As articulated by W.E.B. DuBois, full citizenship rights and equality for Black people hinge on educational opportunity and experiences. This work reframes the discussion on racial equality in higher education by exploring the link between study abroad, Black liberation and the current and historic systemic exclusion of Blacks in higher education.
AUTHORS:
Linda D. Smith, Ph.D. | Assistant Professor of Political Science and International Relations, American University in Dubai
Karen E. Clay, Ph.D. | Director for Semester Study Abroad and Cultural Orientation, Spelman College
The focus on access to higher education is part of a larger struggle for achieving racial equality for Black Americans. As universities attempt to be on the forefront of the growing diversity, equity, inclusion, and justice (DEIJ) movements, often absent from national discussions is the role of international education. This further highlights the elitist and exclusionary nature of university education. Without drastic measures to improve current disparities in access to higher education and education abroad, racial inequality which has been perpetuated throughout the history of higher education in the United States will be exacerbated.
W.E.B. DuBois modeled over a century ago that access to higher education and learning abroad are the impetus to solutions for racial inequality. “[B]etween the time that I graduated from college [PhD, Harvard, 1895] and the day of my first experience at earning a living, there was arising in this land, and more especially within the Negro group, a controversy.”(1) The controversy dealt with what type of education Blacks and the formerly enslaved should receive in a country that prioritized the standing of White men. DuBois underscored an approach to Black liberation which requires education. According to Beck, DuBois’ three years abroad in Germany were crucial to DuBois’ development of inquiries on racial inequality, expansion of social citizenship, and the role of educated elites and government interventions in framing solutions to the Negro Problem (2). Higher education and more specifically education abroad has historically played an instrumental role in shaping the country’s leadership which created persistent institutionalized exclusion of Blacks from higher ranks in politics, government, and industry.
From the mid- to late 1800s, the greatest beneficiaries of higher education and education abroad were the sons of White wealthy elites (3). This cadre of Americans incorporated and completed education abroad through “grand tours” as a mark of sophistication, eruditeness, and access to international circles with social and political reach (4). Progressive Era politics and its ethos of social citizenship rights led to government reforms expanding access to higher education for middle- and working class Whites while often excluding Blacks. The Morrill Acts of 1862 and 1890 (Land Grant Acts) resulted in a proliferation of public flagship universities while requiring states that practice segregation to create separate institutions for Blacks. Additionally, the Servicemen’s Readjustment Act of 1944, or GI Bill, proved instrumental to the expansion of access to higher education by equipping White veterans and simultaneously denying Black veterans funding to support educational opportunities (5). The relationship between expansion of access for Whites and exclusion of Blacks in higher education and its link to education abroad are illustrated in the case of University of Delaware (UD).
Founded in 1743, UD is credited with establishing the country’s first wide-scale study abroad program in 1923 by World War I veteran Raymond W. Kirkbride (6). As Black students were denied admissions to UD, to comply with the second Morrill Act 1890, the Delaware Legislature opened Delaware State University in 1891 as the state’s college for Blacks. Because historically Black colleges and universities (HBCUs) quickly became overcrowded and under-resourced, this inequity served as the basis of several civil rights court cases that targeted segregation in public schools, especially institutions of higher education. In Sipuel v. Board of Regents of the University of Oklahoma (1948), the court held that colleges offering coursework and degrees not available at Black colleges must permit Blacks to apply and enroll into those programs at the segregated White institutions. It was only then that UD and other land-grant universities admitted Black students into programs not offered at HBCUs.
These universities continued to exclude Black people from admissions and subsequently opportunities and resources these institutions provide, such as education abroad. During the Lyndon B. Johnson administration, several land-grant universities in the South were placed under federal court order to demonstrate action plans to address Black exclusion. However, these plans which came to be termed affirmative action were not enforced and were swiftly challenged in federal courts starting in the 1970s, a battle which continues presently (7) (8). In fact, research clearly illustrates that Black enrollment rates, particularly at public elite universities, continue to decline as Supreme Court decisions, state ballot initiatives, and legislative acts restrict the use of race-conscious admission strategies (9). Further, these larger trends of declining Black enrollment must be central to discussions on low participation rates of Black students in education abroad.
