identifying underlying growth and matching it with the individual’s strengths. If a horizontal move is not available within their current company, some young people may simply decide to shift to a different field that’s more in line with their passions, ethics and lifestyle.Because millennials are choosing companies that value corporate social responsibility, ethical practices and environmental issues, companies have been adapting their culture in an attempt to recruit top talent. The change is notable in hiring practices with approximately 75% of employers citing study abroad as important when evaluating the resume of a job candidate for an entry-level position and 80% of human resources executives stating that study abroad is important when considering a candidate for an overseas job placement (Global HR News and The Scholar Ship. HR executives survey. April 2007).It is therefore important that career service departments make the necessary links and begin advising young college students to participate in global education experiences to enhance not only their resume but to foster their leadership, communication, and problem solving skills. Likewise, it is important for study abroad advisors to be aware of the connection between global education and career mobility and advise students to be conscious of these links when deciding on what type of abroad program to participate in.It is also consequential for advisors to be aware that different types of abroad experiences are translatable in different ways. In generations past, traditional study abroad was the only option for most people but students now have many choices between study, volunteer, teach and intern abroad opportunities. What works for one student may not be as beneficial to another and a single student may benefit from different types of programs throughout the course of their education. It will be up to the advisors to be aware of the nuances of each type of program and suggest the correct course for success.Shared events and pooling resources on outreach efforts are simple ways that study abroad and career advisors can begin to collaborate in more meaningful ways. However, making sure these crucial programs are fully accessible and inclusive to all students is vital. All too often, diversity outreach efforts have been an additional campaign, added to the workload of increasingly busy study abroad and career service professionals. Only when diversity and inclusion efforts are baked into the fabric of all that we do on campus will we see start to see truly representative diversity in our global education programs and consequently, in the 21st century workforce.
Thriving in Diversity Work in the Midst of Unrest by DA Global | Oct 18, 2017 | Articles Posted: Friday, October 18, 2017By: Daneen Johnson – Diversity Abroad “Do the right thing because it’s the right thing to do”. I was frequently reminded of this phrase as an adolescent and it’s one that I’ve carried into every facet of my life, including my work here at Diversity Abroad.Even in doing the “right” thing, our efforts can feel like they are falling short. We get discouraged, and without the proper precautions, burnout can creep in. In the face of identity-based hate tragedies, feelings of numbness, disheartening, and anger are exacerbated, and it’s challenging to navigate them while maintaining professional decorum. As the people that others turn to in times of confusion and hurt, we can help others best when we are at our best.If you are in need of a recharge, here are a few measures I take to ensure that I’m equipped and healthy enough to persist. There is work to be done and we have to stay ready. Here are a few ways to begin that work. What You Focus On, Grows Dr. Seuss said “It is better to know how to learn than to know”. Reflections and learning should happen outside of your office. Seek out diversity learning classes in your community whether it’s at the campus your work at or the city your live in. Even as a facilitator of diversity and inclusion conversations, I seek out professional development workshops to grow the depth of my knowledge so I am able to contextualize a situation better. We have to absorb the same rhetoric we tell our students and be comfortable applying it to ourselves. Engage in conversations that are new or uncomfortable. Reflect on that discomfort, journal it, and share it in safe spaces. The public library or local community centers often provide free community discussions. Get involved in community groups if you can. Recharge Be proactive versus reactive in your wellness. I often reflect on the wellness wheel to determine if there are specific areas that are suffering. Take a break and decompress before you react in a way that contradicts how you would want to respond. Social strife can cause adverse health issues, but you have to determine what works for you. Listen to your body; it’s a good indicator of where you are. Utilize the counseling services on your campus, or take a day off and schedule a wellness day(s). Do something that allows you to relax, be reflective, and realign your priorities. Remember: hurting people, hurt people, but when you’re at your best, you can help people the best. Go What are you doing to recharge your community? Is it connecting with a place of worship or calling friends you haven’t spoken to in awhile? Is it traveling, or reading a good book? Seek opportunities to assist others in your community. Volunteer with and for your community. Work and lead beside those who identify differently from you. Shifting your thoughts from inward frustration, to outward service is mutually beneficial and restorative.We all take different personal measures to ensure that we can thrive professionally. While these suggestions may vary for you, the goal is to make sure that you maintain wellness in the midst of turbulent times, when our work is needed the most.
