by HOLA@HAJINKIM.COM | Oct 19, 2020 | Articles
Posted: Monday, October 19, 2020
By: Qinyuan Gu – Editor, International School Online
Yuka Jibiki – EFL Lecturer, International Education Center of Tokai University
Introduction
The U.S. has been the most popular study abroad destination for decades even after social and economic turmoil like the 9.11 attacks and the 2008 financial crisis. While its popularity is still going strong, we have noticed a change in the education abroad trends. This research focuses on the study abroad curves of two sending places of origins of China and Japan, after crises in the past. It also measures how U.S. higher education institutions support international students in this time of global crises.
Global Crisis and Its Impact on Study Abroad
While the U.S. college enrollments witnessed a decline of Chinese international students in the year of a global crisis, the following year always showed a wave of increase (Fish, 2020; Redden, 2020). After the 2008 financial crisis, GDP in China continued to grow along with an increase of Chinese middle-class families, which paved way for the craze interest in studying abroad in the U.S.. To Chinese students’ delight, American universities and colleges expanded their international student enrollment. The cost of studying abroad was lower than before due to the exchange rate changes (Choudaha, 2017). Nonetheless, Japan was in a different picture. Despite strong reaction towards safety concerns from students and parents, Japanese universities did not stop operating their U.S. study abroad programs after the 9.11 attacks to meet students’ demands (Ota, 2006). Though, the student mobility has been slowly decreasing since the late 2008 (Open Doors, n.d.). Kobayashi (2011) analyzed that there were two reasons behind: declining population and financial crisis in 2008. The plummet of student demography in Japan may have influenced the numbers of students studying abroad. Besides, the 2008 financial crisis hit Japan hard. In 2010, the average income decreased by 7% compared to 2001, which hindered Japanese families from sending children to the U.S. for further education. However, non-U.S. countries are gaining popularity to study abroad among Japanese students in terms of affordability and safety (Kobayashi, 2011).
New Moves in Education Abroad
The different choice made by the two international student populations provokes thoughts about their motivation and purposes of education in the U.S.. While most Chinese international students have been enrolled in degree-seeking programs, their Japanese counterparts are more likely to participate in short-term English language study abroad programs (Bradford, 2015; ICEF Monitor, 2018; Mccrostie, 2017; Open Doors, n.d.; Suzuki, 2017). The different expectations have led to a new stage of the international education field during this Covid-19 pandemic.
Although most institutions approach online instructions in the 2020 fall semester (IIE, 2020), some U.S. universities offer China-based semester programs for Chinese international students who are not able to come back to the U.S.. For example, Cornell University (n.d.) provides seven Study Away Programs for Chinese international students to apply for. Michigan State University, Trinity College and Fordham University have announced a new partnership with Shanghai Fudan University for Chinese international students to continue their study (Lynch, 2020; New Channel, 2020). Syracuse University and University of Connecticut also launched a study abroad at home program with East China Normal University for international students in Mainland China (Hills, 2020; Syracuse University, n.d.). In addition, American universities that have campuses in China like Shanghai New York University have established new systems for Chinese international students to study at their local branches (New Channel, 2020).
Virtual education abroad programs have become popular in Japan since the pandemic broke out in the early 2020 to meet the needs of students who had to give up their study abroad plans (Okawa, 2020a; Okawa, 2020b). Implemented with the National Geographic, EC English Language Centers, an English language school headquartered in Marta, offers online English language learning and content-based programs called the EC Virtual to international students (EC, n.d.). British Council has provided online English learning platforms for English language learners around the world. Recently, British Council in Japan launched a 90-minute live English lessons called myClass online with access to one-on-one study advice sessions specialized for residents in Japan. (British Council, n.d.a; British Council, n.d.b). Japan is not alone in the booming virtual education abroad market. CAPA, the private learning abroad provider headquartered in Massachusetts promotes summer 2020 internship abroad online (CAPA, 2020). AIFS, another study abroad program provider, also brings forward virtual study abroad programs (AIFS, n.d.). Students at University of Massachusetts at Lowell can earn credits by taking virtual study abroad and internship programs (University of Massachusetts at Lowell, n.d.).