As of 2021 Black participation in study abroad is at its lowest in years. According to the Institute for International Education (IIE) Open Doors Report 2022 Fast Facts, Black represented 4.1% of students who studied abroad compared to 68% White in 2020-2021 (10). Whereas participation increased by other ethnic groups including Asian/Pacific Islander 10%, and Hispanic/Latino(a) 12% (11). Only Blacks’ (4.1%) and Native Americans’ (0.4%) rates decreased during the pandemic years of 2020-2021 (12). These participation figures in isolation provide an incomplete illustration. Participation rates must be considered in the larger context of declining Black enrollment rates at more resourced land-grant universities under affirmative action bans (13).
As the world becomes more interconnected, preparing Black graduates for the globalized workforce and opportunities that maximize their earning potential is clearly an issue of equity and access. However, those concerned with racial equity in higher education must not only recognize the material and monetary impact Blacks suffer when denied opportunities for access to higher education and education abroad, but importantly they also should recognize the loss of intangible and intellectual opportunities. Consider DuBois. Recall that it was during his education abroad when he formulated liberation theories and action plans that had an incalculable impact on Blacks throughout the world.
Notes:
(1) DuBois, W. E. B. 1932. “Education and Work”. Journal of Negro Education 1 (1): 60–74.
(2) Beck, H. 1996. “W. E. B. Du Bois as a Study Abroad Student in Germany, 1892-1894”. Frontiers: The Interdisciplinary Journal of Study Abroad 2 (1): 45–63. https://doi.org/https://doi.org/10.36366/frontiers.v2i1.25.
(3) Hoffa, W., and Forum on Education Abroad. 2007. A History of US Study Abroad: Beginnings to 1965. Carlisle, Pa: Forum on Education Abroad.
(4) Cleveland, H., Mangone, G., & Adams, J. 1960. The Overseas American. McGraw-Hill Book Company, Hibbert, C. 1969. The Grand Tour. Weidenfeld and Nicolson; Hoffa and Forum on Education Abroad. 2007.
(5) Katznelson, I. 2006. When Affirmative Action Was White: An Untold History of Racial Inequality in Twentieth-Century America. New York: W.W. Norton.
(6) University of Delaware. (2023). “Our Study Abroad History.” Website https://www.udel.edu/academics/global/study-abroad/history/
(7) Saul, Stephanie. 2023. “If Affirmative Action Ends, College Admissions May Be Changed Forever.” The New York Times, January 15, 2023, sec. U.S. https://www.nytimes.com/2023/01/15/us/affirmative-action-admissions-scotus.html.
(8) Bauer-Wolf, Jeremy. 2023. “Supreme Court Justices Question When Race-Conscious College Admissions Can End.” Higher Ed Dive. October 31, 2023. https://www.highereddive.com/news/supreme-court-asks-when-race-conscious-admissions-ends/635394/.
(9) Smith, Linda. 2021. “Discourse, Threats, and Affirmative Action: A Comparative Analysis of Race-based University Admissions Programs in Brazil and the United States.” PhD diss. (Florida International University, 2021).
(10) Open Doors Report 2022 Fast Facts. n.d. Institute for International Education, Inc. The Institute of International Education. Accessed December 7, 2022. https://opendoorsdata.org/fast_facts/fast-facts-2022/.
(11) Open Doors Report 2022 Fast Facts. n.d. Institute for International Education, Inc. The Institute of International Education. Accessed December 7, 2022. https://opendoorsdata.org/fast_facts/fast-facts-2022/.
(12) Open Doors Report 2010-2021 Fast Facts. n.d. Institute for International Education, INC. The Institute of International Education. Accessed December 7, 2022. https://opendoorsdata.org/wp-content/uploads/2022/11/Fast-Facts-2010-2021.pdf.
Bista, Krishna and Anthony L. Pinder. 2022. Reimagining Internationalization and International Initiatives at Historically Black Colleges and Universities. Springer Nature.
