July 3, 2024
SUMMARY:
The discussion around underrepresented students in international education has grown over the past decade. From 2012 to 2022, the number of LGBTQIA+, racial minority, and disabled students studying abroad has increased. Historically, study abroad has been dominated by white, cisgender women. Recently, there’s been a rise in non-binary, multiracial, Hispanic, Latinx, and Asian students. The fluctuating participation of disabled students highlights the importance of available resources. This article explores the history and experiences of LGBTQIA+, BIPOC, and disabled students in study abroad, emphasizing the need for accessible and equitable support throughout their journey. It aims to guide educators in improving support systems for these students.
AUTHORS:
- Ryane Lovett-Pitts (she/her), Binghamtom University
- Stephanie Lopez (she/her), Iowa State University
- Graeson Dwyer (he/they), ISEP
INTRODUCTION
The topic of “underrepresented students” has become a prevalent point of conversation amongst International Education communities over the past decade. Looking at OpenDoors data, from 2012 to 2022, the number of students who identified as part of the LGBTQIA+ community, being part of a racial minority(ies), and/or have a disability(ies) has steadily increased (The Report of the 2015 U.S.Transgender Survey, The National Center for Transgender Equality, 2015). Historically, education abroad in the United States has revealed itself as a space that only some students can imagine themselves inhabiting. While the benefits of Education Abroad are innumerable, the vast majority of study abroad participants are white, cisgender women. From 2012 to 2022, 65.3-68.7% of students self-identified as female, and 68.6-76.3% identified as white. However, within the last four years alone non-binary students have started to self-identify and the number of multiracial, Hispanic or Latinx, and Asian, Native Hawaiian, or Pacific Islander students has been rising (The Report of the 2015 U.S.Transgender Survey, The National Center for Transgender Equality, 2015). With the changes in student populations going on study abroad programs, it is our responsibility as study-abroad professionals to be better equipped to support them every step of the way.
As LGBTQIA+, BIPOC, disabled students, and other underrepresented identities make their way to our office, we must continue to ask ourselves, how is it that we can support them effectively and equitably? The number of students with disabilities participating in study abroad programs has fluctuated within the past four years compared to the early 2010s. This is largely due to the resources and support available to them. Underrepresented students have always existed in study abroad, however, they have not always had the same opportunities and resources available compared to their peers outside of their minority community(ies). The process of making study abroad and all of its components more accessible starts well before students apply for programming, and continues after they’ve returned home. It is our responsibility as international educators to intentionally and sustainably better these systems at each step.
In this article, we intend to describe the history of LGBTQIA+, BIPOC, and disabled students within the field of study abroad, as well as dive into what these populations are looking for out of their experience and the issues they have faced up until now. The term ‘experience’ does not just apply to their experience while on a program, but all of the engagement with study abroad providers, staff members, and resources that they see from the exploration phase all the way through re-entry. This article takes for granted that underrepresented groups are having a different experience abroad entirely and that one’s “othering” identity is at the center of that experience. In order to be equitable partners and supporters of our student’s educational dreams, we must work to make changes to our processes so they are accessible from the very beginning.
We will also discuss how we can better create and provide relevant resources to all of our students and work toward making the processes of application, pre-departure preparation, while abroad, and re-entry procedures and resources more equitable. We aim to challenge the current norms regarding study abroad advising and help guide others to making the changes necessary for growth. The rest of the article is broken into three categories: LGBTQIA+ students, BIPOC students, and students with disabilities. It is also important to note that this research is derived from a U.S.-centric context. This does not make it inapplicable to a non-U.S. audience, but it is relevant to the conversation ahead. Each section explores the history, resources, issues, and toolboxes of that specific population group regarding their relationship to study abroad, and how we can grow as a community to better support them moving forward.
As you read through this article, think about the following questions and how they relate to your office’s structure and its current means of support for underrepresented students:
Are all of the trends we gather and share with students relevant to all of our students’ pre-departure preparation? Are there large areas of discussion around these topics that do not appear in the mainstream purview?
