FAQ Resource for Parents of High School Study Abroad Students

by HOLA@HAJINKIM.COM | 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

1. Who will be chaperoning my child?
2. How many chaperones will there be?
3. How do you vet chaperones? What are your chaperone requirements?
4. What is the chaperone to student ratio?
5. What plans are in place for emergencies?
6. 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?
7. How do you vet host families and what information can you share about the family?
8. How will I know that my child is safe? 

Finance Matters

1. What is, or is not included in my program fee?
2. Does your program cover additional costs for participants? 
3. What will my child’s host family provide for them (i.e. financial obligations)? 
4. What financial resources are available to support my child going abroad?
5. How do you manage the ‘surprise costs’ that come up for participating in a global program? 

Country of Study or Travel Destination 

1. Where can I find out more about the host destination or host culture?
2. What is the experience of living with a host family? 

Logistics

1. What are the sleeping arrangements?
2. 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?
3. How will my child be supported if my child has various needs (limited mobility, language learner, etc.)? 
4. How are the staff trained to handle identity issues when they take a child on a global program?
5. How are staff and host families equipped to navigate mental health concerns that might arise?

From Imposter Syndrome to Empowerment: Strategies to Encourage HBCU Student Participation in International Fellowships

by HOLA@HAJINKIM.COM | Jun 24, 2020 | Articles

Posted: Wednesday, June 24, 2020
By: Stephanie Tilley – Prairie View A&M University
Lily Lopez-McGee – Howard University

Historically Black Colleges and Universities (HBCUs) have a longstanding legacy of providing access to higher education for students from communities traditionally excluded from postsecondary education. The student demographics at most HBCUs include students from first-generation backgrounds, immigrant and racial minority communities, and students with high financial need; student populations that are often minoritized in other institutional contexts. HBCUs, in short, serve student populations typically underserved in areas such as education abroad and international fellowship awards, but may not be positioned to access these opportunities. This article outlines the unique circumstances HBCU students face in accessing international opportunities, and offers asset-based advising and programming strategies to help students attending HBCUs envision themselves in internationally focused programming.

To date, national data on the frequency in which HBCU students are awarded international fellowships is not available. However, HBCU student participation in education abroad can help offer an approximation of what participation might be in international fellowships. For example, in reviewing the profiles of recent awardees of some of the most recognized international fellowship programs (e.g., Fulbright Fellowship, Rhodes Scholarship), it is clear that many successful candidates engage in international experiences such as education abroad and international internships. If education abroad data, then, offer an indication of participation in international fellowship, 2014-2015 data would demonstrate that only 3.4% of students attending HBCUs engaged in education abroad programming (Redden, 2018). The numbers, while sobering, also suggest an incredible area of opportunity to engage more HBCU students in internationally focused fellowship and scholarship programs.

Students at HBCUs, in many cases, have strong networks of support that may not be aligned to help them access education abroad and international opportunities (e.g., Salisbury, Umbach, Paulsen, and Pascarella, 2009; Yosso, 2005). As noted earlier, engaging in international opportunities can position students to access international fellowships and scholarships; not having networks that can support them in these endeavors can make it difficult for HBCU students to see themselves as successful candidates to such awards. Too often, students may not visualize themselves as the right candidate or question their qualifications for such opportunities, exhibiting indications of imposter syndrome that staff and faculty may be well positioned to help them overcome.

Imposter Syndrome

Imposter syndrome explains the feeling of doubting one’s accomplishments and credibility (Parkman, 2016). This feeling is characterized by viewing oneself as an unqualified fraud who is undeserving of accolades especially in comparison to others. Informal and formal data infer that many students attending an HBCU experience imposter syndrome specifically regarding personal and professional development opportunities. Within an international fellowship and scholarship context, HBCU faculty and staff have concluded HBCU students may hesitate to apply and may experience unique barriers in accessing these opportunities. It is critical that international educators empower our HBCU students to view themselves as capable and deserving candidates with unique and valuable perspectives. It is crucial that HBCU students visualize themselves as recipients of international fellowships and scholarships because through these opportunities students can evaluate and strengthen their world view as they receive and integrate new information through their experiences. International fellowships and scholarships can offer new experiences and exploration that can help students grow personally and connect more deeply with others. As a result, it is important that HBCU students feel grounded in their sense of self so they can feel confident in the strengths they bring to such opportunities.