Cole, J. B. 1991. “Black Students and Overseas Programs: Broadening the Base of Participation.” Proceedings of CIEE 43rd International Conference on Educational Exchange: International Education: Broadening the Base of Participation. Charleston, South Carolina: Council on International Educational Exchange.
Cleveland, Harlan, Gerard J. Mangone, and John C. Adams. 1960. The Overseas American. McGraw-Hill Book Company.
DuBois, W. E. B. 1932. “Education and Work”. Journal of Negro Education 1 (1): 60–74.
Hibbert, Christopher. 1969. The Grand Tour. Weidenfeld and Nicolson.
Hoffa, William W. 2007. A History of U.S. Study Abroad: Beginnings to 1965 (Volume 1). TheForum on Education Abroad.
Katznelson, Ira. 2006. When Affirmative Action Was White: An Untold History of Racial Inequality in Twentieth-Century America. W.W. Norton and Company.
Smith, L. 2021. “Discourse, Threats, and Affirmative Action: A Comparative Analysis of Race-based University Admissions Programs in Brazil and the United States.” PhD diss. (Florida International University, 2021).
Trooboff, Stevan, Michael Vande Berg, and Jack Rayman. (2007). “Employer Attitudes toward Study Abroad.” Frontiers: The Interdisciplinary Journal of Study Abroad 15 (1): 17–34. https://doi.org/10.36366/frontiers.v15i1.214.
Through the use of the Appreciative Advising Framework, this article provides strategies to advise first generation and underrepresented students who are applying for the Gilman Scholarship and other nationally competitive awards. A useful handout is also provided with sample advising tips and questions for advisors working with students.
At Diversity Abroad we celebrate Thanksgiving as a time to share and connect with those we care for. We are thankful for our families, friends, and community that support our mission. We recognize that for many, Thanksgiving may not be a time for celebration but a time for mourning. We encourage you to take the time to reflect on what the holiday may represent for others. As global educators, we will often encounter differences in how people around the world celebrate historical events and holidays.
This weekend we encourage you to take an intercultural approach to Thanksgiving, a very U.S. American holiday, and reflect on the ways that others observe and experience the day. We invite you to consider the questions below in your reflection.
In what ways can we build our own awareness of the United States historically fraught treatment of indigenous communities and immigrants? Are there ways we can develop meaningful partnerships with the Tribal Nations within our communities or regions?
How can we make space for storytelling to hear others’ experiences and perceptions of Thanksgiving?
In addition to these questions, we’d invite you to consider these resources and ideas for celebrating Thanksgiving respectfully.
Build Personal Awareness
Learn about the Indigenous communities’ land, territories, and languages where you live and work. Reviewing the resources available from Native Land is a great place to start.
Explore ways to recognize the land and water of your local region through a land acknowledgement.
Pay it forward by volunteering your time at a local organization or shelter.
Donate to a local Indigenous organization or offer in kind services to support a local initiative.
Support Native American/Indigenous student organizations on your campus or the Native American/Indigenous student resource center or multicultural office.
Our Mission
Diversity Abroad’s mission is to create equitable access to the benefits of global education by empowering educators, engaging stakeholders, and connecting diverse students to resources and opportunity.
By: Sub-group of 2021-2022 Career Advancement & Belonging Task Force
Daniella Lubey, Study Abroad Advisor, University of San Francisco
Adam Freed, Global Learning Coordinator, University of California Santa Cruz
Oi Yin Lo, Assistant Coordinator, China & Italy, FIT State University of New York
In the early days of international education, the administrative responsibilities of program development and implementation were nearly always undertaken by scholars and/or practitioners from other disciplines. Rather than focusing solely on international mobility, these professionals balanced international education with other administrative duties, athletic coaching, teaching, research, or other work. The data has shown that international education employees are burned out due to many universities, offices and institutions that are doing more with fewer resources. Burnout is a state of emotional, mental, and often physical exhaustion brought on by prolonged or repeated stress. Sound familiar? “Prolonged or repeated stress” would describe a normal day in many international offices, but since 2020, we’ve also been living in a world where the stress baseline has been raised considerably. Stress is a part of any job, but within the context of the pandemic and the “Great Resignation”, it begs the question: “Is burnout inevitable?”. International education professionals were forced to become crisis managers and work long hours to serve the needs of their students, but at the same time this took a huge toll on them personally.
