Academy for Educational Development Colloquium on Diversity in Education Abroad May 2, 2006. What We Know About Diversity in Education Abroad David Comp The University of Chicago. Comparative Data on Race and Ethnicity in Education Abroad.
Academy for Educational DevelopmentColloquium on Diversity in Education AbroadMay 2, 2006
What We Know About Diversity
in Education Abroad
The University of Chicago
*Excludes Nonresident alien data- Sources: U.S. Census 2000; Open Doors 2005; National Center
** U.S. Census data provides separate data on Hispanic/Latino populationsfor Educational Statistics – Digest of Education Statistics 2004; and
*** Includes Hawaiian/Pacific Islander populationsBenjamin A. Gilman International Scholarship Statistics 2003-2004
**** Includes American Indian/Alaska Native populations
First article identified to specifically discuss diversity in education abroad
Gliozzo, C. (1980). The international education of minority students. Minority Education, 2 (5), 1, 6-7. Philadelphia: Institute for Minority Education.
This article stresses the importance of giving minority students an opportunity
to participate in Michigan State University overseas programs or in other
overseas projects based on a $15,000 grant given by the International
Communication Agency (United States Information Agency) in 1979. It explains
the procedures in selecting eligible minority students, type of allocations, and
the beneficial results of minority participants who study abroad. [Author].
Breakdown of the research and literature by type
The number of articles which tend to be considered more scholarly (conference papers/proceedings, journal articles, theses, chapter/sections or books and dissertations) are all found in the bottom 50% of articles published.
When added together there is approximately a 50/50 split between scholarly/research based articles and non-researched based articles.
Several resources found in the “Other/Misc. Resources” category are high quality scholarly works.
The quality of several research studies are certainly worthy of analysis and critique related to the methodological approaches used.
What do we know about diversity in education abroad?
Common Themes Found Across the Research Literature
Barriers to Participation in Study Abroad by Minority Students:
- Financial Issues (most commonly cited reason)
- Lack of Family Support and/or Needing to Remain Close to Family
- Concerns about Language
- Concerns about Discrimination
- Program Sites not of Interest
- Heritage seeking opportunities
Where do we need to go?
- Need for more rigorous and advanced research. The field needs more Doctoral
Dissertations and peer reviewed journal articles specifically focused on diversity issues in education abroad.
-Need for more quantitative studies. The majority of studies on diversity in education abroad are qualitative in nature and have produced valuable data. However, we need more studies that provide hard data. Results from this type of data and methodological approaches will be helpful in our advocacy efforts both here in Washington, D.C. and at our campuses/organizations.
- Need for longitudinal studies focusing on diversity issues. Replication of a recently completed or current projects known in the field but with a specific focus on diversity issues. Comparisons can be drawn from the data and analysis.
-Gain a better understanding of the heritage-seeking phenomena.
-Compare and analyze data on minority student foreign language study, retention rates and other academic issues such as attendance at community colleges vs. four-year institutions.
United Negro College Fund, Special Programs CorporationDivision of Policy Studies & Research
Building Study Abroad Capacity at HBCUs InitiativeFunded with the generous support of the IFSA Foundation, this project is designed to increase the representation of minority students in study abroad by strengthening the capacity of their study abroad offices and staff. The project will provide a mechanism for HBCUs to assess their current study abroad initiatives, develop new viable and effective study abroad strategies, supplement their current study abroad knowledge and resources, and implement new study abroad initiatives. Participating HBCUs will be coupled with a mentor institution to learn new strategies, engage in assessment activities, and network with study abroad organizations and experts in the field. By strengthening the capacity of study abroad offices at HBCUs, minority students will be better served as they explore study abroad opportunities. In addition, U.S. study abroad efforts and participants will be served by broadening the diversity of U.S. students participating in study abroad programs. [UNCFSP]
Minority Student Participation in International Programs and Activities: Attitudes, Obstacles and Future DirectionsWith substantial support through the U.S. Department of Education’s Title VI International Research Project program, this new two-year research initiative will examine African American students’ participation in and attitudes about international education activities and programs, including foreign language learning, study abroad, and international courses. This study will extend the scope of the National Security Foreign Language Program and focus on student attitudes and perceptions. This project will collect data through focus groups and a web survey, allowing for qualitative and quantitative data to be included in the final report. [UNCFSP]
Access International Education, Resources on Underrepresented Groups in
International Education, The University Center for International Studies
(UCIS) at the University of Pittsburgh
The University Center for International Studies (UCIS) at the University of Pittsburgh, with Title VI
funds, is undertaking a national study of the effects of institutional factors at public four-year colleges
and universities on the participation of undergraduate ethnic and racial minorities in international
education opportunities. To date, there has been no large-scale study of how institutional procedures,
policies or structures succeed or fail at Overcoming underrepresentation. Thus, no reliable data exists
on which to base policy recommendations, funding decisions, or program development. The project will
utilize a survey instrument developed by UCIS through a one-year project funded by the National
Security Education Program (NSEP). [AIE]
University of Minnesota, Learning Abroad Center, Multicultural Study Abroad Group
As part of their Curriculum Integration efforts, the University of Minnesota has compiled statistics
over the past few of years from their Crookston, Duluth, Morris and Twin Cities campuses. The data
provide useful information on minority students and education abroad as well as comparative data to all
students throughout the University of Minnesota system.
Adviser in The College
The University of Chicago
Office of the Dean of Students
Harper Memorial Library, 263
1116 East 59th Street
Chicago, IL 60637