Preparing for Ethical Engagement Abroad through Self-Reflexivity

by DA Global | Oct 18, 2016 | Articles

Posted: Friday, October 18, 2016
By: Pamela Roy – Diversity Abroad

What is ethical engagement abroad?

The benefit of international experiential learning and education abroad on students’ holistic development and learning is uncontested; yet, these experiences present numerous ethical challenges to institutions, students, and the host community. Some of these ethical challenges may include unethical marketing and advertisement of education abroad programs, exploitation of the host community as research participants, student privilege and entitlement, student voyeurism abroad, shallow student reflection, and student perpetuation of stereotypes on the host country, communities, and its people (see Karim-Haji, Roy & Gough, 2016). 

Alternatively, there are a range of common factors that help to build ethical engagement abroad, such as solidarity, reciprocity, empathy, sustainability, flexibility, interdependence and so forth.

As international educators, how might we better prepare students for critical self-reflexive engagement during their international experiential learning or education abroad experience? 

Tips & Strategies for Preparing Underrepresented Students for Ethical Engagement Abroad

(as cited in Karim-Haji, Roy, & Gough, 2016). 

Where self-reflection may be defined as individuals thinking about their personal experiences and assumptions, self-reflexivity is defined as connecting our individual assumptions to collective socially, culturally and historically situated ‘stories’ and assumptions that define what is real, ideal (right), and knowable (Andreotti, Stein, Ahenakew, & Hunt, 2015).  When we are self-reflexive, we challenge our own thinking, what we take for granted, and truly seek to learn through the perspective of another cultural perspective.

Discuss why student voyeurism abroad is problematic. Some students arrive with the idea that they can fix or change the communities they are visiting and may find themselves in a place of crisis as they are confronted with letting go of their expectations (Agudey & Deloughery, 2016). Moreover, students cannot help but arrive with Western values and beliefs, and this Eurocentric gaze in non-Euro cultures enhances the sense of difference and often superiority (Mohanty, 2006). Yet, this “helping imperative” or “desire to help” is paternalistic and recreates a particular image of people living in underprivileged countries as those in need of help or charity (Tiessen & Huish, 2014; Clost, 2014; Heron, 2007). 

• Encourage students to move from charity work (i.e. “to-do-for”) to solidarity work (i.e. “to-be-with”).
• Prepare students to be realistic about their experience, understand what is appropriate professionally and respect local leadership.
• Create a curriculum that exposes students to the criticisms, contradictions and potentially exploitative nature of international experiential learning programs so that they may be better equipped to engage in future projects that are effective and keep social justice in perspective (Dear & Howard, 2016). 
   

Address student stereotypes of the host country in pre-departure orientation. Students’ values cloud the types of work that the community wishes to conduct on the ground which reifies cultural senses of the North’s superiority and perpetuates stereotypes of the global South.

• Create opportunities for the host community to engage cross-culturally with students to have them learn about life in their communities, to engage in a mutual learning process, however limited by language issues and lack of time (O’Sullivan & Smaller, 2016).  
• Push students beyond ‘voluntaristic compassion’ (Cameron, 2014), challenging their apathy towards being authentic allies. 
• Develop curriculum for students to deepen their understanding about the root causes of problems related to systemic poverty and structural inequality so as to disrupt their possible paternalistic beliefs that they are there to solve poor people’s problems. 
• Encourage students to create change in the systems through their own actions back home (Hernandez, 2016). 

Create opportunities for students to unpack their entitlement. Students often pay little attention to understanding how their privilege and the historical relations of power reproduce global inequalities (Larsen, 2016). Students may experience guilt that is triggered when their privileged identity, as students from the Global North is implicated in the subordination of others; yet their emotional experience of guilt is prioritized, disabling their capacity to critically engage in activist forms of practice (Thomas & Chandrasekera, 2014). Privilege also includes the ability to travel to learn [which is] often predicated on an enactment of privilege and an ability to move across borders (MacDonald, 2014). Northern students carry a sense of entitlement to choose what part of the culture to respect (Heron, 2016).