In conducting a survey with the Diversity Abroad Career Advancement and Belonging Task Force, we received over 110 responses from current and former international education professionals on burnout in the field. Nearly three quarters of respondents work at a higher education institution and have over six years of experience in the field. Over 70% reported colleagues leaving the international education field in the past two years. While the majority of respondents noted that international education has always been a high-volume, fast-paced work environment, nearly 97% attributed these departures to the following main factors: burnout, low staffing to address workload, budgetary constraints, and insufficient compensation. Respondents had mixed feelings about staying motivated in the work that they care about, regardless of their years of commitment to the field. Over 25% felt their supervisor did not recognize their contribution to the team and over 30% did not feel supported by their supervisor and/or institution/organization; as a result many left their jobs. Taking time off for health and wellness was another area in which respondents did not feel comfortable doing.
Burnout is not discussed enough within our organizations. Resolving burnout often requires some kind of changes at the job, team, or organizational level. In developing self care practices to mitigate physical, emotional, and mental effects of burnout it is important to first of all, prioritize your health. In framing a new perspective about career situations, employees must consider which aspects of your personal and professional life are fixed and which can be changed. It is best to ask ourselves, what can we control and what is beyond our control? Hierarchical and other workplace structures can have an impact on contributing to or reducing burnout. Leaders play a big role in mitigating burnout among their employees. Discuss with your employer about your personal priorities in order to set realistic boundaries and guardrails in the workplace, press upon the necessity for a work-life balance and engage in personal rest and renewal. Continuing to allow flexible working arrangements is another area that can strengthen employee support and satisfaction. If necessary, ask people in your workplace or in your network for help or training that may be needed to succeed.
There is no doubt that pre-pandemic international education work was challenging, but as we have and are living through the COVID era, even more barriers have become ever present and we must take action to decrease burnout in international education.
By: Sub-group of 2021-2022 Fundamentals of Diversity, Equity and Inclusion Task Force
Catherine Clark Ph.D., Associate Professor of French & English, Director of Study Abroad, Averett University
Johileny Meran, Program Coordinator, Mobility International USA
Audience: Education Abroad professionals
Addressing the presence of disability in DEI
Challenges: Varying degrees of “visibility”of disability related resources and support in international exchange.
Conversations around Diversity, Equity and Inclusion (DEI) continue to grow in the field of education abroad and international exchange. As the work continues our Task Force wondered in what ways disability inclusion is represented in DEI work. It is worth noting that students with disabilities can also hold other identities that may be underrepresented in study abroad programs, and yet they represented a particularly underserved population in global education. So how do we maximize support for students with disabilities? One place to start is integrating disability inclusion into DEI efforts that are already in place.
Considerations for Inclusive Support
Establishing inclusive support is about taking a proactive approach to building an infrastructure that’s prepared to welcome and accommodate disabled students from program recruitment to re-entry after participation.
Consider that disability often overlaps with health and wellness: lean into a cooperative/supportive relationship with all related associates and offices to share both domestic and on-site resources. Along the same lines there are cultural differences to understanding disability and access. It is important to acknowledge this and discuss how it may impact a student’s experience.
The ADA (Americans with Disabilities Act) does apply to international education programs that are credit-bearing at an institution of higher education. Education Abroad offices bear responsibilities to reasonably accommodate disabled students; this also means they can reasonably demand resources to this end. For example, “Staff need to analyze each request for an accommodation on a case-by-case basis and avoid making assumptions about a disability. For instance, a person with vision loss may not be able to read Braille.” – Postsecondary Institutions and Students With Disabilities | ADA National Network).
So how can students with disabilities be supported in making decisions on participating in a program?
One example of integrating disability inclusion towards maximizing support is taking a two-pronged approach. Students with disabilities may need disability-related accommodations but they also need to understand disability culture at their site of interest.
Students with disabilities may need to consider what disability-related accommodations they will need while abroad and how these accommodations would be provided on their site.
