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
Yosso, T. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69-91. DOI: 10.1080/1361332052000341006
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
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.
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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Dobson, B. (2020, July 6). FSU President Thrasher plans to create task force on anti-racism, equality. Tallahassee Democrat. https://www.tallahassee.com/story/news/2020/07/06/fsus-thrasher-plans-create-task-force-anti-racism-equality/5383903002/
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Sep 18, 2020 | Articles
Posted: Friday, September 18, 2020
By: 2019-2020 Diversity Abroad Global Education High School Taskforce
Studying abroad can be a life changing experience that can help young adults learn about the world, develop essential life skills, and prepare them for their lives after high school. While the idea of studying abroad can be an exciting opportunity for high school students and their families, it can also be overwhelming. For parents, it is completely natural to feel uneasy about the prospect of sending your child overseas on an exchange program. You may have many questions, or you may feel like you do not even know what questions to ask. Here is our list to help answer some of those frequently asked questions, and a list of questions that you can use as you research your child’s study abroad opportunity.
Questions you might have:
1. What is this going to provide my student that studying here cannot?
Study abroad is a high-impact educational practice that increases positive outcomes for students. There are many activities in which your student can participate while in school, including internships, writing-intensive classes, or service learning. Study abroad offers a unique opportunity to develop cultural awareness and communication skills that will serve them well in increasingly global workplaces. Some of the benefits include:
- Preparation for college by way of living and engaging with others and adapting to a new and different environment with peers.
- Real world opportunity to develop and practice skills such as collaboration, communication, dialogue, conflict management, time management, and decision-making.
- Space for self-awareness and reflection to better understand themselves, their identities, and their relation to the world.
- Studying abroad in high school provides students with a competitive edge when applying to colleges, internships and jobs.
- Creation and expansion of domestic and international networks and relationships that can last a lifetime, and can be leveraged for work and education.
Bonus: Read this article in Forbes to learn more about the benefits of studying abroad in high school.
2. How can my child feel comfortable in a new environment without their parent(s)/guardian?
- Before the program, discuss any fears or concerns and practice ways they can address them. Make sure to also discuss what they are excited about and are looking forward to.
- Spend time reviewing program materials together and research their destination.
- Ask about the availability and accessibility of supports for your child should they need them while abroad.
- Encourage your child to speak with high school peers that have participated in global programs in the past.
- Pose discussion questions that might help your student to navigate culture shock. Ask them to reflect on behaviors and routines that they are familiar with at home (such as ways of greeting people) and then encourage them to think about how these behaviors might be different in their travel destination. Ask them to reflect on behaviors that they think they are normal, rude, polite, impolite or strange at home and discuss how such behaviors might be perceived differently in their travel destination.
3. How often should/can I reach out to my child?
- Once a week and even less if possible – the more often they are engaged with “home” the more they are not present on the program; being present and not engaging with “home” much helps them more fully integrate into the host country and with their peers. Developing a daily routine in their new setting can help combat homesickness.
- Make a communication plan with your child so you know when to expect to hear from each other. Be sure to also discuss communications should emergencies arise or if your child needs additional money.
4. What does study abroad cost and how can I plan for the costs?
The fee to participate in a global program will vary depending on destination, length of program, provider, and included services. When determining how much money to send with your child, consider your child’s spending habits at home and discuss budgeting tips, especially if your child has not been responsible for budgeting their own money in the past. The advisors for your global program will be able to make recommendations regarding cost of living in the destination and elaborate on what is or is not included in the program fee.
Scholarships and fundraisers are a great way to prepare for additional and extra costs, but the first step will be to estimate these additional costs. Mint.com has a helpful resource for planning for international travel, and Diversity Abroad shares some budgeting tips in this article. Before you go, speak with your bank about any ATM or credit card fees that you need to plan for. You’ll also want to make a plan for exchanging money. Exchanging money is most expensive at airports. While it can be useful to have money in the local currency before you arrive, don’t stress if this seems impossible.
