The Intersection of Identity and Experience: Latinx Students and Study Abroad
To help all students benefit fully from the study abroad experience, international education professionals must explore how students’ cultural identity intersects with their immersion experiences abroad. To this end, this poster examines different facets of Latinx students’ experiences at various stages of the study abroad process (intention, pre-departure, during and post-experience). Findings from three very different institutional contexts (i.e., small, midwestern women’s predominantly white institution, metropolitan majority-minority women’s college, midsize pacific mixed-gender university) suggest that even before study abroad, Latinx students have different expectations, support structures and self-identities than majority-identified students. Perhaps not surprisingly, then, results also indicate distinct experiences and outcomes of study abroad for Latinx students. With this understanding how can we better support Latinx students in pre- and post advising?
Karen Chambers: Saint Mary's College
Janelle Peifer: Agnes Scott College
Susan Goldstein: University of Redlands
Elaine Meyer Lee: Agnes Scott College
Immersion in India: Short Term Investment, Long Term Impact
As the population demographic in the United States increases in diversity, the need for health professionals to enhance their cultural competence is paramount. In response, faculty in higher education have developed short term study abroad programs, often described as “immersion” experiences. These experiences provide participants with a broadened world view of culture, as well as increased flexibility and cultural awareness. However, few studies have reported changes on an objective measure related to cultural growth, or the long-term impact. This mixed methods study does both! Our results have the potential to convince stakeholders of a long-term investment in global learning.
Elizabeth Clark: Adventist University of Health Sciences
Jennifer Collins: Adventist University of Health Sciences
If Study Abroad for Deaf Students Is So Terrible, Why Don't Statistics Show It?
This poster will describe the NTID Deaf Italy Study Abroad program model (direct instruction, as opposed to interpreted instruction) that addresses access needs of deaf students. Study abroad for deaf students can be expensive, but it can also be affordable depending on the type of program. This poster will identify effective strategies and actions in addressing accessibility which can potentially support the needs of study abroad programs for deaf students.
Pamela R. Conley: National Technical Institute for the Deaf
Untapped Potential: Increasing Study Abroad Enrollment with Focused Fraternity Outreach
A global education is a crucial part of today’s job market and students want increased options to individualize their experiences. Despite this, men are a minority when it comes to studying abroad. This poster will explain how to encourage fraternity men to study abroad, special considerations when working with them, and ways to support them while overseas and upon returning home.
Grahaeme Hesp: Foundation for International Education (FIE)
Global May Uganda: A Collaborative Focus on Human Security
Since 2015, the College of Arts and Sciences at The Ohio State University has collaborated with The School of International Training on a three-week education abroad program focused on human security in Uganda. This poster will describe how this highly-subsidized program draws a diverse group of students from across the university to examine both the history and contemporary threats and responses to human security from multiple perspectives: urban, rural, educational, political, environmental and professional.
Garett Heysel: The Ohio State University
Salomé Fouts: The Ohio State University
Charlie Gbur: The Ohio State University
Charlotte Mafumbo: School of International Training
Diversity as a Student Learning Outcome: Achieving Measurable Results
Education abroad programs are rich with opportunities for studying the topic of diversity. CAPA The Global Education Network has taken steps to integrate topics of access and inclusion into its programs and curriculum worldwide. This poster offers a timeline and overview of the ways in which diversity has been integrated into CAPA programs through coursework and co- and extra-curricular activities. In addition, the poster will address the quantitative and qualitative ways in which the organization is currently assessing its student learning outcome of diversity by displaying data from end-of-term evaluations and course assessments.
Nora Larkin: CAPA The Global Education Network
Recognizing the Impact of Study Abroad on Women
Nearly two-thirds of study abroad participants are women, yet few studies have researched their specific experience in-depth. In fact, the discussion focuses on the marginalization of men and strategies to expand their enrollment. While it is significant to consider the equitability of study abroad enrollment there have been missed opportunities to critically examine the experience of women. This poster will describe the results of a mixed methods survey indicating significant gains in the global competency of women that studied abroad. It also presents recommendations for future research, program development, and career integration emphasizing the benefits of study abroad for women.
Jennifer Petrie: University of Pittsburgh
Bryan Schultz: University of Pittsburgh
Audrey Murrell: University of Pittsburgh
Impactful Study Abroad Opportunities for First Generation Students
Utilizing a cohort model and capitalizing on relationships with campus partners and International Studies Abroad, Arizona State University's Planning Scholars program supports first generation students in their pursuit of a study abroad experience. This poster will describe the program and cohort model, share successes and challenges of three cohorts, and present a vision of where the program is headed.
Carmen Pitz: Arizona State University
Malaika Marable Serrano: International Studies Abroad
Global Health Immersion Programs: Creating Pipelines for a Diverse Healthcare Workforce
We need a diverse global healthcare workforce! This poster will describe the program model between Morehouse School of Medicine, Children Family Health International, and International Studies Abroad and the strategies that have appealed to “underrepresented” students in this program towards increased access in the health care sector, domestically and abroad.
Moira Rogers: Children Family Health International
Robin Young: Children Family Health International
Chivon V. B. Stubbs: Morehouse School of Medicine
Two Perspectives on Launching and Implementing Diversity Initiatives and Programming
Semester at Sea has developed the Institute for Shipboard Education Advisory Committee (IDAC) to assess current practices, identify needs and address these needs. IES launched an Initiative to Diversify Education Abroad (IDEA) to creatively address the relatively low participation of students of diverse identities in study and intern abroad experiences. This poster will give an overview of how these collaborations were developed to improve diversity and inclusion efforts for both organizations and the resulting outcomes of this collaboration.