Recommendation
Undoubtedly, these new moves are smart for two reasons. On one hand, international students can relieve from the stress of the unsettled travel ban policies and public health concerns while taking face-to-face and/or online courses at home. On the other hand, American institutions are able to keep their international students active in their systems. However, such win-win strategies produce new challenges for universities to integrate international students into the campus community. Institutions need to cultivate a sense of belongings for students on top of serving emotional, social, and academic support even in a virtual format. (Moravec, 2020). International students who have meaningful contacts with people from the host culture are more satisfied with college experience, and have tendency to be more successful in academics (Bowman. 2012). To foster a sense of belongings to the campus community as well as an intercultural experience despite the time difference and physical distance, we suggest five activities: virtual campus and city tour, virtual student orientation, social media takeover, online panel talks and obligatory appointments with academic and international student advisors. These cross-cultural connections and bonds will help international students engage in traditional U.S. campus life while studying away at home.
Conclusion
Crisis means danger and opportunities both in Chinese (危机) and Japanese (危機) characters. Though the Covid-19 pandemic has caused tremendous barriers to international travels, it has stimulated mutual support, knowledge sharing and multi-lateral cooperation. International education professionals also take the chance to learn from each other and help build a better world for students from all walks of life (Dietrich, 2020). International education will keep thriving as long as professionals stay creative and caring for international communities. After all, united we stand; divided we fall.
References
AIFS. (n.d.). Online/Virtual Programs. Retrieved from https://www.aifsabroad.com/
Bowman, K. D. (2012). Local connections: Helping international students find a welcoming place within the local community, International Educator, November/December. pp.27-30.
Bradford, A. (2015). Changing trends in Japanese students studying abroad. International Higher Education, 83, 22-23.
British Council. (n.d.a). myClass online (sutandado eikaiwa ko-su) [myClass online (Standard English conversation course)] Retrieved from https://www.britishcouncil.jp/
British Council. (n.d.b). Online course. Retrieved from https://learnenglish.britishcouncil.org/
CAPA. (n.d.). Remote Global Internships. Retrieved from https://www.capa.org/
Choudaha, R. (2017). Three waves of international student mobility (1999-2020). Studies in Higher Education. Retrieved from http://www.tandfonline.com/doi/full/10.1080/03075079.2017.1293872
Cornell University. (n.d.). Global Cornell Study Away. Retrieved from https://global.cornell.edu/study-away
Dietrich, A. J. (2020). Charting a Path Forward for Education Abroad Research. Frontiers: The Interdisciplinary Journal of Study Abroad, 32 (2), pp. 1-11
EC. (n.d.). EC Virtual de online eigo gakusyuu [Study English online with ECVirtual]. Retrieved from https://www.ecenglish.com/ja
Fish, E. (2020, May 12). End of an era? A History of Chinese students in America – Supchina. Retrieved from https://supchina.com/
Hills, L. (2020, June 25). FAQs – Fall 2020 – International Programming in China. Retrieved from https://abroad.uconn.edu/2020/06/25/fall-2020-international-programming-in-china/#
ICEFMonitor. (January 31, 2018). More than 200,000 Japanese students abroad in 2016. Retrieved from http://monitor.icef.com/2018/01/200000-japanese-students-abroad-2016/
IIE (2020, July 30). New IIE COVID-19 Survey of Higher Education Institutions Shows 92 % Shift to New Instruction Approaches for Fall Semester. Retrieved from https://www.iie.org/
Kobayashi, A. (2011) Nihonjingakuseino kaigairyuugakusogaiyouinto kongonotaisaku. [The obstacles of study abroad and the future among Japanese college students]. Web Magazine Ryuugaku Kouryuu, 2, 1-17. Retrieved from https://www.jasso.go.jp/sp/ryugaku/related/kouryu/2011/__icsFiles/afieldfile/2015/11/19/akirakobayashi.pdf
Lynch, K. (2020, June 12). Trinity College Faculty Approve Plan for Fall 2020 Semester: Students to Return Sept. 1, Classes Start Sept. 7. The Trinity Tripod. Retrieved from https://tripod.domains.trincoll.edu/news/trinity-college-faculty-approve-plan-for-fall-2020-semester-students-to-return-sept-1-classes-start-sept-7/
Mccrostie, J. (2017, August 9). More Japanese may be studying abroad, but not for long. The Japan Times. Retrieved from https://www.japantimes.co.jp/community/2017/08/09/issues/japanese-may-studying-abroad-not-long/#.W8KaLGj0nb0
Moravec, J. W. (2020). International education in the era of COVID-19: Making learning visible. Sociální pedagogika | Social Education 1:38-42.