When budgeting for study abroad, be sure to take into account these sometimes-overlooked costs:
- ATM fees and foreign transaction charges
- Souvenirs/gifts for home
- Gifts for homestay family
- Snacks
- Toiletries
- Baggage fees (especially on the return home)
- Cost of luggage if needed
- Clothing if your child is going to a different climate than they currently live in
- Required immunizations or prescription medications
- Passport and visa fees
- Insurance costs
5. How do I get my child money if they need it or lose it?
If your child has an ATM card and you have access to putting money into their bank account as needed, transferring money to your child’s account is typically the quickest way to send them additional funds. Some general tips for money abroad:
- Be sure to talk to your program about access to money and discuss this with your child. Even if your child has a debit card, you should plan for how they will access money if it cannot be used. This is especially important if your child is going to a rural destination or a location where day to day transactions are frequently conducted in cash. How often will they have access to an ATM? Are local banks accessible to foreign visitors? This may impact how much cash they withdraw at a time as well as how they manage their budget.
- Encourage your child to not carry all of their cash or cards with them at the same time; if they lose their wallet or purse they will still be able to access other emergency funds if they have safely stashed them elsewhere.
- Make sure you and your child have your bank’s phone number in case you need to cancel an ATM or credit card.
- If your child does not have a debit card, Some US banks and credit unions have partnerships or shared branching agreements with foreign banks, allowing limited transactions to be completed abroad without a debit card – typically only simple transactions like balance inquiries and withdrawals are permitted. Check with your financial institution to see if this might be available to you.
6. What financial resources are available to support my child going abroad?
Below is a list of national scholarships available for high school study abroad, as well as scholarships offered by specific organizations for specific programs. It is helpful to pursue a wide range of resources when searching for funding. Scholarships can be offered on a national or state level, or they can be limited to specific programs or opportunities, and you might find some valuable resources within your own community (try contacting your local rotary club or other local service organizations in your community). Fundraising may be crucial in order for your child to access international travel opportunities. Consider what talents and skills exist in your local community and leverage them in order to design creative fundraising projects! View CIEE’s webpage about fundraising for high school travel, and download their fundraising toolkit!
AFS Scholarships
https://www.afsusa.org/study-abroad/scholarships/
AFS Fundraising Guide
https://www.afsusa.org/study-abroad/scholarships/fundraising/#afs-nav-fundraising-ideas
American councils for international education assistance fund
https://www.americancouncils.org/us-study-abroad-assistance-fund
Brandon Goodman Scholarship
http://ww7.bgscholarship.com/
CET Financial Assistance and Scholarships
https://cetacademicprograms.com/high-school/finances/
CIEE High School Global Navigator Scholarship
https://www.ciee.org/go-abroad/high-school-study-abroad/summer/global-navigator-scholarships
DC Public Schools
https://dcpsglobaled.org/why-study-abroad
Global Glimpse
https://globalglimpse.org/
Greenheart Travel Scholarship
https://greenhearttravel.org/resources/scholarships
Rotary Youth Exchanges
https://www.rotary.org/en/our-programs/youth-exchanges
School Year Abroad Program Scholarships
https://www.sya.org/admissions/affording-sya/scholarships-financial-aid
The Experiment in International Living Scholarships
https://www.experiment.org/apply/scholarships/
U.S. Department of State Scholarship programs
https://www.usagermanyscholarship.org/
https://www.nsliforyouth.org/
https://www.yes-abroad.org/
Youth for Understanding scholarships
https://www.yfuusa.org/study/scholarships/
7. What resources are available to my child if they are interested in understanding how their identity might impact their experience abroad?
- Ask the teacher or program that your child is working with if they have any available resources or would be willing to connect you with program alumni or parents of program alumni.
- Explore websites like DiversityAbroad.com. DiversityAbroad has helpful resources that can be accessed for free, such as Destination Guides that contain useful information such as country demographics and the status of diversity and inclusion in that country.
8. How many high school students study abroad?
- Currently, widespread data is not available to indicate how many American high school students study abroad each year. However, high school exchange programs have existed for several decades and are continuing to grow in accessibility and popularity.
- Data should be available with the organization or program that you are considering your child travel with. They should be able to provide you statistics as well as program impact.