Program providers can share information about the disability culture in the abroad site. For example, how is public transportation that students may use accessible in the abroad site, and if not accessible what are some alternative options for transportation. Another thing to consider is disability culture, how do the local community treat people with disabilities.
This two-part approach (2) considers support to be both about one-on-one in terms of disability-related accommodations and general in terms of disability being a part of a student’s social identity.
Networking for Expanded Global Support Systems
The field of international education is unique in many ways because of its wide ranging ability and willingness to collaborate— between private and public institutions, across borders, even among program competitors, people will exchange information and partner up to grow and diversify.
You don’t have to have all the answers and resources within your office – seek out partners, advocates, and experts!
Most importantly, when a student discloses a disability, begin with an open mind and willingness to work together. [see the expanded MIUSA Advising guide]
Start with the student: Ask them how they can be most successful on the program. What accommodations, equipment, or modifications will remove barriers and create access? They are the expert on their disability, while you are the expert on the program and host site.
Consult with the program provider, on-site team, and other relevant parties who support people with disabilities. Use these connections to find resources and make arrangements based on the student’s expressed needs.
Provide practical site-specific resources for different student demographics. Partners on and off campus can include organizations that contribute to the developed resources for students with disabilities.
Some existing resources for supporting students with disabilities include:
Exploring Resources for Students with Disabilities
The way disability resources are presented in organizations can vary in nature, often creating a confusing or opaque network of information. Information can be under Diversity & Inclusion, Student Services, Health & Wellness, or Funding & Scholarship. This makes us wonder whether finding disability resources for prospective study abroad participants is challenging, time-consuming, and even discouraging. (For example, NAFSA includes disability resources under Supporting Diversity and Inclusion in Education Abroad and the Forum’s DEI resources on Disability are almost exclusively academic journal articles).
Here are some examples of resources for students with disabilities that demonstrate the varying ways in which disability information is provided to potential participants of exchange programs:
3rd party providers with disability specific programming/initiatives:
Disability, Mental Health, & Self-Care Resources | IES Abroad Many students with disabilities don’t realize they can physically study abroad or, conversely, that enriching virtual programs exist. Although the location of disability resources can vary across organizations, the visibility of online resources for students with disabilities can be an impactful way to convince students with disabilities that participating in exchange programs is an option for them.
Conclusion
Disability inclusion and improving accessibility in international exchange and study abroad programs are ongoing goals and need to be reexamined and revisited regularly. Set up an annual evaluation, gather feedback/input from students and staff so that your office can continue to expand the resources from organizations in the field. One step exchange professionals can take to maximize the support students with disabilities in exchange programs is by reflecting and exploring ways that they can make their exchange related DEI sessions more disability inclusive.
This piece was started to understand why disability-related resources in reference to exchange programs seem to be in different locations, under different titles or themes, or absent altogether. The intersectionality of disability services with other offices as well as the broad potential accessibility needs of disabled students can make inclusion challenging. We don’t know whether consistency of location will change. But the visibility of disability resources and outreach can be impactful. It is important to recognize that proactively integrating disability inclusion into all phases of the international exchange process is a crucial part of maximizing support for students with disabilities.
Resources
We are grateful to our colleagues in the Fundamentals of DEI task force for helping us compile these resources.
Johileny Meran, Program Coordinator, Mobility International USA
Catherine Clark,
Supported by various colleagues in the Fundamentals of Diversity, Equity and Inclusion Task Force 2021-22
(1) This article acknowledges the debate around person-first vs. identity-first language, which varies even within the disability community. We thus use “disabled” and “with disabilities” interchangeably to more inclusively describe affected populations. See NCDJ Disability Language Style Guide and APA Bias Free Style Guide
Title: Bridging Inclusion Across Borders: Lessons from Europe and the U.S.
Presenters:
Shanah Khan, Intersect Madrid
Rachel Mantiñán, Academic Solutions
Description:
This session will explore how European and U.S. approaches to inclusion in education differ, focusing on the implications for students participating in international programs. Participants will learn strategies to address these differences and promote cohesive and inclusive environments.
Compare the foundational cultural and policy-driven differences between Europe and the United States in inclusive education practices.
Explore how these approaches influence outcomes for diverse student populations in international education programs.