New Channel (2020, August 6). Jin Qiu Kai Xue Ni Qu Na Ge Cheng Shi [Which city are you going to study this fall?]. Retrieved from https://www.xhd.cn/info/lx/157908.html
Okawa, S. (2020a, May 7). Koronakade ryugakuchushiga wakamononi motarasu ookinahenka:kono suunennha kyukakudaiwo tuduketeita ryugakusijyou daga. [The big change brought to the youths by the Coronavirus and suspension of study abroad program]. Toyo Keizai Online. Retrieved from https://toyokeizai.net/
Okawa, S. (2020b, June 14). Saikinn yokukiku “virtual ryugaku” tamesu kachi ari? Koronakade tokouwo dannnennshita gakuseini rouhounanoka [Is it worth to try the “virtual study abroad”?: If it is a good news for students who gave up going abroad due to the coronavirus pandemic.]. Toyo Keizai Online. Retrieved from https://toyokeizai.net/
Open Doors (n.d.). International Students. Open Doors. Retrieved from https://opendoorsdata.org/
Ota, H. (2006). How the 9.11 changed the study abroad program to the US in Japanese higher education. Hitotsubashi University Repository. Retrieved from http://hermes-ir.lib.hit-u.ac.jp/rs/bitstream/10086/8506/1/ryugaku0000900410.pdf
Redden, E. (2020). The longer the Coronavirus crisis persists, the bigger the likely impact on Chinese student enrollments. Inside Higher Ed. Retrieved from https://www.insidehighered.com/news/2020/02/13/longer-coronavirus-crisis-persists-bigger-likely-impact-chinese-student-enrollments
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by HOLA@HAJINKIM.COM | Oct 19, 2020 | Articles
Posted: Monday, October 19, 2020
By: Lo Chow (she/her/hers), Education Abroad Advisor – Babson College
Kyle Keith (he/him/his), International Programs Coordinator – North Carolina State University
Andy Quackenbush (he/him/his), Study Abroad Advisor – University of Wisconsin – Madison
Ashley Trebisacci (she/her/hers), Study Abroad Advisor – Brandeis University
Conrad Zeutenhorst (he/him/his), International Education Advisor – University of Maryland – College Park
International education is, no doubt, in a moment of uncertainty due to the adverse effects of COVID-19 on travel, student mobility, and higher education. However, for LGBTQIA+ students, the challenges of a global health crisis—while daunting—are not unfamiliar. Recent reporting on the United States’ response to COVID-19 highlights the ways it resembles that of the HIV/AIDS epidemic in the 1980s (Kane, 2020; McClurg, 2020). By anchoring our vital work with renewed commitments to equity and access for marginalized student communities, such as LGBTQIA+ students of color, international educators can—much in the same way as our students—persevere through challenges and emerge stronger and more inclusive. With greater knowledge of the theoretical approaches to queer student development theory and a rejection of deficit model approaches to student advising and support, we can begin this critical work.
Theoretical Framework
Queer theory can help advisors to understand better their students’ identity development processes, and to envision how students’ strategies and resilience in navigating their LGBTQIA+ identity might apply to an international experience. Contributing to queer theory development, Butler (1999) argues that gender identity is not absolute, but is something that is performative and acted out according to cultural norms. In the context of sexual and gender identity minorities, LGBTQIA+ people are constantly adapting the performance of their identities to meet the needs of the different cultural spaces they navigate on a daily basis. For some LGBTQIA+ individuals, there may be serious consequences if their behavior does not reflect the cultural context.