LGBTQIA+ Students Abroad
Written by: Graeson Dwyer
The LGBTQIA+ student experience is something that is continuously changing and evolving with the times based on the resources available to improve and support their experiences within higher education. Queer students have always existed within higher education and international education spaces, however, it’s not until more recent years that students have felt safe enough to start openly identifying with their queer identities outside private social circles. According to the Pew Research Center in 2013, queer students waited to disclose their gender and sexual identities until after the traditional college age. However, in recent years, students have begun disclosing these identities more around age 20. This is largely in part because of the culture of higher education campuses and these sites being the “epicenter of many students’ identity formation” (Journal of Public Interest Communications, Vol. 2 Issue 2, Mundy, 2018). Young adults in higher education spaces are being given more opportunities to express themselves and learn more about their identities through areas like study abroad and the advocacy support that comes with being part of student and campus organizations. However, with that expression comes additional concerns about their safety and well-being when they identify as part of a minority or underrepresented population group publically.
When it comes to studying abroad, as well as everyday life, queer students have to consider safety (emotional, mental, and physical) in different ways than their cishet (cisgender and heterosexual) peers. These students have to deal with homophobia, transphobia, misgendering, and even verbal and/or physical violence towards them due to these identities. These issues increase when adding on other minority identities, such as disabilities, race, and ethnicity (Frontiers: The Interdisciplinary Journal of Study Abroad, Volume 35, Issue 2, pp. 29-39, Bingham, Mitchell, Brunsting, 2023). These issues begin before they even go abroad with their interactions with their home institutions’ student, faculty, and staff populations, as well as in personal and work settings. While harassment and discrimination are not good in any form, it can be even more intimidating to enter a space where you’re not sure of what to expect culturally or individually in a new physical environment. All this to say, LGBTQ+ students have more to overcome and traverse than their cishet peers, but that does not mean they are less likely to have a successful and fulfilling study abroad experience. Instead, we need to provide better resources and support for these areas that are unique to queer students going abroad. As a community, the field of international education still has a long way to go in terms of properly advocating for LGBTQ+ students going abroad. This starts at the home campus and extends to third-party providers, host institutions for study abroad, and the resources and support that are provided throughout a student’s time in higher education.
The results of a 2015 study suggest that LGBTQ+ students are more likely than heterosexual and cisgender students to participate in study abroad opportunities in several areas (College Students’ Sexual Orientation, Gender Identity, and Participation in Study Abroad, Bryant and Soria, 2015). With these student populations being more likely to enter our offices in search of study abroad opportunities, does our field have the best resources readily available to support LGBTQIA+ student needs? These resources range from physical and digital material students can take and utilize, to the actual knowledge and language education abroad professionals use when advising students, and to the other departments and providers that can supply additional support
An irreplaceable resource on campus that LGBTQIA+-identifying students can utilize is LGBTQIA+ student centers. However, this is not a resource that exists on every campus. Dedicated centers and student groups for the LGBTQ+ community statistically increase positive personal relationship growth and lower the risk of suicide amongst queer young adults (Creating Safe Spaces: Opportunities, Resources, and LGBTQ Student Groups at U.S. Colleges and Universities, Coley and Das, 2020). Making sure that you are aware of the sources available for queer students at your home institution and having those resources and information readily available is critical to building trust with your students.
Something important to consider when you’re compiling the resources you send out to students interested in studying abroad is to be inclusive of diverse student populations from the beginning of your processes. No student should feel like they are the exception or that your office is unprepared to serve a student with their needs. This does not mean having a solution to every problem, but it does mean knowing what your capacities are as a department and organization to provide the support requested. This also translates over to knowing what resources are available through your partner institutions (i.e., bi-lateral exchanges, 3rd party providers, faculty-led locations, sister campuses, etc.) so that you can direct students to the right location.