• Foster students’ critical hyper self-reflexivity to build bridges between struggles founded on solidarity rather than charity (Langdon & Agyeyomah, 2014).
• Develop students’ understanding of complicity, unlearn privilege, and learn to learn from below which entails humility, time, interactions, language and communication (Kapoor, 2004). 
• Encourage students to become integrated with the host community environment through orientation and preparation while respecting local knowledge and authority. The changing dynamics on the ground destabilizes previously held assumptions by students and helps them grow.  

Encourage deep reflection. Students who are mainly interested in voluntourism and professional development may not reflect deeply on their international experiential learning experience. Ill-prepared Northern students may engage inappropriately in the cultural context of their host communities e.g., through unsuitable ways of addressing elders, transgressing gender norms, public displays of affection, wearing inappropriate clothing and accessories, refusing to eat local food served by the host families, behaviors associated with drinking and smoking irresponsibly (Kozak & Larsen, 2016). The problem with shallow student reflection is that it perpetuates colonial stereotypes, social hierarchies, and western conceptions of North-South relationships (Hartman, 2014).

• Reduce assumptions about the host community by encouraging students to think critically (pre-program, during, post-program) on their preconceptions of their origins; reinforced through group discussion (Jorgenson, 2016).
• Consciously avoid appropriating the voice of the subaltern or projecting one’s own world onto the ‘Other’ through deep reflection and hyper self-reflexivity (Kapoor, 2004) for student learning and to do no harm. 
• Develop ongoing self-reflexive practice, jointly by the host and the university, throughout the duration of the international experiential learning program.

References

Andreotti, V., Stein, S., Ahenakew, C., & Hunt, H. (2015). Mapping interpretations of decolonization in the context of higher education. Decolonization: Indigeneity, Education & Society 4(1), 21-40. 

Agudey, G., & Deloughery, H. (2016). A cross-cultural conversation about international service learning in Ghana. In Larsen, M. (Ed). International Service Learning Engaging Host Communities. New York, NY: Routledge. 

Cameron, J.D. (2014). Grounding experiential learning in “thick” conceptions of global citizenship. In R. Tiessen & R. Huish. (eds). (2014). Globetrotting or Global Citizenships? Perils and Potential of International Experiential Learning. Toronto: University of Toronto Press. 

Clost, E. (2014). Visual representation and Canadian government-funded volunteer abroad programs: Picturing the Canadian global citizen. In R. Tiessen & R. Huish. (eds). (2014). Globetrotting or Global Citizenships? Perils and Potential of International Experiential Learning. Toronto: University of Toronto Press. 

Dear, S. & Howard, R. (2016). Many meaning. Moving reciprocity towards interdependence. In Larsen, M. (Ed). International Service Learning Engaging Host Communities. New York, NY: Routledge. 

Hernandez, J. (2016). Reflections from a Nicaraguan career ISL program coordinator. Challenges and guidelines for moving forward. In Larsen, M. (Ed). International Service Learning Engaging Host Communities. New York, NY: Routledge.

Heron, B. (2007). Desire for development: Whiteness, gender, and the helping imperative. Waterloo, Ontario, Canada: Wilfred Laurier University Press. 

Heron, B. (2016). Southern perspectives on ISL volunteers. Reframing the neo-colonial encounter. In Larsen, M. (Ed). International Service Learning Engaging Host Communities. New York, NY: Routledge.

Jorgenson, S. (2016). Orient(aliz)ation: A Case study of North American international education programs at the University of Ghana. In Larsen, M. (Ed). International Service Learning Engaging Host Communities. New York, NY: Routledge.

Kapoor, I. (2004). Hyper-self-reflexivity development? Spivak on representing the Third World ‘Other’. Third World Quarterly, 25(4), 627-647. 

Karim-Haji, F., Roy, P., & Gough, R. (2016). Building Ethical Global Engagement with Host Communities: North-South Collaborations for Mutual Learning and Benefit. Resource Guide presented at the 10th Annual Global Internship Conference, Boston, MA, USA.

Kozak, J. & Larsen, M.A. (2016). ISL and host communities – relationships and responsibility. In Larsen, M. (Ed). International Service Learning Engaging Host Communities. New York, NY: Routledge.

Langdon, J.K. & Agyeyomah, C. (2014). Critical hyper-reflexivity and challenging power: Pushing past the dichotomy of employability and good global citizenship in development studies experiential learning contexts. In R. Tiessen & R. Huish. (eds). (2014). Globetrotting or Global Citizenships? Perils and Potential of International Experiential Learning. Toronto: University of Toronto Press.