While McKnight and Kretzmann (1993) pioneered the concept of assets-based community development nearly three decades ago—the idea that solutions to community problems lie within the community itself and its strengths, rather than from outside sources—common portrayals of the LGBTQIA+ community today still frame the community’s needs and characteristics from a deficit perspective, focusing solely on the barriers and challenges that this population faces. Applying queer theory and assets-based community development theory to education abroad experiences, LGBTQIA+ students are well-equipped to adapt to multicultural contexts abroad because they must navigate different cultures at home. With a heightened sense of cultural spaces, including but not limited to gender expression and sexual orientation, LGBTQIA+ students may adapt more easily than their cisgender, heterosexual peers in an intercultural context such as studying abroad. In much the same way, students of color must frequently navigate the dominant cultural context at home, enhancing their ability to do so abroad.
Yosso’s (2005) landmark work on community cultural wealth helped spread the idea that marginalized communities not only face challenges based on their identities (a deficit perspective), but also possess six forms of cultural capital (an asset perspective): aspirational, linguistic, familial, social, navigational, and resistance. What could these forms of capital look like for LGBTQIA+ students when applied to the education abroad context?
Many LGBTQIA+ students develop significant navigational capital in the form of their decisions whether or not to come out throughout a variety of situations. Rather than being a single life event, coming out is a continuous process and journey that students undertake with every new person they meet and every network they are a part of. By weighing the risks and benefits of coming out to a person or a group of people, students become attuned to various signals that they have observed in those people. This ability to pick up on sometimes very subtle cues and words that people use can help those same students to pick up on cultural nuances and signaling if they find themselves in a new cultural context with different ways of communicating while studying abroad.
This student population also often acquires linguistic capital through having dialogues about their sexual orientation and/or gender identity. They frequently gain a rich vocabulary and fluency in these topics, whether through explaining their identity to those who do not share it or through having conversations within their own communities. This linguistic capital can provide an advantage as these students navigate their intersectional identities while abroad, and can aid them in forging deep relationships with others grappling with their own uniquely intersectional identities.
Call to Action
Though student mobility in international education has come to a standstill, it will eventually regain momentum. In this challenging time of collective uncertainty, international educators have a unique opportunity to examine critically the systems and policies under which we operate to break down institutional barriers and make global learning more accessible to all. Recognizing the intersectionality of oppression and exclusion are key to tackling these barriers. International educators should use critical race theory, queer theory, and strengths-based models to create policies and practices that address systemic racism and ableism as well as transphobia. Inclusion must now become integral to international education, rather than supplemental.
In the specific context of LGBTQIA+ student engagement, international educators should work with students, faculty and staff who identify with those communities to build sustainable resources, training and practices. Some recommendations include:
- Providing accessible resources and training for students, faculty and staff can be a good place to start implementing structural change. Institutions and providers could survey their partners abroad for existing LGBTQIA+ student resources and catalogue these into student-accessible advising resources.
- Transgender, queer and non-binary identities are underrepresented, and are often conflated with resources for gay, lesbian and bisexual identities. Attention should be given to resources that support these identities. The same purposeful attention and resources should be devoted to queer students of color, as too often LGBTQIA+ trainings and advocacy center Whiteness.
- All students should attend an orientation or program on the meaning of social identities in the context of their international education. This makes all resources accessible to all students without having to “out” them, in addition to helping build allyship for students who do not hold a certain identity.
- Faculty and staff managing study abroad sites could complete training on the meaning of LGBTQIA+ identities in the American context while students can be encouraged to research how those identities express themselves in their host culture with particular consideration given to the intersections of race, class, and ability.
Develop Diversity & Inclusion Competencies
The success of diversity, equity and inclusion efforts isn’t gauged by the passion of those carrying out this work. Being passionate about DEI and/or possessing a minoritized identity are important factors in this work, but not sufficient to accelerate effective diversity, equity, inclusion and racial justice strategies. Acquiring the requisite competencies is essential to develop, implement and advance sustainable DEI practices and policies in our sector. Learning and development programs such as the International Education Diversity & Inclusion Certificate , DEI related training programs at your place of work or within your local community, short online courses, or targeted readings offer opportunities to acquire and hone diversity and inclusion competencies. So whether it’s improving your marketing and advising skills or learning how to create a more inclusive office environment, acquiring and continuing to develop diversity and inclusive competencies will equip you with the skills, knowledge and confidence to champion and advance DEI within your organization.
More than ever, we must listen to our LGBTQIA+ students and better understand what they want from us, and how we can best acknowledge their assets and expertise. Though our instinct in an uncertain world is to lean on what feels familiar, we argue that there is no better time for transformation. Now is the time to make concrete changes to policies and practices that will benefit our students.