- CSIET is a large professional organization that certifies many study abroad programs for high school students and collects data about participants in these programs. Helpful information about participation rates and student demographics can be accessed through their website. Data indicates that upwards of 1,000 high schoolers travel abroad each year on CSIET-certified programs.
9. How can I connect with my child while they are abroad?
- International calling plans can be expensive. If your child has a smartphone, consider relying on free internet-based messaging apps such as WhatsApp, Google Hangouts, and Messenger that your child can use to call or message you over WiFi.
- Make sure to keep time zones in mind. Your child will likely have a busy schedule so you may not be able to talk to them as frequently or at a time that is convenient for both of you.
10. How will I know that they’re safe?
- Be sure to review program materials and speak to the program provider or group leader about what safety measures are in place. Study abroad programs follow standardized best practices to ensure student safety, but how these practices are implemented can vary by program and country so the best source for this information are the staff working on this program or the resources they have provided you.
- While program providers and staff do their best to ensure and monitor student safety, some of the same risks that exist in the U.S. exist abroad. For example, pick-pocketing and traffic accidents are scenarios that all students should be aware of before traveling abroad. You should encourage your child to take the same precautions they would take when traveling in the U.S., such as keeping track of their valuables at all times and looking both ways before they cross the street. As they will surely stand out as not being local to their destination, they may attract additional unwanted attention. There may be new traffic patterns that they are not used to. For example, cars may drive on the opposite side of the street or pedestrians do not have the right of way.
- The U.S. Department of State maintains a website called travel.state.gov where safety information can be found for international travelers. Here you will be able to find out more information about the country, any current travel advisories or warnings that may exist, and any other special considerations.
- While many programs may do this on your child’s behalf, consider enrolling your child in the Smart Traveler Enrollment Program (STEP) . This is a free online system that allows international travelers to record their travel plans with the U.S. Embassy or Consulate in that country. If anything happens while your child is in the country, they will receive important communications through this program from the U.S. Embassy abroad.
- Visit the U.S. Center for Disease Control Traveler’s Health website for specific information about health risks or required immunizations.
11. How do I know my child is ready for study abroad?
While studying abroad is a great opportunity, this may be your child’s first time away from you, their family, or their community, and a natural question to ask is whether your child is prepared or ready for this experience. For any student, this experience will come with challenges and growth, but it’s also okay to question whether the study abroad program seems the appropriate amount of challenging for your child’s maturity level and unique personality.
Some traits successful study abroad participants demonstrate include maturity, motivation, curiosity, flexibility, and adaptability. Again, this does not mean these students will not face challenging situations during their time abroad, but students who show some of these characteristics are more likely to overcome these situations with a good attitude and learn from the experience.
Consider how your child would react and respond in some of these study abroad scenarios and have honest conversations with your child about these potential challenges. If you ultimately decide this is not the right time for your child to study abroad, it does not close the door to future opportunities. Be encouraging and help your child work towards their study abroad goals.
Questions you should ask
Every global program is different. As you and your child research programs, you may find it helpful to ask some or all of the questions below.
Health & Safety
- Who will be chaperoning my child?
- How many chaperones will there be?
- How do you vet chaperones? What are your chaperone requirements?
- What is the chaperone to student ratio?
- What plans are in place for emergencies?
- What type of free time will my child have? Are there times when my child will be unsupervised? If so, what is the plan in the event they need to reach an adult during an emergency?
- How do you vet host families and what information can you share about the family?
- How will I know that my child is safe?
Finance Matters
- What is, or is not included in my program fee?
- Does your program cover additional costs for participants?
- What will my child’s host family provide for them (i.e. financial obligations)?
- What financial resources are available to support my child going abroad?
- How do you manage the ‘surprise costs’ that come up for participating in a global program?
Country of Study or Travel Destination
- Where can I find out more about the host destination or host culture?
- What is the experience of living with a host family?
Logistics
- What are the sleeping arrangements?
- How can I get in touch with my child while they’re on a global program, who should I contact if I cannot reach my child?
- How will my child be supported if my child has various needs (limited mobility, language learner, etc.)?
- How are the staff trained to handle identity issues when they take a child on a global program?
- How are staff and host families equipped to navigate mental health concerns that might arise?
