Welcome to: Dismantling Non-Financial Barriers to Study Abroad Experienced by Underrepresented Students Consider Seating Yourselves by School Type (See Room Map at the Front)
Dismantling Non-Financial Barriers to Study Abroad Experienced by Underrepresented Students NAFSA Annual Conference and Expo May 24-29, 2015, Boston, Massachusetts
Presenters: Erin Hillis Associate Director of International Programs, Rhodes College Amber Joy Routh Career and Academic Planning Center Program Manager Hull College of Business, Georgia Regents University Theresa Frey Associate Director of International Programs, Pace University Matthew Pucciarelli Associate Vice President, Office of Global Studies, St. John’s University
Today’s Agenda ● Barriers Research: African American Students ● Creating a safe space for LGBTQ students ● Exploring case studies in awareness building, resources, and marketing: ○ Georgia Regents University ○ St. John’s University ● Group discussion about your campuses
Barriers Research: African American Students About Rhodes College ● Enrollment slightly over 2000 ● Mostly undergraduate ● 65% and 80% study abroad ● Small minority population ● Over $350,000 in scholarships ● Urban, service-oriented school
Barriers Research: African American Students Jessica ● Female African-American student ● 9 day “multicultural excursion” to Belize ● 11 other minority students, several friends ● Full study abroad scholarship ● Completed all logistical steps to attend ● She didn’t show up at the airport ● Notification: program leader vs. friend ● Reason: Family objections to study abroad
Barriers Research: African American Students Study: ● “Breaking Barriers: Investigating Study Abroad Obstacles for African-American Students” ● Small, private liberal arts college ● Qualitative, grounded theory, utilized semi-structured interviews with participants
Barriers Research: African American Students Themes suggest that students: ● Fought hard to secure their place at College and prove they belonged; doing this again in a new place, then again upon return, was a significant barrier ● Faced lack of encouragement/support ● Feared racism or criticism of race abroad
Barriers Research: African American Students Themes suggest that students: ● Had lack of interest and/or little knowledge of potential academic, personal, and career gains associated with going abroad ● Encountered unfamiliar logistical barriers that almost prevented their participation - #1 Largest Barrier
Barriers Research: African American Students Study Results: Students reported great benefits, citing: ● Gaining insight and understanding of other cultures ● Gaining self-understanding through personal growth ● Becoming an advocate for students of color studying abroad ● Experiencing a more open line of communication to the individuals in their support system(s) who had apprehensions about the student studying abroad
Barriers Research: African American Students So What? ● Hold logistic-specific meetings (groups or one-on-one) to cover the unfamiliar tasks and lend support ● Does your institution have an office for “multicultural affairs” - recruit them! ● Invest in personal recruitment for these populations ● Have dedicated time to contact these parents over the phone to discuss the benefits of study abroad
Daisy
2009 - 2013 : 0/1 Trip 2015 - London/Paris 2014 - Cuba 2014 - Chile 2015 - Cuba 2015 - Chile Photos by Nicolas Raymond - Creative Commons
Growth & Diversification of Study Abroad Participants
How: ● Study Abroad Liaison - Advisor Involvement ● Targeted Classrooms ● Marketing to Majors ● Direct Reach Awareness Factors Most Persuasive Factor
Change in Emphasis Factors Contributing to Decision to Study Abroad ● All value Location & Credit ● Value Differences ● White: Scholarships & Fun ● Minority: Convenience ● Only 15% felt guaranteed scholarships were a factor
So What? ● Relational motivation essential ○ Advisor/Faculty involvement ○ Classroom presentations by known presenter ● Explain academic credit clearly ● Short-term/Convenient trips are key ● Stress resume benefit ● Motivation matters more than money ○ Scholarships aren’t the golden bullet
Results
GRU Business Study Abroad GRU Business Study Abroad Chile 2014 Chile 2014
Creating a safe space for LGBTQ students.