Exploring the Role of Allies: Step Up, Step Back, and Listen by DA Global | Oct 18, 2017 | Articles Posted: Friday, October 18, 2017By: Erica Ledesma – Diversity Abroad Today’s current political climate is rife with conflict, finger-pointing, and suspicion as discussions related to race, diversity, social justice, equity, and inclusion dominate our newsfeeds. Throughout the education sector, this tone is equally as present as we critically examine the opportunity gap & institutional demographics, campus climate (especially at PWI’s), and balancing free speech while ensuring all students feel a sense of belonging where they can thrive both academically and personally. Within this context, prioritizing diversity & inclusion at the core of our education structures — including global education — is more important than ever and requires commitment from all of us, not just those who identify personally with marginalized communities. As allies who work in diversity & inclusion, how can we maximize our contributions within this complicated landscape where “political-correctness” often impedes honest interactions? For someone like me, a white woman, what should we be thinking about in order to effectively engage in diversity and inclusion work? I’ve given this some thought and have articulated my reflections below. Know when to “step up” and when to “step back” The first question that might come up is whether or not a heterosexual, middle class white woman should even be engaged in diversity and inclusion work. This is a fair question and worth considering (some thoughts here and here). In short, my answer is “yes”….but, not always. Working as an ally alongside colleagues from marginalized communities to advance equity and social justice requires a degree of self-awareness and humility. In truth, I’ve spent most of my life working within systems and structures that elevate my voice and experiences at the expense of others. To counteract this pattern, it is essential to acknowledge its existence, look for opportunities to take a step back and simply listen in order to center diverse voices in these discussions. At the same time, diversity and inclusion is all of our responsibility and should not be delegated to members of marginalized communities, an oft-employed tactic that usually ends in exhaustion and burnout. So, how do we balance our responsibility to provide leadership and advocacy as allies with the need to take a step back and listen? There is no formula; however, I would argue that as allies the core of our work to support and lead diversity and inclusion efforts is an awareness of positionality. In order to understand our positionality (and the associated power dynamic) within certain structures, conversations, groups, etc, we need to take time on a regular basis to reflect on our own identities and areas of unconscious bias (these exist for all of us). Distinct from the tacit notion of “checking one’s privilege”, this exercise requires both introspection and action in order to have lasting impact. Be Authentic This can’t be overstated. In our quest to “relate” to others, it may be tempting to over-emphasize our points of connection with marginalized communities; however, this approach will serve only to erode credibility. My identities as a white middle class heterosexual woman, raised in the midwestern region of the United States, have provided me with innumerable “unearned” societal advantages over the years. At the same time, I’ve also had significant personal and professional experiences engaging with diverse domestic and global communities that have contributed to my current worldview and perspectives. These experiences, in many ways, reinforce my commitment to equity, social justice, confronting structural oppression, and cultivating empathy. They do not, however, allow me to understand from the perspective of individuals who belong to marginalized communities, like people of color or LGBTQI+ individuals, etc. For me, this is an essential distinction. All of us embody multiple intersecting identities that locate us within or without institutional power structures (read here for more on intersectionality). As a female professional raising 2 daughters, I am in-tuned on a personal level with the patriarchal hierarchies that impact persistent realities like the gender wage gap, disproportionate expectations for men & women in the academe, and the prevalence of rape culture on our college campuses. When I was younger, I was one of only two girls who played on our middle school’s boys soccer team because there wasn’t a team available for the female athletes. While a lot has changed in this regard due to Title IX and other efforts, gender-based discrimination is still alive and well today as we regularly witness in the continued objectification of women through media & public discourse. And yet, despite my personal connection to gender discrimination, my experiences as a white woman are qualitatively different from the experiences of women belonging to other marginalized communities. For women of color and transgender individuals, for example, gender-based discrimination will undoubtedly intersect and overlap with other forms of oppression related to race, sexuality, and gender-identity. In our work with diversity & inclusion, it’s important to embrace our own backgrounds without making assumptions about how we can relate to or understand other experiences of oppression. Mistakes Will Happen Sometimes we’ll make mistakes, and it’s