Larsen, M. (2016). International service learning engaging host community – Introduction. In Larsen, M. (Ed). International Service Learning Engaging Host Communities. New York, NY: Routledge. 

MacDonald, K. (2014). (De)colonizing pedagogies: An exploration of learning with students volunteering abroad. In R. Tiessen & R. Huish. (eds). (2014). Globetrotting or Global Citizenships? Perils and Potential of International Experiential Learning. Toronto: University of Toronto Press.

O’Sullivan, M. & Smaller, H. (2016). Solidarity or neo-colonialism? The challenges of understanding the impact of ISL on Nicaraguan host communities. In Larsen, M. (Ed). International Service Learning Engaging Host Communities. New York, NY: Routledge.

Scott, M., & Richardson, S. (2011). Preparing for practice: how internships and other practice-based learning exchanges benefit students, industry hosts and universities. AICCM Bulletin Volume 32.

Thomas, L. & Chandrasekera, U. (2014). Uncovering what lies beneath: An examination of power, privilege and racialization in international social work. . In R. Tiessen & R. Huish. (eds). (2014). Globetrotting or Global Citizenships? Perils and Potential of International Experiential Learning. Toronto: University of Toronto Press.

Tiessen, R. & Huish, R. (2014). Globetrotting or Global Citizenships? Perils and Potential of International Experiential Learning. Toronto: University of Toronto

Racism in Teach Abroad

by DA Global | Oct 18, 2016 | Articles

Posted: Friday, October 18, 2016
By: Christopher LeGrant – Diversity Abroad

Demand for English Teachers Abroad
As English becomes further entrenched as the global language of business, popular culture and technology, the market for English teachers around the world has skyrocketed over the past 20 years. According to The British Council, by 2020 there will be 1.9 billion people who will be actively learning English. In China alone, there are currently 300 million people learning English. Indeed, a deeper look into the statistics reveals a truly staggering amount of demand for native English teachers in foreign countries. According to the International TEFL Academy:

An estimated 250,000 native English speakers work as English teachers abroad in more than 40,000 schools and language institutes around the world.
In major European cities like Prague, Madrid and Rome, approximately 3,000 – 5,000 native speaking English teachers are working at any given time.
In both China and South Korea, approximately 1,000 new English teachers are hired each month.
Because nearly half of all English teachers abroad will leave their position and return to their home country each year, more than 100,000 positions for English teachers abroad open each year.
This incredible demand has all contributed to the creation of an industry that’s worth an estimated $63 billion per year. The appeal is also understandable from the perspective of the teacher. These positions are essentially recession proof and in addition to being a great resume and career builder, represent a transformative personal and cultural experience. The work is also meaningful and for many people around the world, English is an important vehicle to improve their economic and social prospects. However, all too often these life changing teaching opportunities are being withheld from many on the basis of race, nationality and/or disability.

Is Teach Abroad Inherently Racist?
The Open Doors report is an invaluable resource for those of us that work in international education. It represents a window into the demographics of study abroad programs within higher education. In contrast, the teach abroad industry is mainly for-profit and most programs are not accredited making general oversight almost non-existent and demographic data very hard to come by. Therefore, the assessment below relies on this author’s seven years of personal experience within the teach abroad industry as well as conversations with several teach abroad providers.

As of 2016, the demographics of teach abroad programs are closely aligned with those of traditional study abroad programs. According to one teach abroad provider interviewed for this article, 80 percent of their teachers identified as caucasian and female. Another provider mentioned that 75 percent of their teachers came from the same group. As in study abroad, part of the reason for this stems from a lack of outreach to people from underrepresented groups. However, unlike study abroad, many qualified teachers are not placed in a position based solely on their race and/or nationality. To understand why this is so, we must dive further into the how teach abroad programs are generally set up.