International educators play an integral role in helping HBCU students better understand why they are well positioned to be successful in their applications for international fellowships and scholarships. Through various strength based strategies, specifically advising and programming, international educators can empower HBCU students to overcome feelings of inadequacy. Advising within a collegiate setting is the process of giving insight and direction to students in academic, career, and personal matters. There are various approaches to advising; however, it is important to use approaches that are complementary and suitable for HBCU student populations. As noted earlier, HBCU student demographics include racial minorities, first generation students, and/or students who demonstrate high financial need. Such diverse demographics involve more personable interaction and higher engaging advising (Williams, Glenn, and Wide, 2008).

Nurtured Advising

It has been inferred that an effective advising strategy within the HBCU community is nurtured advising (Williams, Glenn, and Wider, 2008). Nurtured advising involves developing a personable relationship between the advisor and the student in a manner that resembles a family dynamic; this type of advising creates a strong sense of community by using teaching moments and life lessons to support the student. This form of advising requires a more active and engaged interaction with the student. Furthermore, an aspect of nurtured advising entails street advising, which describes nurtured advising extending beyond a formal setting and occurring in various manners. This form of advising can happen in individual conversation or informal settings such as the cafeteria or in the hallway. The essence of nurtured advising is building connection and care. This approach builds trust with HBCU students which solidifies the students’ belief that their advisor is invested in their best interests. Therefore, this form of advising can be a useful model to help increase HBCU student participation in international fellowships and scholarships.

Advising Strategies

In addition to nurtured advising, there are strategies to encourage HBCU student interest and participation in global awards. An important advising strategy is to align student qualifications and interests with the appropriate fellowship opportunity. It is important to identify fellowships that students are eligible for which are predicated on various factors such as classification and language proficiency. An understanding of the opportunities that students are eligible for allows advisors to guide and direct student expectations. Furthermore, it allows advisors to merge student eligibility with student interests; advisors are able to consider how the students’ personal goals align with the opportunity and ultimately pair the student with the most suitable fellowship opportunities. Additionally, advisors should maintain an active presence throughout the students’ application fellowship process. Advisors can do this through goal setting activities and regular check ins. The essence of establishing an active fellowship advising presence with students is consistency. Through consistent actions, HBCU students begin to recognize and appreciate their own strengths and view the advisor as a part of their support network (Williams, Glenn, and Widers, 2008). This sense of security fosters student empowerment and success.

Integrating Support Systems

Applying for a nationally or internationally competitive fellowships or scholarships can be an intimidating process. Two key strategies to help make the process more accessible include building strong partnerships between HBCU staff and faculty and fellowship/scholarship staff that emphasize student awareness and developing materials that highlight the stories that are relatable to students attending HBCUs.

Developing Meaningful Alliances

Fellowship and scholarship providers are positioned to support staff and faculty who work closely with HBCU students. However, cultivating intentional alliances is not simply about hosting an informational session with interested students. It involves developing a rapport with HBCU campus stakeholders that includes regular communication with staff and faculty, providing easy to share materials that are relevant to HBCU students (e.g., videos, alumni profiles), and offering support to staff and faculty that can make the information easier for students to access. Intentional partnerships involve time and involvement in the same way that nurtured advising cultivates relationships of trust between students and advisors. Similarly, fellowship and scholarship providers can identify campus stakeholders with whom they can develop longer-term communication that makes their opportunities more accessible to students on HBCU campuses.

Highlighting HBCU Fellows Alumni

Once an intentional partnership is developed, providers should seek to build resources and materials that help empower students to see themselves in such opportunities. These strategies help center students’ strengths and assets rather than emphasizing barriers. This can include highlighting the stories and accomplishments of fellows and alumni from HBCUs, offering rich narratives (e.g., videos, digital stories, printed material) that demonstrate the diverse experiences of students attending HBCUs. Another approach is to support existing initiatives HBCUs have started that contribute such efforts rather than recreating new initiatives. Doing this can help amplify the work of HBCU colleagues and simultaneously bring information about fellowship/scholarship programs to more students. While these are but two examples of strategies that HBCUs and fellowship/scholarship programs can employ, meeting students where they are and working with the fellowship programs to tailor presentations to student experiences are particularly valuable.

Concluding Summary

International educators have a direct influence and impact on student development and success. Therefore, it is imperative that international educators provide sufficient support to increase HBCU student participation in various global fellowship and scholarship opportunities. HBCU students can view themselves as successful applicants for these opportunities through effective support systems, advising and programming that leverage asset based strategies. HBCU students possess rich experiences and backgrounds that will compliment and contribute to any international fellowship and scholarship they partake in. Therefore, as international educators, it is our duty to ensure this student population is well supported and encouraged to engage in these enriching opportunities.