It is still too early to know what our world will look like on the far side of our current global health crisis. As we suspended education abroad programs and shifted to mostly remote instruction and learning, we asked students for adaptability and flexibility. Despite their hardships, we encouraged students to reflect on what lessons they might have learned from this past spring semester. International educators have, as a community of professionals, been similarly asked to imagine what our shared future might look like. Now, it’s our turn. As we move forward, we call upon our colleagues across the world to reflect critically on our systems and institutions, move in bold new directions, and renew our shared commitment to LGBTQIA+ equity and diversity.
Despite the tremendous challenges it has posed, COVID-19 has also offered the possibility to reimagine global learning by asking, how can higher education professionals support global goals and practices in the post-COVID-19 world? How can global learning still be achieved in the aftermath? This article argues for the implementation of strategies that leverage existing institutional resources to continue global learning on university campuses. While they must be tailored to each specific institution, a common focus can involve employing a variety of pedagogies and technologies to internationalize academic courses, provide cultural competence training to faculty and staff to integrate global perspectives, and incorporate innovative approaches to co-curricular programs.
Bibliography
Butler, J. (1999). Gender trouble: Feminism and the subversion of identity. Routledge.
Kane, P. L. (2020, March 22). ‘Unresolved grief’: Coronavirus presents eerie parallels for many Aids advocates. The Guardian. https://www.theguardian.com/world/2020/mar/22/coronavirus-aids-epidemic-san-francisco
Kretzmann, J. & McKnight, J. (1996). Assets‐based community development. National Civic Review, 85(4), 23-29.
McClurg, L. (2020, August 3). ‘They know what a pandemic is’: HIV survivors see similarities to AIDS epidemic. NPR. https://www.npr.org/2020/08/03/898581035/they-know-what-a-pandemic-is-hiv-survivors-see-similarities-to-aids-epidemic
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by HOLA@HAJINKIM.COM | Oct 15, 2020 | Articles
Posted: Thursday, October 15, 2020
By: Tanu Kohli Bagwe – Center for Global Engagement, Florida State University
Elçin Haskollar – Center for Global Engagement, Florida State University
Abstract
Despite its challenges, globalization gives higher education leaders opportunities to bring the world into college classrooms and other spaces of student learning to foster civic and global citizenship. The solidarity rallies to end police brutality and militarization are the most recent examples of how students can authentically engage with the world and connect their classroom knowledge and experiences around global issues. Unfortunately, the impact of COVID-19 pandemic has changed education dramatically, affecting nearly 2 billion students around the world. It has put a pause on many international initiatives that are the backbone of international education.
This brings forward the question: what can higher education professionals do in order to continue global learning initiatives despite the large-scale interruptions to face-to-face classes, events, experiences, studying abroad and a stemmed flow of international students that result from the COVID-19 pandemic? This article argues for the implementation of multi-dimensional strategies that leverage existing institutional resources to continue global learning on university campuses. Through reviewing the literature and by discussing the shifts made at Florida State University at the onset of COVID-19, the authors demonstrate how global learning can continue to be integrated into classes, curricular and co-curricular activities and programs.
Keywords: global learning, intercultural competence, COVID-19, diversity and inclusion, virtual programming, collaborative online international learning
As the World Health Organization formally declared COVID-19 as a pandemic, educational institutions around the world prepared for a period of remote learning and restricted international travel. By August 1, more than a billion students at all educational levels were affected by COVID-19 closures. Global learning suffered due to restricted international travel, large-scale interruptions to study abroad, in-person classes and intercultural events, complex entry restrictions for international students and scholars, and other initiatives that form the pillars of international education. Moreover, the renewed focus on the Black Lives Matter (BLM) movement underscored the need to better understand the importance of diversity and inclusion, recognize its intersectionality with other issues and help students draw connections between the global and the local.
Despite the tremendous challenges it has posed, COVID-19 has also offered the possibility to reimagine global learning by asking, how can higher education professionals support global goals and practices in the post-COVID-19 world? How can global learning still be achieved in the aftermath? This article argues for the implementation of strategies that leverage existing institutional resources to continue global learning on university campuses. While they must be tailored to each specific institution, a common focus can involve employing a variety of pedagogies and technologies to internationalize academic courses, provide cultural competence training to faculty and staff to integrate global perspectives, and incorporate innovative approaches to co-curricular programs.