Identify specific challenges or successes in creating inclusive environments across transnational contexts.
Discuss strategies for bridging differences to create more cohesive, inclusive education systems.
Title: Navigating the Tough Talks: Building Inclusive Classrooms Across Cultures
Presenters:
Stefania Bernini, CET
José Espinosa, CIEE
Description:
Navigating sensitive topics effectively is critical to fostering inclusive academic environments for U.S. students in Europe. This session offers tools and strategies for European staff and faculty to approach challenging conversations with cultural awareness and respect.
Identify sensitive cultural topics that may arise in U.S.-European student and faculty interactions.
Offer practical strategies for European educators to address challenging topics while maintaining respect and inclusivity.
Discuss case studies or examples of successful dialogue facilitation on sensitive topics.
Explore the role of training and resources for faculty in fostering culturally competent academic environments.
Title: Financing Dreams: Breaking Barriers for Underserved U.S. Study Abroad Students
Presenters:
Alsace Gallop, North Carolina A&T
Description:
Financial challenges often deter underserved U.S. students from participating in study abroad. This session will highlight creative funding strategies and best practices to increase access for these populations.
Discuss the financial barriers facing underserved U.S. students interested in studying abroad in Europe.
Explore creative funding options such as scholarships, grants, and partnership programs.
Analyze the role of financial literacy education in preparing students for cost management abroad.
Share best practices for equitably distributing resources to increase participation rates among diverse students.
Title: Diversity Decoded: What European Students Should Know About U.S. Colleges
Presenters:
Monique Hodges, Tulane University
Alejandra Rincon, UCSF
Description:
Understanding diversity at U.S. colleges and universities is key for European students considering study abroad opportunities. This session will provide an overview of diversity-related dynamics, challenges, and opportunities they may encounter.
Highlight key facets of diversity at U.S. colleges and universities, including race, ethnicity, gender identity, and socioeconomic factors.
Address potential misconceptions or expectations European students might have about U.S. diversity frameworks.
Explore how cultural differences impact European students’ experiences of inclusion in U.S. institutions..
Provide actionable advice for navigating diversity in both academic and social contexts in the U.S.
Title: Holistic Support Strategies for U.S. Students in Europe (pre-arrival)
Presenters:
Ethan Trinh, Georgia State University
Kyle Keith, Barcelona SAE
Description:
Providing effective and inclusive support is key to fostering academic success for U.S. students in Europe. This session discusses strategies European institutions are using to ensure all students thrive academically and personally.
Identify specific academic and non-academic challenges U.S. students face in European educational contexts.
Discuss tailored support systems implemented by European institutions for diverse student populations.
Highlight initiatives for inclusive student success, such as peer mentoring, accessible resources, and identity-specific programs.
Explore the impact of cultural adjustment support on students’ overall academic and personal growth.
Title: Building Bridges, Not Walls: Cultivating Inclusive Workplaces in Europe
Presenters:
Keshia Abraham, Abraham Consultancy
Claudia Issa, Universitat Autònoma de Barcelona
Description:
Creating an inclusive workplace is essential for supporting diverse employees in the field of international education. This session examines successful policies and practices for fostering inclusivity in European institutions.
Define elements of an inclusive work culture within European institutions.
Share examples of successful policies and practices that support employees from diverse backgrounds.
Discuss challenges in achieving inclusivity within transnational and multicultural teams.
Explore ways to embed inclusivity into professional development and workplace dynamics.
Title: Learning Where You Live: Engaging with Local Communities in Europe
Presenters:
Marta Minguella, Barcelona SAE
Maria Mateu, ISEP
Description:
On-site engagement with local communities provides invaluable opportunities for cultural and experiential learning. This session explores how European institutions can deepen students’ understanding through meaningful collaborations with diverse populations.
Examine the benefits of fostering cultural engagement with local, diverse communities.
Explore case studies of programs collaborating with marginalized groups, such as refugees, to enrich learning.
Discuss how experiential learning activities deepen cultural understanding and global competence
Highlight methods for evaluating the impact of such programs on students and host communities.