Normally, a teach abroad provider will partner with a local for-profit, nonprofit or governmental organization within the host country. This organization will provide access to local schools, Universities, and host families and in many cases the schools and families have an understandably great deal of control over who they accept as their teacher/tutor. Unfortunately, this too often leads to discrimination from the local institutions, regardless of the native English fluency of the teacher. Of course, this type of discrimination is illegal in most countries and almost all teach abroad organizations accept applications from all candidates. However, there are countless examples of people of color being rejected by local schools for not being a “true American” and for most people this insinuates being caucasian. For example, in East Asian countries, this discrimination is often directed toward people of East Asian ethnicity, who grew up in English speaking countries. In these circumstances, the teach abroad provider usually tells the teacher that they cannot be placed and will continue to look for other positions in vain or, in many cases, the teacher is placed in a sub-optimal institution that has been passed over by other candidates for one reason or another (such as an extremely remote location).

This reality creates a great deal of tension within the teach abroad world, as the vast majority of organizations/providers want to place diverse and underrepresented people on their programs. Unfortunately, the resistance to accepting people of color from local institutions and families suppresses the motivation to actively recruit teachers from diverse backgrounds as well as developing the resources needed to support them while abroad. These tendencies and the local bias/discrimination that drive them must be confronted if we are to succeed in making teach abroad programs more diverse and inclusive.

The Path Forward
If discrimination is so deeply ingrained within the teach abroad system, what are some ways that we can begin to change and challenge it? The first step is for teach abroad providers to actively declare their commitment to improving access, diversity and inclusion for underrepresented populations on their programs. The next step is for these same providers to begin looking for in-county partners that will accept people from underrepresented groups, such as young people of color. Despite the discriminatory tendencies described above, there are many institutions who will place non-caucasians and it is important for teach abroad providers to identify these entities and make a commitment to work with them. It is then crucial that these partnerships are highlighted to serve as successful models for the industry, both in the sending and receiving countries.

Additionally, teach abroad providers must conduct outreach to underrepresented students, graduates and professionals. This can be accomplished by creating available funding such as grants or scholarships and working with organizations like Diversity Abroad to help promote these opportunities to underrepresented populations. Providers should make an effort to share successful stories from diverse and underrepresented teachers as well as attend career service and study abroad fairs at domestic minority serving institutions and HBCUs. As this blog has noted, there is a difference between diversity and inclusion and it is important that teach abroad providers focus on both. Where diversity is dedicating energy and resources to increasing access to teach abroad programs for historically underrepresented individuals, inclusion is ensuring that people who choose to participate receive equitable support while overseas and upon their return home. It is important that teach abroad providers engage with organizations like Diversity Abroad to ensure that they are involved in conversations around diverse identities abroad and to make sure that their staff have the knowledge to engage and advise individuals from underrepresented groups before departing.

The approach outlined above is certainly easier said than done but it represents concrete steps most teach abroad providers can begin to implement immediately. That being said, it will take the concerted, conscious and sustained leadership of organizations committed to increasing the access, inclusion and diversity of their programs to succeed.

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Beyond the Rhetoric: What’s Required for Systemic Change?

by DA Global | Oct 18, 2016 | Articles

Posted: Friday, October 18, 2016

By: Erica Ledesma – Diversity Abroad

For institutions serious about examining campus climate, listening to student concerns, and mobilizing lasting change, what exactly is needed? How do we go beyond the rhetoric around diversity & inclusion and get to the heart of the very real issues that afflict our institutions? As global educators, what is our role in ensuring that we do our part to create a welcoming climate for students from all backgrounds? We have come along way in articulating the benefit of global experiences. For many of us, the battle is no longer limited to convincing administrators that global competencies are key to success in the uber-competitive 21st century job market. This campaign has produced champions and the statistics demonstrate that participation is on the increase. So, if we believe that thoughtful cross-cultural experiences are an integral aspect of a high-quality education, then we have an obligation to ensure that all students have equitable access to global experiences and are provided with inclusive support from pre-departure through returning home.

Instead of envisioning efforts to improve access and foster inclusive support in global education as yet another initiative, let’s consider aspects of a systemic approach. Mobilizing change from the inside out requires dedication, transparency, and much more. By no means a panacea, here are five things that global educators can implement from the ground up.