Internationalization of Academic Courses
Gaps in global learning can be filled by incorporating innovative pedagogies in teaching traditional courses and using new media technologies for intercultural exchange. Research shows that students who complete global learning programs report significantly higher intercultural competencies than their counterparts. Internationalizing the course or program curriculum of traditional academic disciplines, hence, can be valuable in this context for helping students across all disciplines develop global knowledge, awareness and skills. This can particularly benefit those in STEM fields since demanding requirements leave them with little room to elect off-campus global experiences.
Sue (2001) makes a strong argument for embracing curricular diversity. They caution that without interdisciplinarity and multiculturalism in the course content, higher education degrees might become obsolete and lend no real value to apply in the workplace. A top down approach can thus be implemented at the coursework, research, and internship levels, along with inclusive assessment strategies as program requirements. Best practices can be derived from preexisting global learning courses, globalized core curricula, and glocal engagement opportunities built by colleges and universities as a part of their student learning outcomes.
To internationalize a course, Mahoney & Schamber (2004) recommend the use of Bloom’s Taxonomy on cognitive development along with the principles of Bennett’s DMIS model on developing ethnorelativism. These tools include practicing intercultural content analysis, implementing structured coursework in diverse student teams, international guest lectures through Zoom and collaborative online partnerships. Another suggested approach is to move away from Eurocentric content in inherently global fields like business and build a broader perspective grounded in international and postcolonial perspectives. This can provide a balanced and enhanced student learning experience, and help remove the othering and negation of the racial, ethnic, gender, and minority experiences in the classroom.
In the absence of a department or program level focus on intercultural competence development, pedagogical innovations implemented by faculty can be tremendously useful. An example is to invest in Collaborative Online International Learning (COIL) partnerships that bring the world into the classroom. COIL partnerships take the model of international peer writing programs a few steps forward by utilizing the benefits of global technological connectedness. Usually folded into the structure of the course, virtual partnerships offer the promise of online dialogue with other cultures, give students an opportunity for engagement with local cultures, discovering the connections between local issues in their communities and global problems, and building intercultural competence over time. FSU piloted its first COIL partnership in Spring 2020 and has expanded it after preliminary mixed-methods data analysis showed promising intercultural competence growth among participating students.
Cultural Competence Training for Faculty and Staff
A crucial piece of the internationalized curriculum and coursework puzzle is the role of faculty and staff. There is a glaring gap between intercultural competence and experience of faculty and staff, and the increasingly diverse student population they are manned to teach and nurture. To bridge the gap, interculturally trained faculty, international faculty, minority faculty, and faculty and staff engaged in intercultural and international projects can be resources for creating global engagement. By providing active, hands-on learning and fostering critical thinking, they can help students connect the local cultural, religious and ideological issues with global ones. Interculturally competent teachers, research shows, can more effectively facilitate the development of intercultural competence among their students. This means opportunities must be created to support faculty and staff so they can increase their skills and knowledge and ensure their courses and programs can be intercultural in nature. FSU has taken a multi-pronged approach by prioritizing intercultural training, diversity education programs, workshops and professional development programs available for faculty and staff. Post-COVID-19, existing programs and workshops such as the Global Partner Certificate were tailored for online delivery and continue to be offered by using online platforms like Zoom. Starting Fall 2020, FSU is also implementing mandatory diversity and inclusion training for all faculty, staff and students in an entirely virtual format.
Internationalization of Co-Curricular Programs and Activities
Intercultural programming can be a useful tool to promote a culture of diversity and integrate global learning among domestic, multicultural and international students. Before COVID-19, programming included popular activities such as language conversation partners, cultural displays, coffee hour and multicultural holiday celebrations. Since the pandemic, FSU has embraced virtual programming to continue building connections between the domestic and international students. Since shifting to online instruction, the International Coffee Hour, a highly popular social event, has been held on Zoom with short cultural presentations, followed by cooking demonstrations of an international dish and small group discussions. Such cultural learning opportunity was not utilized in the face-to-face interaction but is made possible through technology. While having more international and multicultural students does not always equate to a diverse and inclusive campus community, when combined with intentional programming, their voices can have meaningful contributions to creating a culturally competent campus. The pandemic, BLM, and tight immigration policies have created the need for safe spaces where the voices of international and multicultural groups could be heard, their concerns addressed, and their fears assuaged. The newly created international student and scholar forums have become important virtual platforms where attendees better understand their rights, report cases of racist and prejudicial actions, and get access to proper resources. Leveraging students’ perspectives and practicing active listening has allowed to readily respond to student needs and created a sense of intergroup dialogue and cultural bridge building among participating students.
