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INTERNATIONAL DIVERSITY |
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BACK TO INTERNATIONAL DIVERSITY MAIN
The Lack of Students of Color in Study Abroad
By Karen Jenkins
During the 2001-2002 academic year, 160,920 students from U.S. institutions studied abroad (Open Doors: Report on International Educational Exchange). Of those students, only 17.1 percent or 27,517 were students of color (Asian American, Hispanic American, African American, American Indian and Multiracial). To bring the figure even closer to home, African-American students only accounted for 3.5 percent of the total number. This is illustrative of an educational problem.
As the world becomes a more interdependent entity, it is not only vital that U.S. students be aware of other cultures and global issues, but that they are actors within this changing global society. International education and more specifically, study abroad, provides students with direct access to world cultures and catapults them into their active roles as global citizens. At a time when situations in the Middle East and southern Africa have repercussions within the United States, students must be prepared to operate within the parameters of an international context. During a period when the U.S. government is struggling to find citizens who speak languages that have not been widely taught, it is evident that the education system must place foreign language acquisition as a priority.
In order to insure that students of color, namely African-American students, are prepared to meet these present challenges, we must recognize and work to eliminate many of the factors that deter them from studying abroad. There are many reasons why Black students, in particular, choose not to study abroad. These deterrents include lack of financial resources, awareness, foreign language ability, family support, fear of the unknown, and work and family responsibilities. Although this is by no means an exhaustive list, it is representative of the most commonly noted concerns.
In order to combat these issues and encourage more students of color to study abroad, there must be a collaborative effort of college and university administrators, faculty members, education policy-makers, study abroad advisors, study abroad providers, parents and students. Many Historically Black Colleges and Universities (HBCUs), recognizing the importance of international education, have implemented initiatives such as starting a study abroad office, allowing students' financial aid to be used in study abroad, hosting international education events on campus, and utilizing the voices of past study abroad students to encourage others.
With over 40 years as a study abroad provider, BCA understands and values the importance of diversity in study abroad. In the past three years, BCA has focused on two main initiatives to increase study abroad among African-American students. BCA has worked closely with Black Issues In Higher Education to increase the exposure of international education through articles and special issues focused on the subject. BCA has also established relationships with many HBCUs to help in efforts of internationalizing the campuses, providing faculty development opportunities through international seminars, and encouraging African-American students to participate in the study abroad programs. Through these initiatives and others like it, those who are determined to diversify study abroad are making a commitment to increase the number of students of color who will be active participants in this ever-changing world.
- Karen Jenkins is former president of Brethren Colleges Abroad and an international education consultant. Her column, The Global Forum, appears in Black Issues every month.
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