Presentation on theme: "Academy for Educational Development Colloquium on Diversity in Education Abroad May 2, 2006 What We Know About Diversity in Education Abroad David Comp."— Presentation transcript:
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 Race/Ethnicity U.S. Population 2000 U.S. Higher Ed. Enrollment2002* U.S. Students Abroad 2003-2004 2003-2004 Gilman Scholarship Applicants 2003-2004 2003-2004 Caucasian75.1%67.1%83.7%48.7% Black/African American 12.3%11.9%3.4%9.8% Hispanic/Latino American 12.5%**10.0%5.0%10.7% Asian American 3.7%***6.5%***6.1%10.5% Native American 0.9%1.0%****0.5%1.0% Multiracial2.4% Not Available 1.3%4.2% No Response XXX15.1% *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
Profile of U.S. Students Abroad 1993/94 - 2003/04 Open Doors 2005 Report on International Educational Exchange Race/Ethnicity1993/941994/951995/961996/971997/981998/991999/002000/012001/022002/032003/04 Caucasian83.8%86.4%84.4%83.9%84.5%85%83.7%84.3%82.9%83.2%83.7% Asian-American5%4.9%5.1%5%4.8%4.4%4.8%5.4%5.8%6%6.1% Hispanic-American5%4.5%5%5.1%5.5%5.2%5%5.4% 5.1%5% African-American2.8% 2.9%3.5%3.8%3.3%3.5% 3.4% Multiracial3.1%1.1%2.3%2.1%0.8%1.2%0.9% 2%1.8%1.3% Native American0.3% 0.6%0.9%0.5% 0.4%0.5% TOTAL76,30284,40389,24299,448113,959129,770143,590154,168160,920174,629191,321
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 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 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 United Negro College Fund, Special Programs Corporation Division of Policy Studies & Research Building Study Abroad Capacity at HBCUs Initiative Funded 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 Directions With substantial support through the U.S. Department of Educations 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 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 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 email@example.com