August 30, 2023 SUMMARY: This thought piece emphasizes the importance of diversity, equity, and inclusion (DEI) in international education. It highlights the underrepresentation of scholars and...

In the work to increase access to global programming, a first step to facilitating the student athlete experience abroad seems to be that important element of simply recognizing those intersecting identities.

This article outlines the unique circumstances HBCU students face in accessing international opportunities, and offers asset-based advising and programming strategies to help students attending HBCUs envision themselves in global programs.

This article will serve as a dialogue of perspectives shared from European (EU) and American (U.S.) vantage points. Key features will include current research findings and best practices for engaging diverse and historically marginalized students.

Liberal arts colleges offer the promise that their campus is a place where students feel supported and have a sense of belonging away from home – concerns about the well-being of women students of color remain.

We are a diverse and global community that promotes the value of connecting different people across borders, virtual or physical, so that they can thrive as individuals and promote a more equitable and just world.

Qualitative research from the 2019 Global Engagement Survey (GES) shows that diverse and marginalized students also recognize the strengths that they bring to community-based global learning (CBGL) experiences.

Here are four ways international education professionals can work to build a climate of inclusion and belonging for inbound international students.

In this article, we will share strategies for creating professional development opportunities and career readiness in the context of global learning for a diverse population of students.

The increase of diversity amongst students with disabilities requires institutions to implement policies and practices that increase recruitment, provide support, and ensure resources are available to students and education abroad offices.

The choice to visibly identify as religious is just one choice that many people can make regarding identity throughout their lives. This article helps to address religion in the context of global education.

Until we take a hard look in the mirror and address our own failings when it comes to diversity, we will do our students a disservice in advocating for their diversification.

This article will shed some light on successful program models and resources, as well as debunk some myths around student-athletes studying abroad.

The wellness and success of students who have learning disabilities or neurodevelopmental disorders (e.g. ADHD) should always be a consideration for any professional who works in education abroad.

The toolkit outlined in this article includes 3 key elements: Brave Zone Action, Diversity Action Planning and Self Assessment, and Building Effective Trust.

Diversity Abroad recently published a literature review about Asian American students in global education. This blog post sought to start the conversation regarding Asian American students and study abroad.

While the benefits of study abroad and international education experiences are well-documented in the realm of higher education, much less data exists to demonstrate the positive impact it may have on high school students.

This article briefly examines the intersection between strengths-based approaches and the current education abroad paradigm, how a strengths-based approach could shape program design, and provides recommendations to both scholars and practitioners.

Given that international educators have the capacity to make a difference globally, it is imperative that we are fully present, emotionally engaged, caring and empathetic – characteristics of reflective leadership – so that the future leaders we inspire

Ultimately, learning how to be an ally to colleagues who face microaggressions can create an environment for everyone to thrive and succeed.

As allies who work in diversity & inclusion, how can we maximize our contributions within this complicated landscape where “political-correctness” often impedes honest interactions? This article explores thoughts on intentional engagement.

Through the advancement of technology, most of the remaining barriers to communication, online learning, and staying connected have been erased in global education.

For much of the 20th Century, it was generally accepted that one simply went to college to get a leg up, but a diploma is no longer the sole solution to securing a successful career. Education can afford many opportunities.

If you are in need of a recharge, this article covers a few measures you can take to ensure that you are equipped and healthy enough to persist through unrest.

As the field of global education looks for ways to expand its influence, high schools, K-12 serving organizations and community partnerships will become an increasingly important component.

For students with an interest in Disability Studies, Deaf Studies, and/or Disability Culture, this blog post will introduce a few opportunities to explore disability-related themes in a global context.

our success in these endeavors does not merely depend on the quantity of students we send abroad. We must also consider the quality of their experiences. The relation between inclusion and quality must be considered highly.

the percentage of students majoring in STEM who go abroad is now on par with the percentage of students in higher education majoring in STEM. This article explores the context of that percentage.

As international educators, how might we better prepare students for critical self-reflexive engagement during their international experiential learning or education abroad experience?

This article explores racism within the context of teaching abroad. Is it inherent? How can it be addressed and reconciled?

For institutions serious about examining campus climate, listening to student concerns, and mobilizing lasting change, what exactly is needed? How do we go beyond the rhetoric around diversity & inclusion and get to the heart of the very real issues?

First Generation College Students (FGCS) are a diverse group of students who often identify with many other student populations on campus. This article outlines best practices for outreach to FGCS.

This article outlines ways students can discuss education abroad with their parents, as well as topics for consideration.

Over the course of the last ten years the conversation around diversity issues in education abroad has expanded rapidly with the growth of events and online resources dedicated to discussing topics related to access and diversity in eduction abroad.

While more students of color are enrolling at higher rates in U.S. colleges, their presence in study abroad programs has not, unfortunately, kept up with their gains in enrollment. This article explores why and offers action steps to create change.

along the way, we also adopted the view that if we no longer acknowledged racial differences, then racial disadvantage would cease to exist and all would be fixed. This concept has been defined as colorblindness.

All students should be briefed in the potential safety and security concerns of the country in which they will be living. So how exactly would a student’s identity influence this conversation?

We believe everyone is a prime candidate for an international experience. Whether it’s as a college student earning credits toward graduation, recent graduates moving abroad to teach English, or families seeking meaningful volunteer opportunities.

There’s a buzz in private industry about how unconscious bias is preventing more diverse and traditionally underrepresented professionals from accessing top level leadership positions within corporations.

First Generation college students face many obstacles when it comes to success in higher education. Many of those obstacles come well before study abroad, and actively influence a student’s ability or decision to study abroad.

At the latest CIEE conference, Diversity Abroad staff teamed up with local universities to host a workshop titled “Breaking Our Own Barriers: Becoming An Accessible Study Abroad Office.”

While open to students from all backgrounds, MSI’s occupy an important space within higher education. This blog post intends to highlight some of the trends, research, and debate specific to MSI’s in the context of internationalism.

This year’s Open Door Report has many of us in the field wondering where the momentum in the growth of diverse students has gone. Last year gave us hope that the efforts to increase access to education abroad programming may have been paying off.

The Diversity Abroad Conference clarified and reinforced many of Darielle Horsey’s ideas about how to incorporate social justice into study abroad.

Community colleges have been involved in the field of Education Abroad since the early 1970s. They have been challenged with issues related to faculty, and administrative support, health and safety management issues, lack of full-time personnel.

International education offices at colleges and universities are instrumental in recruiting students for study abroad; however, many students who participate in education-abroad programs first hear about the opportunity from a faculty member.

In education abroad questions of diversity and under-representation are nearly always properly co-related. A consequence of the exclusion of certain regions, groups and disciplines leads to a relative lack of diversity on education abroad programmes.

Study abroad organizations (often referred to as “providers”) can play an important role in the challenge of diversifying study abroad.

Posted: Monday, July 18, 2013By: John Christian CAPA International Education‘s President/CEO John Christian spoke at the inaugural Diversity Abroad Conference in Chicago earlier this...