Pace University ● Since 1906, Pace University has produced thinking professionals by providing high-quality education for the professions with a firm base in liberal learning amid the advantages of the New York Metropolitan Area. ● A private university, Pace has campuses in New York City and Westchester County. ● Enrolling almost 13,000 students in bachelor’s, master’s, and doctoral programs in its College of Health Professions, Dyson College of Arts and Sciences(Actors inside the Studio), Lubin School of Business(dual accreditation from AACSB International), School of Education, School of Law (3rd in the country Environmental Law), and Seidenberg School of Computer Science and Information Systems.
Lorenda (Lore)
ACT LIKE AN ALLY. April 20, 2010
Listen and ASK Questions. Talk with and learn from LGBT friends classmates, and colleagues.
What are the issues? Take the initiative to obtain accurate information.
Language matters. Use inclusive language in conversation and also in written materials, policies, forms, etc.
Create a Safe Space within You. Do not assume that everyone you meet is heterosexual.
Be Present. ● Attend events, meetings, or programs sponsored by or for people who are lesbian, gay, or bisexual. ● Create your own programs around LGBTQ topics.
Know your own limits. ● Rainbow SIG; ● Travel Resources; ● Country Policies; and, ● Handout.
So what? ● Ally. ● Listen and ask; laugh, cry, and think. ● Know the issues on a global and local level. ● Be Present. Know your limits. ● Identify how you can support.
About St. John’s ● Founded 1870 by the Vincentian Priests ● 4 NYC Campuses + Rome & Paris (& Seville) ● Roughly 20,000 students ● 97% of students receive aid ○ 40% must be Pell-eligible (BOT) ● Tied for 2nd place as most diverse college in U.S. ● More than 50% commuters ● SJU awards ~$500k in additional study abroad grants toward semester programs abroad
SJU’s Study Abroad Outreach ● Successful “general” campaign ○ “Three C s” ■ C ost, C ulture, C urriculum ● Targeted / differentiated outreach to each constituency / influencer ○ Students ○ Parents ○ Faculty / Advising Deans ● “Take the study abroad office to the students” approach
The Role of Parents: Mitch (Culture) ● Parents receive “get to know us” letter. ● Parents attend study abroad info session. ● Parents convince Mitch to go. ● Mitch studies abroad as an undergrad… twice. ● Mitch serves as our G.A. while he earns an M.S. in International Communication.
Spread the Word--Parents (Cost & Culture) ● Parents ○ Often encourage reluctant students ○ Critical influencers, especially among conservative religious families ● Direct Parent Outreach ○ Letters, Emails, and Sessions (in-person and online) ● Financial Aid Grant & “Comparison” Letters ○ Information can be as important as extra financial aid
Spread the Word--Students (Culture)
Spread the Word--Faculty & Advising Deans (Culture & Curriculum) ● Shifts the “self-selection problem” ○ Changes the “default” ● Ensures that interested students hold classes ● Dispels myths about study abroad ● Motivates creation of major-specific programs
SJU Study Abroad: Enrollment SJU Students Abroad, 2013-14: 928 ; Up nearly 350% since 2005-06 Projected 1000 500 0
SJU Study Abroad: Demographics AY 05-06 AY 13-14 AY 12-13 (National) (SJU) (SJU)
SJU Study Abroad: Demographics AY 05-06 AY 13-14 VHN=”Very High Need,” a.k.a., Pell-eligible
So What? ● Think about central constituencies: ○ What messages motivate each and/or address their concerns or misperceptions? ○ What low-cost ways can you get the word out to them? ● Consider that money may not be enough--students need to understand how to access it, and be certainty that they’ll get it “automatically” (if true) ● Make study abroad the “default” in conversations. ● Don’t be overly concerned about the quality of a single outreach—quantity “Open Doors,” indeed. and presence matter.
Now It’s Your Turn to “So What?” ? ● What groups are you trying to reach? ● Who currently is most effective at reaching those groups? ● Who are your on-campus allies? ● What kind of additional support can you give your target audience? (Logistics, planning, cultural adjustment) ● What can you do to get parental support for study abroad?
Questions?
Get our Resources - simply email barriersnafsa@gmail.com Thank you for attending our session today!
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