important to learn from them and incorporate these insights into our work. Being transparent about our own missteps can create space for others to learn and grow as well. In order to be an effective ally for diversity and inclusion, it’s not necessary to be an expert on all marginalized communities or to understand all of the relevant terminology right away. In fact, this approach may be perceived as disingenuous and arrogant, “If a white person comes to D&I with a purely intellectual mindset or a goal to change or help someone else, they might miss the mark” (more on this here). That said, expanding our perspectives is an important aspect of developing as an ally for diversity and inclusion. Accessing news sources, entertainment, books, etc that showcase a diversity of perspectives is a starting point and will provide opportunities to deepen our understanding of the way our own backgrounds have shaped our perceptions. The options are endless, but here are just a few suggestions that I’ve enjoyed: Blind Spot: Hidden Biases of Good People, Banaji & Greenwald Between the World and Me, Ta-Nehisi Coates The New Jim Crow: Mass Incarceration in the Age of Colorblindness, Michelle Alexander The Danger of a Single Story – Ted talk, Chimamanda Ngozi Adichie In summary, there is an important role for allies to play in diversity and inclusion work. Within our sphere of influence as global educators, we can collaborate with colleagues from marginalized communities, learn to listen and to lead effectively, and acknowledge our own shortcomings as we support students from all backgrounds.
Collaboration and Partnership in Higher Education and K-12 by DA Global | Oct 18, 2017 | Articles Posted: Friday, October 18, 2017Contributed by 2016-17 High School Task Force: Eileen Kelly-Aguirre – School Year Abroad; Laura Eggen – Global Journeys; Kristin Labs – IFSA Butler; Paula Levitt – University of California, Davis; Darin Smith-Gaddis – CAPA The Global Education Network INTRODUCTION As the field of global education looks for ways to expand its influence, high schools, K-12 serving organizations and community partnerships will become an increasingly important component. Particularly as we look at diverse groups of students, it is essential to understand the community partnerships that support these students and that have the ability to assist in moving them along the global education access pipeline. FUNDING AND ACCESS For an education abroad opportunity, that may not feel clearly linked to a student’s academic trajectory, how do we justify the expense of these programs? How do we talk about cost related to value in the K12 space? Return on investment? Does it contribute to academic credit?Accessibility in study abroad continues to be an uphill battle. The diversity in student goals and outcomes across the US secondary education landscape ensures that incorporating best practices into the curriculum is applied inconsistently. Building education abroad into a student’s academic trajectory means addressing issues of cost, fit, value and the return on investment.While institutions of higher education are engaging in a national conversation about the invaluable returns education abroad can bring to students academically and from a professional development standpoint, it remains unclear for K-12 schools how education abroad can be successfully incorporated into the curriculum, timing, and student development outcomes mandated by each state.It could be argued that the perceived value of education abroad as a high impact practice, and powerful educational tool in the K-12 space, is still widely questioned. Educators face increased oversight, scrutiny and accountability in making sure students meet district and state academic benchmarks. Education abroad is often seen as competing against an educational framework focused on achievement tied to standardized testing, and therefore funding.Realistically K-12 educators must be persuaded as to the benefits of incorporating additional practices which enhance learning and give students the educational foundation required to grow and succeed outside of the classroom. Even if we are successful at legitimizing and incorporating education abroad more deeply, we must still break down barriers of cost.Education abroad opportunities are rarely free for participants or families, and for some this may be the first time families are making a significant financial investment in education. Without clearer understanding of the concrete benefits of education abroad, supported by data, and reinforced by the K-12 educational community, increased participation will continue to be an uphill battle. PARTNERSHIPS AND COMMUNITIES One barrier to participation is the perception that education abroad at the K-12 level is unnecessary and superfluous. Conversations are often focused, at least at the administrative level, on building pre-professional competencies. As such, many don’t see education abroad as having any material impact on a student’s academic growth. How then can education abroad fit in curricularly at the K-12 level, in both the private and public education sectors?At the Diversity Abroad annual conference earlier this year, a high school focused session addressed the following questions with participants: Why is building partnerships and communities an important factor in K-12 education abroad? How can K-12 education abroad programs engage with local schools and communities? What other partnerships can add value to high school programming? How can professionals build on the global education access pipeline?During the session, in which presenters represented three different K-12 serving organizations and the audience primarily