1) Honesty and Humility
When we look at the Open Doors Data for study abroad participation, we need to be honest about the disparities. Women are taking advantage of these opportunities at significantly higher rates than their male counterparts. Why? Statistics for race and ethnicity further demonstrate the pervasive nature of the problem. In 2013/2014, non-white students constituted only 25% of the 304,467 students who received credit for study abroad. Now, there are many reasons why historically underrepresented student populations may choose not to study abroad. Whether it’s our outreach practices, staff demographics, financial aid policies — to name only a few — it is imperative that we recognize that institutional practices and policies have a role in influencing a student’s decision to go abroad or not. What efforts are being undertaken to assess our office’s practices and policies? When results are received — even if they aren’t glowing — can we set our perceptions aside, engage honestly with the feedback, and develop a meaningful plan to move forward? For more information regarding guidelines for inclusive excellence and assessing progress, check out Diversity Abroad’s Global Equity & Inclusion Guidelines (formerly known as the Access, Inclusion, Diversity & Equity (AIDE) Roadmap).

2) Differentiate Between Inclusion & Diversity
There is an important distinction to be made between diversity and inclusion. Often times we focus our energy on diversity without fully addressing inclusion. While it is important to dedicate energy and resources to increasing access to education abroad for historically underrepresented students (diversity), ensuring that students who choose to participate receive equitable support (inclusion) is key to systemic change. Incorporating conversations about health and safety abroad that address considerations for LGBTQ students, students of color, and various religious identities in countries throughout the world may provide a starting point but is certainly not sufficient. Inclusion is more than numbers on a page, it must be at the core of our institutions: “each person and culture that composes the institution’s demographic makeup should be able to see themselves prominently reflected in the fabric of the institution in meaningful ways” (Desegregation Not Same as Diversity and Inclusion, Diverse Issues in Higher Education). Education Abroad Offices may want to reflect on the following questions. Who should be involved in discussions around identity abroad? Can we leverage expertise and relational capital of other campus offices, such as Multicultural Student Life? Is the advising staff trained and comfortable engaging in discussions around identity?

3) Acknowledge the Past
On campuses across the country, protests are illuminating student concerns, especially in regards to race. With the inception of social movements like Black Lives Matter, among others, students are voicing dissatisfaction with the campus climate and treatment of students of color and other marginalized groups. While it’s tempting for institutions to be defensive, this moment in history provides us with an opportunity to critically examine our policies and practices. Part of understanding what’s happening today on our campuses requires acknowledging the complicated history of race relations in the United States, and higher education is no exception:

As we witness racial strife on our campuses, we might begin to acknowledge how the academy’s legacy of bias continues to reverberate. Only then can we hope to honestly face America’s longtime resistance to racial reality and equality, and understand the basis of lingering attitudes today (Academe Must Confront its Racist Past, Chronicle of Higher Education).

Even for the most well-intentioned and educated among us, unconscious bias is a reality that impacts our everyday interactions. Furthermore, our work is carried out within larger systems such as offices, institutions, communities, etc, that contribute to our perceptions of how things “should” be done. As global educators, what steps are we taking to critically examine our own perceptions and perspectives to identify areas of bias? How might the campus climate shift if our office made this is a priority? How is institutional and systemic bias addressed honestly and openly in our work (see #1)?

4) Acknowledge the Present
Many marginalized young people, including students of color, have developed their own support networks as a means of thriving on-campus despite our institutional failings. As global educators, understanding the specific experiences and concerns of these students will lay the groundwork for developing more inclusive support structures. In his recent piece Black Lives Matter Abroad, Dr. Aaron Bruce provides insight on his experience working with African American male students in global education. Among other recommendations, Dr. Bruce encourages Education Abroad Offices to hire more black males and incorporate a cohort model that maintains a student’s support network when developing new international programs. How are we educating ourselves to understand the unique concerns for all student groups, such as LGBTQI+ identifying students and DACA-mented students, to name only a few? How might the present political climate, national discourse, and other factors impact these students within the context of our global education outreach and programming options?

5) Develop a Vision for the Future
In our efforts to move beyond the status quo, let’s consider the future of global education as more historically underrepresented student groups increasingly choose to participate in global opportunities. Thoughtfully designed international experiences provide unique spaces to encourage cross-cultural understanding. Similar to college admission discussions, however, that challenge the notion that a more diverse student body will automatically result in increased intercultural learning (see Admissions is Just Part of the Diversity Puzzle, Chronicle of Higher Education), it is incumbent upon global educators to reimagine an off-campus learning environment that would support mutual understanding and collaboration among diverse learners. What conversations can we incorporate into pre-departure discussions with students that would encourage learning and cooperation among diverse cohorts? How can these conversations continue upon return to campus? How are we preparing faculty to facilitate positive group dynamics and collaborative learning within the cohort? What best practices already exist as models for inclusive program design?