Title: Sustainability in Action: Integrating SDGs into International Education
Presenters:
Sean Reilly, AFS
Saskia Kaya, AFS
Description:
Integrating Sustainable Development Goals (SDGs) into international education programs enhances their global impact. This session explores how SDG-focused curricula prepare students and educators for responsible and informed global citizenship..
Discuss how SDGs can be seamlessly integrated into curriculum and program design.
Highlight the value of aligning international education goals with global sustainability objectives.
Share examples of collaborative projects or community engagement initiatives tied to SDGs.
Explore the benefits of preparing students with sustainability-focused learning outcomes.
Title: Identity & Inclusion at the Crossroads: Involving Students in the Development of Practical Support Strategies in the European Context (post-arrival)
Providing effective and inclusive support is key to fostering academic success and personal growth for study abroad students in Europe. This session discusses how European and U.S. universities address inclusion from different positions and approaches; and, in light of this crossroads, offers concrete strategies for developing practical support services for study abroad students onsite, in direct collaboration with past and current students.
Identify specific academic and non-academic challenges that students of varying identities face in European educational contexts.
Discuss systems implemented by European institutions and the tailored support services that study abroad programs can provide for diverse student populations.
Highlight initiatives for inclusive student success, such as peer mentoring, accessible resources, and identity-specific programs.
Explore the importance and the impact of cultural adjustment support on students’ overall academic and personal growth.
Title: From Abroad to Beyond: Turning European Experiences into Career Success
Presenters:
Nicola Sullivan, AIFS
Maya Edwards, AIFS
Description:
Global education experiences in Europe equip students with unique skills for careers in public and private sectors. This session highlights how these experiences translate into employability and career preparedness/strong>
Explore how global education in Europe impacts students’ employability and career preparedness.
Identify transferable skills developed through international education and their alignment with workforce demands.
Discuss reverse culture shock and strategies to leverage the abroad experience professionally.
Showcase alumni success stories to inspire future students.
Title: Ready, Set, Go: Enhancing Student Preparedness for Study Abroad
Presenters:
Courtney Kroll, McGill University
Alba Orgilés Fernández, Barcelona SAE
Description:
Preparing students for study abroad requires collaborative and tailored approaches. This session discusses comprehensive strategies that improve readiness and promote successful experiences in Europe.
Identify key components of a comprehensive pre-departure orientation program.
Discuss best practices for collaboration between home and host institutions to enhance student readiness.
Highlight strategies for addressing cultural expectations, logistical concerns, and academic preparation.
Explore how orientations tailored to diverse student needs improve overall program experiences.
Title: Leveling Up: Advancing Career Readiness with Global Experiential Learning
Presenters:
Fiona Kirk, SIT
Description:
This session explores how global experiential learning can be harnessed to support career readiness, especially for students from marginalized backgrounds. Using a case study from SIT’s Internship Module in Amsterdam, “International Perspectives on Sexuality and Gender”, attendees will examine how equity-centered internships and field-based experiences promote not only workplace skills but also personal empowerment and belonging. The discussion will highlight strategies to help students, particularly LGBTQIA+ individuals and others facing systemic barriers, transition confidently from college to career. Participants will also learn how to develop global and local networks to support both student and professional growth. At the end of this session , attendees will be able to:
Identify key elements that support students in launching meaningful careers.
Understand core career readiness competencies through a diversity, equity, and inclusion lens.
Recognize challenges faced by underrepresented students, especially LGBTQIA+ individuals.
Leverage global experiential learning to foster belonging and growth.
Build sustainable networks with NGOs and community-led initiatives.
Title: Mind Matters: Supporting the Mental Health of Diverse U.S. Students Abroad
Presenters:
Matilde Santini, CET
Chan Williams, Emory University
Description:
Addressing the mental health needs of diverse U.S. students is essential for their success abroad. This session focuses on proactive strategies to support student wellness in European educational environments.
Address the unique mental health challenges of diverse U.S. students in European educational settings.
Discuss stigma, cultural differences, and barriers to accessing mental health support abroad.
Identify proactive strategies to create a supportive environment that prioritizes well-being.
Highlight case studies of successful wellness initiatives tailored to diverse populations.