There are a multitude of third-party providers within international education who each have unique programming and goals when it comes to providing a study abroad experience. Part of the job of these third-party providers is to have the resources they provide upfront so that students and advisors can easily navigate the program options available to them. It’s important to look for a page on the organization’s website for its diversity, equity, inclusivity, and accessibility resources. These types of pages are typically the landing page in terms of underrepresented student resource options, including resources for Indigenous, first-generation, students with disabilities, LGBTQ+ students, and more. When looking for resources for LGBTQIA+ students, see if the organization has information such as tips on what to look for when traveling in terms of housing, the geo-political states of nation-states, what to look for in travel buddies, and the like.
I want to take a moment to list some of the key resources that I would recommend as a former LGBTQIA+ exchange student and now LGBTQIA+ Education Abroad professional. EqualDex is an invaluable resource when it comes to live updates on LGBTQ+ legislation on an international scale. It covers legislation from gay marriage to gender discrimination, to censorship, and so much more. For students or staff who identify as transgender or another trans-identity, it is important to consider how to navigate spaces like the TSA, new cultures and friendships, health and safety, and exploring identity while abroad. A few articles and sites that I would suggest include the Transgender Travel Considerations article from the Transgender Equality Center, which directs education abroad staff on how to collect resources for transgender students going abroad. There’s also a group within NAFSA known as NAFSA Rainbow Special Interest Group (SIG), that is dedicated to providing resources for LGBTQIA+ students, as well as scholarships and other valuable information that may be needed when considering going abroad. Being aware that these resources exist can make a serious impact on your student’s well-being well before the student even decides where they want to go abroad. Knowing that support is there and available from multiple directions is not something to be taken lightly.
A large part of the support that we can give is making sure from the beginning of engaging with students that we make resources equitably available. For example, when thinking of the process of application, pre-departure, on-program, and reentry, there are many things we can be intentional about to provide a more positive and equitable experience for our students. When a student first engages with your office, whether that is through email, your website, or directly with staff, they should be treated as equitably as possible from peer to peer. This is as simple as adding LGBTQIA+-centered resources into the information packets you send interested students, or integrating it into any “Study Abroad 101” advising that your office may conduct. This mindset bleeds into each stage of the study abroad process by being intentionally inclusive of the potential students you could have in your room. More passive ways of showing allyship and support include having LGBTQIA+ Safe Space indicators in your office, email signature, and website (after doing the Safe Space training, of course). If a student sees that you have your pronouns in your signature and you are intentional about asking theirs before beginning a conversation, this shows a desire for understanding and good faith, which is important to building trust. Always allow the student to lead the conversation when it comes to what needs they have and if they need assistance with getting those needs met
We are in an incredible position as international educators to uplift and support individuals from all walks of life and aid in their exploration of the world so that they can improve upon it with their experiences. If we allow ourselves to become conduits for positive, intentional change within the international education community when it comes to the treatment of LGBTQIA+ individuals, those ripples become tidal waves into all the higher education settings and beyond what we touch. The LGBTQIA+ students who want to go abroad are incredibly resilient individuals who encounter challenges that those not a part of the community will never experience. That resilience is what brings more queer students into our community than their non-queer peers, and is what should help drive us to make our field safer and more accessible to them and other underrepresented people moving forward.
BIPOC Students Abroad
Written by: Ryane Lovett-Pitts
As education abroad professionals, it is our responsibility to help students prepare for their experiences overseas. The information we share with students about their host country prior to their departure is most often compiled from our own experiences, knowledge passed down from others in our office, and the many trends we have gathered over the years from past program participants. However, as underrepresented students continue to make their way into our offices we must think seriously about what ‘underrepresented’ actually means. When a group is underrepresented in education abroad, this suggests that their experiences in a host country and how that country interacts with their particular identity may not be included in the general information shared with students. The stories of underrepresented groups traveling abroad have not yet been told in full and many of these students are left to navigate their identity abroad in isolation.
How might we better anticipate the challenges of underrepresented groups abroad? Further, how can we continue to ensure that education abroad is an equitable space for all students? This section explores BIPOC students studying abroad in particular while acknowledging the vast identities and diversity that live within the term ‘BIPOC.’
