Academy for educational development colloquium on diversity in education abroad may 2 2006
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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.

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Academy for educational development colloquium on diversity in education abroad may 2 2006

Academy for Educational DevelopmentColloquium on Diversity in Education AbroadMay 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

Comparative Data on Race and Ethnicity in Education Abroad

*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


Academy for educational development colloquium on diversity in education abroad may 2 2006

Profile of U.S. Students Abroad 1993/94 - 2003/04Open Doors 2005 Report on International Educational Exchange


Research and literature on diversity in education abroad

Research and Literature on Diversity in Education Abroad

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].


Research and literature on diversity in education abroad1

Research and Literature on Diversity in Education Abroad

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.


Research on diversity in education abroad

Research on Diversity in Education Abroad

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

Other Issues:

- Heritage seeking opportunities


Research on diversity in education abroad1

Research on Diversity in Education Abroad

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.

  • Better data collection in the field. Consider how we can we collect demographic data (institutional/provider or national level) on underrepresented student participation rates for comparison. Also, it is important to disseminate this data/results to the greater education abroad community.

    - 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.


Research in progress

Research in Progress

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]


Research in progress1

Research in Progress

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.


Contact information

Contact Information

David Comp

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

773-702-8615

[email protected]


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