Realities of Post-COVID 19 Global Learning
Achieving global learning in post-COVID 19 world is a massive goal that should involve a mix of approaches for well-crafted and executed domestic curricular and co-curricular programs. It must be embedded at each level of the institution for students, faculty and staff alike. Additionally, the institutional template must recognize the symbiosis of local and global issues and seek solutions by relying on the global minds and experiences that build a campus community. Lastly, institutions must be flexible, promote innovation in program delivery, and incentivize faculty and staff to adopt these strategies to ensure sustainable changes.
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by HOLA@HAJINKIM.COM | Oct 15, 2020 | Articles
Posted: Thursday, October 15, 2020
By: Brian Henry, Study Abroad Advisor – University of North Carolina, Chapel Hill
I believe we all dream of a place where a warm welcome will be waiting, where we will feel like we are meant to be. Reminiscent of a 90’s Disney movie ballad, the sentiment certainly expresses the human need to feel wanted and loved. Yet in this world of diversity and acceptance, how do you find a sense of belonging when you are constantly reminded that you are different?
Who am I?
While my story is unique, my experiences uncommon, I know that my perspective and feelings are shared by many across the United States, and the world. What makes my journey unique is that I was born in South Korea, adopted by White American parents at 11 months old, and raised in rural America. This dichotomy of identity can inherently create complications for some who meet me. When we are introduced to new people or concepts, it is human nature to instantaneously assign judgements and values upon them. Unfortunately, these judgements can be false and harmful, often based on stereotypes or personal biases, which can lead to prejudice and discrimination. In the US, there persists a pervasive and poisonous perception that all Asians are aliens, regardless that so many have called this country their home for generations and have, for better or worse, completely culturally assimilated. The other appraisal which is both divisive and denigrating is that aliens and immigrants from other races are somehow lesser as human beings.
Throughout my life, I have encountered racism ranging from microaggressions to blatant public bigotry. Some examples are: “go back to where you came from”, racial slurs (including being identified as Kim Jong Un), “you speak GOOD English”, and “I don’t date your kind”. The discrimination I experienced triggered the impostor syndrome early in my life and made the Asian American aspect of my identity difficult to embrace. To combat this and to prove that I belonged here, I expressed myself through American music and athletics, joined the military, and internally shunned my Korean heritage. I sought out White American role models and regarded those same people as heroes or mentors, specifically avoiding connecting with anyone who might detract from my desired White American persona. Fortunately, it was only through the thoughtful guidance and authentic advising from these same role models and mentors during my own college experiences that gave me the ability and confidence to embrace what I had rejected for most of my life.
Where do we go from here?
Now, as we grapple with this dual pandemic of COVID and xenophobia, racial divides have become as politicized as the upcoming presidential election. The current cultural climate in America has undoubtedly not made life any easier for people of non-White backgrounds, in some cases, reopening the scars from old wounds. And, although institutions of higher education are declaring that they wish to breakdown the systematic racism, one of the greatest hurdles to this is that, historically, most have been highly conservative in their policies and procedures and bureaucratically structured, making organizational changes incredibly challenging. The towns and cities in which our institutions operate may also contribute to the social systematic oppression.
However, there are continuously growing social and political movements for change. Perhaps this will be the time for all Americans to open their hearts and minds to others, no matter who they are or where they came from.
A Challenge to the Field?
My hope is for this narrative to provide the international education community with another perspective that has been rarely explored, to expand the definition of what it means to be American, and a call for genuine changes to how we treat one another. I was blessed with a loving family, encouraging friends, mentors, and educators, along with an innate resilience to keep moving forward and search for silver linings. However, not all students, nor all people will have the same, and we must remember that we do not begin or go through life with the same equities of support or access.