When we study abroad, we enter into an arena of political understandings that may be different from those in our home country. It is imperative that students with varying identities research the attitudes of those in their host country to ensure their safety and well-being while abroad. While BIPOC students choose to study abroad for many of the same reasons any other student would, it is not unusual for black students to encounter microaggressions, name-calling, and other harmful forms of discrimination. These political ideologies about one’s race inform the student’s education abroad experience, adding an additional layer to their experience that they may not have prepared for.
While traveling through the Netherlands recently, my friend and I were asked for money by a man on the street. Both my friend and I are black women and told the man we did not have any spare cash. The man became enraged by our refusal and decided to call us a racial epithet. This was not the only time that my friend and I were called this name during our 5-day trip. As someone who advises for programs in the Netherlands, I began to wonder about BIPOC students who decide to study abroad here. Though I do discuss the Dutch tradition of Zwarte Piet and a number of identity-focused resources are shared with all students pre-departure, further conversation about race would certainly be beneficial for a black student studying abroad in this location.
It is also imperative that we as Education Abroad Professionals understand that while a country may be understood as progressive in many regards, this does not mean the culture as a whole is tolerant of all identities different from their own.
In the New York Times article “My Very Personal Taste of Racism Abroad,” Nicole Phillip reflects on a study abroad experience in Italy and being called a “disgusting black woman” by a local. Phillip also goes on to write that “No one mentioned the possibility of racial encounters and tensions, largely aimed at the rising number of African immigrants,” prior to departure. One might ask themselves what black students from the US studying abroad have to do with African immigrants. In fact, many black students returning from their experience abroad share that they were not recognized by the host country as US students at all and instead, were mistaken as migrants, subjecting them to other forms of xenophobia. How might Indigenous and other students of color going abroad be perceived in their host country? Has the typical US study abroad student become an archetype in the global imagination?
As we continue to be intentional about increasing the number of BIPOC students who study abroad, what work needs to be done to support them efficiently? What is it that we can do now? Collecting feedback from our BIPOC and other underrepresented students who study abroad is essential for future growth in the education abroad sector. Are students experiencing racism on certain programs more than others? When we collect this data from our BIPOC students, we can begin building an archive of information that recognizes these experiences as well as the trends contained within those experiences. Collecting trends, however, cannot be the only solution to supporting BIPOC students abroad. In order to fully support underrepresented students abroad and anticipate the issues they will face overseas, we must also make space for underrepresented staff. Listening to webinars and reading articles from students about their experiences abroad is a valuable mode of information gathering. However, each of our lived experiences are limited in scope. Those of us without disabilities for example might not always be conditioned to see the issues a student with disabilities would. By further diversifying our staff and collaborating with other offices at our institutions, we can further anticipate the challenges our underrepresented students will face.
Four years ago, I decided to move to Spain to pursue a graduate degree. During my undergraduate years, I spent a summer in India and was eager to find myself abroad once again. As one does, I underwent the Spanish visa process and attended a Pre-Departure Orientation where I learned about Spanish cuisine, siesta, and the common experiences of US expats living in Spain. It was not until my first-week in-country that I realized that none of the local beauty supply stores or super mercados carried any products for black hair. This was not something that was covered during orientation nor had it occurred to me to ask. At any rate, I needed to act quickly as I was long overdue for a deep conditioning and I had forgotten my bristle brush at home. After an extensive Google search, I found that there was an Afro-Latina shop about an hour away by train. I hopped on the next Renfe to Sol and ventured to the tiny shop I would eventually come to visit every few weeks.
Hair care abroad is a necessary discussion for many black women. If there are no beauty supply stores that carry products for our hair, are students able to order these online? Will students be able to find makeup in their shade? Though it might not be the responsibility of the advisor to resolve all of these questions, alerting students that this may be more of a challenge for some students than others can prompt them to take action before departure. Discussions such as these can be understood as an act of care and a step towards a more equitable future within education abroad.
Education abroad is for everyone. The stories of BIPOC and other underrepresented students abroad are valuable sources of knowledge about our world, our history together, and where we are now. It is imperative that we continue sharing these stories so that our students are better prepared for the challenges they may face abroad and so that staff can anticipate these issues, set appropriate expectations, and implement more inclusive practices of support.