Laura Roth: Institute for Shipboard Education/Semester at Sea
Hernando Sevilla-Garcia: IES Abroad
Candace Patrick: Institute for Shipboard Education/Semester at Sea
Roadmap to Reengagement: A Case Study on U.S. Education Abroad to Mexico
This poster will showcase how U.S. and Mexican institutions together are fast-tracking efforts to make Mexico-based study abroad programs more accessible to U.S. students. Proven strategies to increase mobility to Mexico will be presented as a case study, with a focus on health and safety, marketing and campus engagement.
Christian Fredericks: University of Texas at Austin
All Equal?: The Influence of Finances on Minority Students' Participation in Study Abroad
This poster explores how student finances relate to a persistent ethnicity gap in study abroad participation. It will present findings on how loan and grant funding influences study abroad participation among students representing five ethnicities (Asian American, African American, Hispanic, White, and students from multiple ethnicities), as well as implications for equity, access and policy around how students finance study abroad.
Melissa Whatley: University of Georgia
Student Athletes Abroad: A New Playing Field
Clemson Abroad has successfully worked with four varsity sports teams to create opportunities for student athletes to study abroad in cases when they would not have otherwise had the chance. This poster will highlight the collaboration between Clemson Abroad and the Clemson University Athletic Department, and present unique challenges when working with student athletes. Come to the poster community and reception to meet and interact with National Champion Clemson Football players to hear first-hand about their recent service-learning experience in Haiti.
Meredith Wilson: Clemson University
Joshua Hudson: Clemson Abroad
Researching Abroad: Revitalizing and Redefining Global Education
In a world of study abroads, international internships, and volun-tourism, organizations often focus on providing the ultimate cultural experience through guided tours, strategic food stops, and promises of an expanded worldview. But a select group of students are choosing another experience: international research, independent of organized programs. This poster will highlight this exemplary program, how to leverage student scholars as new recruiters in global education, and why increased support for student scholars is paramount for global integration.
Anjali Martin: University of Pittsburgh
Hosting Inclusive Study Abroad Advising & Events
This poster will address the logistics and benefits associated with holding inclusive advising and events for students traditionally underrepresented in study abroad.
Bailey Lee: University of South Carolina
Navigating Identity via Community Engagement and Conservation Efforts in Bocas del Toro, Panamá
This poster will describe the field techniques that are employed for promoting and supporting student navigation of identity while on an environmental study abroad program in Bocas del Toro, Panamá.
Cinda Scott: The School for Field Studies
James Cramer: The School for Field Studies
What You’re Doing Wrong Marketing Diversity to Gen Z
Know you need to make your marketing materials more inclusive, but not sure where to start? This poster will present key learning from CISabroad’s case study about marketing diversity and inclusion authentically to Gen Z, including the scoop on Gen Z’s relationship with brands, and best practices and strategies for improving your marketing materials.
Jennifer Weisgerber: CISabroad
Study-Abroad Stories: Mapping Global Footprints for Recruitment, Marketing, and Fundraising
Students share their study abroad experiences, however institutions seldom innovatively capture/disseminate data to use as recruitment, marketing and fundraising tools. Regis’ Center for Global Connections partnered with its Office of Inclusive Excellence to create Study-Abroad Stories: Mapping Global Footprints. It is an interactive storytelling and data-sharing resource, which highlights multimedia and statistical data of the curricular, geographic, and student reflection aspects of the study abroad experience. The project uses walking tours, curated lists, thematic maps, and place-based narratives to share the study aboard experience. This poster will describe this innovative information-sharing model which is key to shifting strategies for recruitment, marketing and fundraising in the 21 Century.
Michelle Cromwell: Regis College
David Crisci: Regis College
Sources of Social Support Associated with International Student Belonging
America is a melting pot of people from diverse and underrepresented backgrounds. For many young people born and raised in another country, adapting to American university culture can be a great challenge. We know social support is critical for social and emotional adjustment, but what sources of social support are most critical for international student adjustment: faculty, domestic students, or international students? This poster will explore results from a recent study on sources of social support and belonging for international students (N = 280) attending 31 colleges and universities across the US.
Jintong Liu: Wake Forest University
Who I Am? Where I Am? Understanding Sense of Belonging for Indian International LGBQ Students in U.S. Higher Education
In order to build skills for global market place success, we must facilitate a strong sense of belonging on campus for international students, not in spite of their diverse identities but because of these identities. A sense of belonging (SB) is critical for successful acclimation and academic success and is acknowledged in many cultures across the world (Strayhorn, 2012). Compared to current identity development theories, SB provides a more culturally inclusive framework for how we as educators and researchers can understand and enhance support for the diverse identities our students are exploring during their time on campus. As the fastest growing international student population. In order for our students to be equipped with the best skills and tools, we as scholars need to decolonize our theories and metrics used to measure success. As a scholar practitioner, I bring over a decade of professional work to build programs founded in intersectionality to support underrepresented students. In 2008, I co-conducted the first ever national survey of Desi/South Asian LGBTQ people in U.S. higher education and have explored the cross-sections of race, gender, sexuality, class, HIV status, immigration history and language in shaping student’s experiences in U.S. higher education. Recently, I spoke with representatives from over twenty countries about strategies for supporting LGBTQ students in study abroad and international program contexts as a plenary speaker for ISEP’s annual conference. As an immigrant, gender queer QTPOC, first-generation college student and scholar, I would be honored to be recognized by Diversity Abroad.
Raja Gopal Bhattar: Univesity of California, Los Angeles