Global educators can implement meaningful change on our campuses to promote a positive climate for all students. While the five principles mentioned above only scratch the surface, a systemic approach is required if we truly want to move beyond the rhetoric.

Family Outreach of First Generation College Students: Best Practices

by DA Global | Oct 18, 2016 | Articles

Posted: Friday, October 18, 2016
Contributed by the 2015-2016 Diversity Network Task Force on First Generation College Students:
Leslie Callihan – The Ohio State University; Jessica Francis – Wake Forest University; Susan Lochner – University of Wisconsin, Madison; Michelle Tolan – IFSA Butler

First Generation College Students (FGCS) are a diverse group of students who often identify with many other student populations on campus. They come to campus with unique experiences from intersecting cultures, and often have different family dynamics and relationships. This can pose different challenges for FCGS students that non-FCGS students may not have experienced. For example, some FGCS may have family who are unfamiliar with the university processes and culture. FGCS are learning how to navigate college while also sharing this knowledge with their parents and families. According to a study published in 2012 from the Journal of College Student Retention, “first generation college students receive far less emotional, informational and financial support from their parents than continuing-generation students.” (New, J. 2014)

For FGCS with strong family ties and responsibilities, it is important that our offices provide well-defined, easily attainable resources to express the value of international experiences, as some may see this as an unnecessary use of their students’ time. There are steps we can take to become more accessible and approachable to families of FGCS and many institutions have exemplary best practices to share.

1. Outreach  

During marketing events, it is helpful to highlight the benefits that are academic and career-oriented more than those that are for personal development. Often families of FGCS respond more positively to tangible advantages as opposed to thinking of education abroad as a luxury. Point out how exactly the international experience will help the student in meeting academic requirements, their career search and future. For business students, this may be emphasizing our global economy and the abundance of international offices that are located domestically. For engineering students, we can connect education abroad to the technical skills students will gain during a program. Students in the Arts and Humanities may have language requirements that can be fulfilled in a shorter period of time by going abroad.

Study abroad offices can also collaborate with units that are already interfacing with families of FGCS and discuss education abroad, and actively integrate the value of international experiences into these sessions. Families can be invited to attend study abroad expos where they can ask questions of advisors, coordinators, returned students, faculty leaders and program providers. Offices that offer resources for FGCS can also be present at the expo or fair to connect with students. Other events to tap into include parent and family weekend, and freshman orientation. Common stakeholders across campuses may include the Admissions Office, Commuter Services, the Career Center, the Office of Diversity and Inclusion, TRiO, Disability Services, Military and Veteran Student Center, and Financial Aid.

2. Finances

College can be an overwhelming expense, and we know that the additional cost of studying abroad can add more shock to the bottom line. It is critical that we are transparent with the cost of studying abroad as well as being clear and specific about funding sources. Program websites and information packets should include a detailed outline of the program fee, noting what is included and what is an out-of-pocket expense. Costs to clarify can include airfare, housing, activities, meals, in-country transportation, international insurance, visas, passport fees and any other program related costs. It should be as detailed and itemized as possible. For example, when listing the cost of airfare, include what cities the price was quoted from (round-trip from Chicago-Sydney-Chicago). List the number of breakfasts, lunches, and dinners that students will be responsible for on their own and give an idea of what typical meals can cost in those particular cities. Perhaps give a list of staple grocery items and average prices as well. If in-country transportation is not included in the program fee, note the different choices for public transportation passes and the cost accordingly. Itemize the costs for tickets to events, or entrances to museums if students are expected to pay for these program activities out-of-pocket. Also provide resources on discount traveling, or student discount sites for any free time activities students may decide to participate in.

Some education abroad professionals have the philosophy that students should be able and willing to research grants and scholarship resources on their own and that there is a certain independence that is required to study abroad. FGCS and their families often may not have experience with researching funding, or have a foundation for what resources are available. One way to overcome this challenge is to be explicit with grant, scholarship and funding opportunities. Funding workshops are effective in assisting students write successful personal statements. Funding workshops can also be valuable for families of FGCS by addressing a program budget and discussing the financial resources available to families and students for study abroad.