Furthermore, while our students are coming into college today with a vast array of intersecting identities and lived experiences, they are also increasingly aware of how they may be perceived by others. I believe it is essential to accept and welcome them with unconditional appreciation and understanding, so that, even if it is just for a brief time, they too will feel like they belong.
by HOLA@HAJINKIM.COM | Oct 15, 2020 | Articles
Posted: Thursday, October 15, 2020
By: Laquala M. Coleman, Ph.D., Dean of Students – Jackson State University
“Brown skin girl…
Your skin just like pearls…
The best thing in the world…
Never trade you for anybody else…
(Wizkid, Beyoncé , Saint Jhn , & Blue Ivy Carter, 2019).”
Research regarding black women in higher education indicates that black female students, faculty and staff continue to face barriers due to their race and gender (Gordon, 2004). Specifically, several researchers have identified instances of co-occurring gender and racial discrimination (Zamani, 2003). Watt (2003) found black women to be situated in unwelcoming, insensitive, and isolative environments.
I have…
A unique name;
A youthful appearance due to my black genes; AND
I wear natural hair in professional settings.
As a “brown skin girl,” I have survived educational and professional settings where I was the only member of underrepresented populations. On the other hand, I have prevailed climbing the higher education organizational ladder with incomparable resilience. Unfortunately, brown skin girls are expected to be strong. Brown skin girls are expected to be resilient. However, what is not often expected is brown skin girls reaching back to pull other brown skin girls forward. Although my story may not apply to every “brown skin girl” that has grown into a woman, it is my hope I can inspire or empower another brown skin girl to continue pushing forward, in an effort to reach their full potential.
In the months leading up to my undergraduate graduation, I contemplated putting L. Michelle Coleman on my résumé, instead of Laquala M. Coleman. I had high hopes of avoiding employers concluding my race prior to reviewing my credentials. While conversing with my mother, she provided support for whatever decision I made. Though she expressed adamantly, “No matter what you put on that résumé, your name is LAQUALA.” It was in that moment that I embraced my reality. Laquala earned that degree, not L. Michelle Coleman. I proudly went on to earn a Master’s Degree, as well as a Ph.D. More importantly, ensuring I included “Laquala M. Coleman” on every application and supporting document.
Has the road been clear of debris? Absolutely not! Have I faced adversity? Yes, indeed! Throughout my professional experiences, I have served in various capacities within Higher Education, in addition to being a social worker. In many of those roles, “seasoned professionals” have made comments such as, “You’re too young to understand….” Or, “I am going to send someone with you to handle that project since you look so young. Other people may not realize you are a professional staff member.” Whew! If you have never had to commend yourself on how you maintained self-control in a situation, you haven’t experienced life as a brown skin girl.
Conversely, this brown skin girl has been promoted from each role I have held within 1-3 years due to my strong work ethic. My integrity is the compass for my professional decision making. Hence, I have not compromised my morals or values to advance professionally. Furthermore, I do not make excuses. My reputation encompasses meeting all deadlines, generating thorough, as well as accurate information, and presenting facts when sitting at the table instead of feelings.
The aforementioned practices have contributed to my positive professional progression. I have learned along the way, people will attempt to devalue your presence, discredit your efforts, defame your name, and possibly doubt your credentials for various reasons. Do not waste your time or energy responding to others’ misconceptions or insecurities. Instead, you are encouraged to learn from every obstacle, while also understanding what is meant to be yours, will be. Lastly, never forget experience can never be taught. For this reason, challenge yourself to step outside your comfort zone. That is where the best life lessons will be learned.
In closing, if you are a brown skin girl, life has likely presented unique obstacles. You should never feel pressured to be anyone else other than the best version of YOU. Your story, your life, your existence is nothing short of exclusive. Life can become discouraging. When and if you get discouraged, which is human nature, keep your head up. Then, be reminded that the tenacity of brown skin girls is unsurpassable.
“Brown skin girl…
Your skin just like pearls…
The best thing in the world…
Never trade you for anybody else.”
As I write this letter to the brown skin girls around the world….“Dear Brown Skin Girl, You Are More Than Enough!”
~With pride, a brown skin girl from Flint, Michigan