represented higher education professionals, the dialogue revolved heavily around the need for building awareness of the value of K-12 education abroad programming and building mutually beneficial partnerships along the global education access pipeline. As more institutions of higher education set mandates for inclusive excellence and diversity, the need for partnerships at the K-12 level is logical and necessary. Presentations similar to the Diversity Abroad session this past spring are a starting point for raising awareness and bringing together higher education and K-12 organizations for collaboration, but more platforms need to be created to develop these partnerships.The discussion generated in the Diversity Abroad session made it clear that there is a need to raise more awareness on the importance of the global education access pipeline and create more opportunities for higher education and high school professionals to connect and build mutually beneficial partnerships. It was also made clear that there is a growing number of K-12 educators who are ready to reach out and begin building these partnerships. The challenge is then bringing together higher education professionals and K-12 professionals and creating platforms for collaboration. STRENGTHENING COLLABORATION It could be helpful to first paint a portrait of exactly what is happening at the K-12 level in the U.S. in the related areas of education abroad, global education and perhaps also even the world/foreign language teaching realm, from which most of the teacher advocates for spending time abroad and developing intercultural skills tended to hail traditionally. What work is being done both in schools and by the range of providers? Who is doing this work? Who are the thought leaders and what are the professional organizations that are slowly but steadily developing so that those committed to this work are not operating in isolation?Once there is greater awareness and clarity around what is happening in these K-12 spaces we can then look to see how to make the higher education realm aware of the richness and the growth in this sort of curricular and programmatic work.Given the cavernous gap in professional sharing and collaboration between K-12 and higher education professionals in general education it is not a surprise that the right hand of K-12 and the left of higher education are operating largely in isolation of each other. There is no need. There are students from a range of backgrounds going abroad at younger and younger ages and being powerfully impacted by their experience. It is likely that the vast majority of these students are college bound and, if given the chance, will look to go abroad again during their degree course of study. How to move towards understanding ourselves as a continuum of professionals supporting this work, a continuum that might expand eventually to include pre-K and global ed-minded parents on one end and the employers that are, increasingly, seeking but not always finding people with the kinds of competences and skills that education abroad are particularly well-suited to develop.A Three-Pronged Context – Learning Abroad, Global Education and World Language Study:On the one hand there is study/service/ed travel and adventure abroad of different types, referred to here are “learning abroad”. These experiences tend to favor high schoolers and are dominated at present by multi-week summer and short term experiences through providers and schools themselves, though there are a handful of long-standing yearlong academic study opportunities of varying designs, from a single student taking a deep dive into a local high school and homestay (AFS, Rotary International) to a credit-granting year of US-based study with a focus on language acquisition and homestay with a cohort (SYA/School Year Abroad). None of these longer programs are free, of course, and SYA for example is priced comparably to a year of boarding school. While substantial need-based financial aid is provided in order to ensure accessibility there is always more demand than funding.In addition there is the growing trend in K-12 schools towards global education, which is a relatively new curricular movement in schools during which a student may likely never physically leave the country, but through curricular means students develop knowledge, skills, and dispositions considered essential for life in the increasingly interconnected, interdependent work and life reality.Last but not least is also the realm of K-12 foreign/world language study, which had traditionally been the academic department source of encouragement to K-12 students to spend time abroad and where curricular standards are directly supportive of the many rich outcomes of learning and living abroad.Diversity/inclusion work, global programs and the independent school sector:It is not uncommon in a well-resourced independent school for there to be a professional on the staff working on issues of creating an inclusive community, culturally sensitive classrooms and a safe environment for all to learn and grow. These schools often also provide need-based financial aid and other kinds of financial support to students of promise with little or no means. Increasingly these same schools are also developing global programs of their own, leaning on providers to help them design an experience that is in some way more mission-aligned than a typical pre-packaged travel or service abroad experience. This trend has spurred the creation of a new professional – global education coordinators and even directors. Given the smaller scale of these institutions (as compared to large colleges and universities) and the considerable overlap