Students with Disabilities Abroad
Written by: Stephanie Lopez
With varying levels of recognition of and support for various forms of disabilities worldwide, it can be a tricky landscape to navigate for both study abroad professionals and students. But with an ever-expanding set of resources available to these groups both domestically and abroad, we may also be facing an important momentum shift in how students study abroad; now, more than ever, students and professionals feel empowered to advocate for their own success, make space for themselves, and expand opportunities for future students.
In this section, I focus on physical and mental disabilities, including emotional disorders; it is important to note though that this section will not be all-encompassing. I’ll share high-level perspectives as well as on-the-ground strategies already in practice with institutions and providers but must also acknowledge that the below information is presented from a US-centric perspective.
According to IIE’s Open Doors reporting, which began collecting data on disabilities in 2006, the percentage of students studying abroad with a disability has climbed from 2.6% in 2006/07 to 10.5% in 2021/22 (Institute of International Education: (2023)). The number of reporting institutions has also grown, from 116 to 292 in the same timeframe, however, the increase in students reporting disabilities far outpaces the growth in reporting institutions. So what resources, strategies, and best practices exist to support this expanded population wanting to study abroad? At an industry level, the following organizations provide valuable materials that are useful for any advisor’s toolbox.
- The US Department of State maintains general information for travelers as well as destination-specific overviews of policies, support services, and links for additional resources
- NAFSA provides information on general considerations for students as well as advising resources, case studies, and a repository for external resources & materials
- Mobility International USA (MIUSA) is an advocacy group with student- and professional-facing resources as well as custom support services. Their site features an easily navigable library and is especially helpful for anyone searching for information regarding a specific disability, type of experience, or planning phase. MIUSA also regularly hosts live webinars that allow for even more engagement with their resources and support
- Diversity Abroad focuses on a student-facing general overview and how to start the conversation with students’ home institutions
- Go Overseas presents information in a blog style with tips and checklists for students planning to study abroad. Its first-person style may offer some credibility and visibility to students who may want to see someone like them studying abroad while navigating a disability and/or chronic condition. This resource in particular could be a great place to start a conversation with students, and it does point to additional resources and areas for further exploration
At “ground level”, institutions and study abroad providers are also expanding their support to better serve this growing population and put industry-level guidance into practice. This can take on many forms, from partnering with on-campus accessibility/disability offices, to strategically seeking out institutional partnerships capable of providing certain resources and support that students are looking for. This can include physically accessible spaces and/or flexible housing options, academic accommodations, onsite healthcare and well-being resources, and more depending on the student’s unique circumstances.
Physically accessible spaces include those in academic, housing, and other common areas around campus or as part of the program’s itinerary – basically anywhere a student may go during their time abroad. Physically accessible spaces can also include public and/or other transportation and the community spaces (neighborhoods, cities, regions, etc.) they provide access to, so advisors and program leaders should have a good understanding of the sites their students are likely to visit and whether (and how) physical mobility needs can be accommodated there. Conversations with students can also include whether a student can utilize any different mobility aids other than what they regularly use (either as a substitute for the duration of the program or on an as-needed basis during certain activities) – especially if their regular mobility aid, for example, a motorized scooter, could be difficult to maintain or repair in their destination.
Academic accommodations can be especially tricky to navigate and are often reliant on a student’s self-disclosure and advocacy. Additionally, part of the appeal of studying abroad lies in the exposure to new and different academic settings and expectations, so students may find that their home-campus accommodations either don’t fit their new educational environment or are unable to be implemented in a meaningful way, if at all. During initial advising, then, it becomes even more important to clearly explain what students can expect from their academic experience: from the contact hours, to the term’s pace, to any experiential/field-based components, to the grading structure and assessment styles, students should know as early as possible what their new environment could look like and consider whether and how they can be successful in it. From that point of critical reflection, the student should then hopefully feel empowered to seek out (or continue utilizing) home-campus resources for their guidance as well as their study abroad advisor’s assistance in determining if and how that support can continue while on their program. Once a student is abroad it can be difficult to retroactively seek assistance with academic accommodations, so the crucial time to put in this effort is when students are selecting and applying to their programs. Students and advisors should keep in mind during that phase, though, that flexibility can be important in these situations; timing, location, and program type are all factors that can influence student success when academic accommodations are involved, so proactively considering a wide range of options (if possible) will yield the greatest benefit for students and staff.