3. Health, Safety and Security

Families of FGCS may be coping with their first child leaving home to go to college, and now the student tells them they want to leave the country. It is very common that families will have concerns about safety and security. Considering approximately 70% of Americans do not have a passport, it is possible that many students’ families perceive the world through the cable news lens, mainstream media and social media sites which may contribute to hesitations or fear about safety.  It is critical to have discussions about safety and security protocols, provide resources, and share the sources of risk and safety information institutions depend on which often come from advanced resources of international intelligence. Being well-versed in emergency protocol, medical resources and insurance coverage can help to alleviate parental concerns. Our job is to explain reasonably the risk-reward ratio of participating in international programs.

4. Informational Resources

It is important to have resources available both online and in hard copy for parents and families regarding education abroad, finances, health, safety and other program details. Education abroad offices often focus on ensuring the information is available to students with the expectation that they will share it with their families. However, to encourage family involvement, the key is to address the families and parents directly in these resources. Many institutions are creating customized multimedia sources of information including handouts, guides and videos in multiple languages.

5. Practical Takeaways

• Be prepared to re-think current practices and approaches from a new perspective
• Multilingual hard-copy and online resources
• Easy-to-navigate website devoted to resources for parents and families of FCGS
• Orientation sessions available for families
• Handbook including emergency information

New, J. (2014, August 13). The Opposite of Helicopter Parents. Inside Higher Ed. Retrieved from  https://www.insidehighered.com

Students Talking to Parents about Education Abroad

by DA Global | Oct 18, 2016 | Articles

Posted: Friday, October 18, 2016  
Contributed by: Carla Sinclar, Diversity Abroad Communications Intern

Studying abroad is one of the most valuable assets you as a student can take away from your academic careers. The benefits range from honing foreign language skills to increasing cultural awareness, to name a few. But traveling internationally comes with some risks, and it may be the first time you’ve been away from home — or from your home country — which might rattle the nerves of your parent or guardian. And sometimes, no amount of assurances or pamphlets can keep a worried parent happy, so keep these things in mind before and during your time abroad.

Be patient, and be prepared.

When you initially bring up the prospect of studying abroad, be ready to answer some questions. Especially for first-generation college students, the idea of packing up and hopping on a plane for a semester or year can be a daunting idea for a parent to wrap their mind around; be sure to have all the information about the program, the advisor, where you’ll be staying and more to show that you’ve done your research and that you’ll be in good hands. And remember not to get too frustrated if they’re worried! You’re their child. It’s only natural.

Know how you’re going to pay.

Other than safety, financial concerns can play a big role in a caregiver’s apprehension to studying abroad. Let them know that it doesn’t have to come straight out of your or their pockets — there are plenty of resources to tap into to fund a program abroad. Check out Diversity Abroad’s scholarship center, where you can find a number of different scholarships and grants to ease the burden of paying for a program.Talk to your international education advisor to further explore your choices, but one thing’s for certain: it doesn’t have to fall on your parents. Be prepared with the information to show money isn’t an insurmountable obstacle.

Set up modes of communication.

While abroad, there are always methods of keeping in touch with your parents to give them the occasional check-in — they’re going to want to hear all about your experiences (and make sure you’re keeping safe)! Most cell providers offer international plans, which might be cheaper than making international calls. Prepaid phones or SIM cards are also useful for keeping in touch with your fellow study abroad peers, as well as contacting your parents. If there’s internet available, free applications such as Skype, WhatsApp or Facebook Messenger can be used to call, video chat or text-message using only just wifi, making them a valuable resource for spontaneous checkins. Set up a set time to connect as well, whether it be a certain time of day or week where they know you’ll touch base. And remember to keep it!

Know what to do during an emergency.

While no one wants anything bad to happen, when bad situations arise it’s best to be prepared. Make sure your parents have the numbers of advisors at your base school as well as at your host institution, and the address where you’ll be living. Make sure to have proof of your medical coverage and identification on you at all times as well, as having this important information on you will help assure your parents you’re prepared for any situation.

Have fun!

Your caregivers want what’s best for you — sometimes taking that leap can be little scary. If you cover your bases and show them you’re knowledgeable, prepared and just a phone/Skype call away, they’ll see the value of a study abroad experience. And don’t forget to take pictures to show them when you get back!