between cultural competency that drives diversity work and the intercultural and language skills at the heart of global education initiatives, these professionals are beginning to talk to each other. The Global Educators Benchmark Group (www.gebg.org) is a professional association that grew out of the need for these global programs professionals to build a knowledge base (including of critical incident responses) and a collegial support network. Global programs leaders in independent schools gather annually at the Global Educator Benchmark Group (GEBG) conference, hosted each year by an institution doing exemplary work in this realm.Global Access Pipeline (GAP): One non-profit that is facilitating dialogue between K-12, higher education, diversity, global and language professionals is the Global Access Pipeline. Their mission is to “enhance the quality and diversity of participation in international affairs”. The map of their consortium outlines the K-12 members who ‘expose’ young students to the field of international affairs, the organizations that serve as conveners, providers of internships and scholarships, as well as mentoring and PD as they get closer to the professional world where the ‘end users’ include governmental agencies, NGOs and private businesses.The Asia Society is currently gathering educators from the International Studies Schools Network (ISSN) for an annual conference. ISSN’s two-part mission is to “close the achievement gap for low-income and historically underserved secondary students and address the growing opportunity gap between what American schools typically teach and the knowledge, skills, and dispositions required for full participation in a global economy”. Their belief that “a rich, global curriculum that engaged students in investigating and addressing real-world problems could..provide a more efficient route to college and career preparedness”.Global education-focused elementary language educators might find support through, for example, Global Language Project, a consortium member of the Global Access Pipeline. The mission of Global Language Project is provide underserved communities the chance for their students to begin studying a world language as young as possible. The major professional organization for language teachers in the US, ACTFL, is a commitment member of the Institute of International Education’s Generation Study Abroad initiative, dedicated to greatly increasing SA participation while also increasing diversity of participants and reducing any obstacles in their way.K-12 schools and program providers do not have their own professional association. NAFSA and FORUM on Education Abroad and IIE provide standards, resources and conference opportunities, but they are either overwhelmingly or exclusively devoted to higher education. NAFSA, though beginning to expand conference sessions for K-12 professionals focus only on issues of import to those working with inbound students. Beyond attending the excellent annual conference, FORUM on Education Abroad does not yet offer K-12 education abroad professionals a way to formally join the rich professional dialogue between member institutions taking place there via some appropriate level of membership.It is still a surprise to the large majority of people that a high school student can do sustained study abroad, so inextricably linked is this idea to the college experience and to the mistaken notion that you need to be a young adult to successfully navigate that challenge. It is, however, becoming more commonplace for K-12 schools to organize their own educational travel for their own students. While an encouraging trend here, again, funding can become a significant obstacle for some students, as well as the effectiveness and inclusiveness of the outreach. Global programs that are only accessible to students whose family has financial means can add yet another of layer to the structural inequities already existing in school systems in the U.S. COLLABORATION EXAMPLE UC Davis has presented on the concept of study abroad at several high schools during a college preparation day. There is a great opportunity for collaboration when high school students come on college campuses, too. UC Davis, perhaps like many other campuses, collaborate with K-12 students on college preparation programs: https://www.ucdavis.edu/admissions/undergraduate/academic-preparationWhile each of these programs above have a different focus, there is an opportunity to start to introduce global engagement possibilities into these college prep programs hosted by universities. This can include coordinating school visits with other global events on campus and adding on a visit to the study abroad office to campus tours for K-12 groups. CONCLUSION AND NEXT STEPS It is clear that there is interest among a core group of higher education professionals and K-12 professionals to partner and build upon a global education access pipeline. The inaugural year of Diversity Abroad’s High School Task Force in 2016-17 is proof of that interest. The Diversity Abroad conference session on this topic in spring 2017, proposed by this task force, proved to be a great platform for raising awareness and creating partnerships, and hopefully in building momentum to create even more space for collaboration to blossom. In moving forward, the High School Task Force will continue its work in 2017-18 to propose more sessions, create resources, and host community discussions. The hope is to bring more voices and perspectives to the conversations with a goal to bring the global education access pipeline to the forefront of conference dialogues, funding discussions, and strategic partnership development.