When it comes to meeting the healthcare and well-being needs of students studying abroad, there is (rightfully) a strong emphasis placed on both the preventive/preparation and crisis stages. In the preventive stage, students should be given information regarding health or global insurance (including coverage details and how to use them), ideally early enough in the advising and application process so that they can identify clinics/offices and/or clear any medication they plan to take with them or make a plan for how they may obtain it in-country. Advisors and program leaders should also be able to answer questions regarding any onsite (or on-campus) resources students can use while studying abroad, such as health clinics, counseling centers, etc. In the event of a crisis, students will hopefully be able to use these resources efficiently and effectively, but should also be prepared with emergency contact information for in-country and home-campus resources. As international educators and through our campus community, we can also empower students to continue to utilize their home-campus resources where available: well-being support from a familiar source can be helpful for students who may struggle to adjust to their new environments and, if available, telehealth appointments may provide an additional avenue from which students can seek assistance.
Ultimately, the key objective when implementing resources and support for students with disabilities is to make the resources and support visible: embedding contact and other details within a program brochure page, housing a comprehensive overview of resources on webpages like “Preparing” and/or “Health and Safety”, and incorporating the conversation into day-to-day advising as well as pre-departure orientation activities all serve to move the needle when it comes to fostering a culture of inclusion of this diverse population. They empower students and professionals to engage in open conversation and help to reduce the stigma toward and burden on students who may need these resources but are unsure where to start. Below are just a few examples from both institutions and providers that have implemented these visible resources for their students.
Dedicated pages for diversity, inclusion, & accessibility abroad can provide an overview for students on considerations and preparation, as well as direct access to support teams for further assistance. Including information on both visible and invisible disabilities can outline what possible accommodations may exist and could be used to house examples of programs that may more easily accommodate various accessibility concerns. Other versions of these resources include pages like disability, mental health, & self-care, and can even feature first-hand experiences from students willing to share their perspectives. Finally, these pages can also offer country-specific guides, scholarship information, links to videos and webinars as well as external resources, and more. My favorite pages are those that include specific guidelines for all parties: from disability/accessibility offices, to study abroad offices, to students, clearly identifying what everyone’s responsibilities are lays a strong foundation for consistency of care and expectations overall.
As the number and diversity of students with disabilities studying abroad continue to grow, their support needs from the moment they express interest in studying abroad to when they return home post-program will continue to evolve. The visibility and convenience of accessing necessary resources, then, will have a direct impact on students’ willingness to seek out and follow through with international education opportunities.
Concluding Thoughts
Each underrepresented student population has their own needs and situations that need to be met through proper resources and support. It is imperative that International Educators recognize that not all students who use the same self-identifying language require the same things. However, there are several areas of overlap that can be used to help build more sustainable, equitable, and ever-green structures and resources for your education abroad office. The main goal for adjusting resources and available support for all students should be centered around the ideas of equity, empowerment, and bringing about intentional change with students’ input. It is not our job to assume the needs of our underrepresented students, but it is our job to learn, listen, and adapt to make our spaces more equitably accessible at every stage of the process. By making changes to our processes and listening to needs, we can create international spaces that empower underrepresented students and professionals, while also working towards eliminating the stigmas attached to studying abroad and who can participate within it.
Education Abroad is not one-size-fits-all and as demographics in these spaces continue diversifying, it is essential that International Educators commit themselves to the reduction of barriers for these stigmatized groups. We want to be able to empower students to advocate for their needs, but we also need to challenge ourselves to foresee what students might not yet have begun to consider. We are the international education experts, and our underrepresented students are the experts on their experiences, so our collaboration will be the key to bringing about meaningful changes within our field. As time continues on and things continue to change, are you going to step forward to meet the needs of the changing generation?
