Introduction: A Virtual Issue on Diversity and Inclusion in Education Abroad

Contreras, Eduardo; López-McGee, Lily; Wick, David; Willis, Tasha Y.

doi:10.36366/frontiers.v31ivirtual.451

Cited by 4 publications

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References 9 publications

(13 reference statements)

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“…Existing research has primarily focused on a "cost-benefit" analysis examining influence factors such as program cost, financial aid, the need to maintain employment, socio-economic background influences, lack of awareness, and concerns about increased time to gradation as key barriers to African American study abroad participation (Contreras et al, 2019). Many higher education institutions have sought to increase African American study abroad enrollment by implementing singular efforts such as offering study abroad scholarships/financial aid, creating programs specific to African American students, or targeting locations relevant to African American students such as heritage-seeking study abroad programs.…”

Section: Introductionmentioning

confidence: 99%

Peer Mentoring and the Importance of Identity Work: A Case Study on Increasing Study Abroad Participation Among African American Students

Murrell

2022

Frontiers

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This article presents a longitudinal case study of efforts to increase participation of African American students who study abroad within an undergraduate business program. Based on an initial assessment, programmatic efforts were put into place and the impact measured across a five-year period. Results show that specific program changes that leverage peer mentoring and identity work substantially increased study abroad participation among African American business students. Key aspects of effective and inclusive program design along with the importance of peer-to-peer mentoring and identity work are discussed ln terms of their role in reducing racial disparities in study abroad participation.

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Section: Introductionmentioning

confidence: 99%

Peer Mentoring and the Importance of Identity Work: A Case Study on Increasing Study Abroad Participation Among African American Students

Murrell

2022

Frontiers

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Are You Listening? Self-Reflexivity and Storytelling as Tools to Foster Belonging

Contreras

Montgomery

2022

Historically Underrepresented Faculty and Students in Education Abroad

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Intercultural Learning through Study Abroad

Goldstein

2022

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Over the past three decades, the population of international students throughout the world has steadily increased. Although university students choose to study in locations other than their home country for a variety of reasons, including professional development and disciplinary training, nearly all education abroad programs have intercultural learning as a central goal. In this Element, perspectives derived from cross-cultural psychological research are applied to an investigation of the effectiveness of study abroad as a mechanism for intercultural learning. Effectiveness is broadly defined and includes not only overall favorable program outcomes, such as gains in intercultural skills, knowledge, attitudes, and awareness, but also a recognition that study abroad experiences and outcomes may vary depending upon participants' diverse and intersectional identities. Best practices for facilitating intercultural learning through study abroad are identified and strategies are outlined for addressing the methodological challenges of research in this area.

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Introduction: A Virtual Issue on Diversity and Inclusion in Education Abroad

Abstract: The Guest Editors introduce their virtual issue on Diversity and Inclusion in Education Abroad, which curates past articles published in Frontiers on the topic. Click on the links beside each selected article in the REFERENCES section below to read the full article.

Cited by 4 publications

References 9 publications

Peer Mentoring and the Importance of Identity Work: A Case Study on Increasing Study Abroad Participation Among African American Students

Peer Mentoring and the Importance of Identity Work: A Case Study on Increasing Study Abroad Participation Among African American Students

Are You Listening? Self-Reflexivity and Storytelling as Tools to Foster Belonging

Intercultural Learning through Study Abroad

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