Promoting Inclusion in Education Abroad: A Handbook of Research and Practice

Product Description

Co-published with 
While education abroad – including studying, volunteering, researching, and interning abroad – is increasingly emphasized as a critical factor in preparing undergraduates for a globally interconnected world, diversifying the pool of participants in such activities has proven challenging. Framed within the concept of “inclusive excellence” with the objective of promoting diversity, inclusion, and equity in higher education as foundational to educational excellence, the contributors present research and practices that have been proven successful in improving participation among groups of students traditionally underrepresented in education abroad.

Broader participation in education abroad programming has been a perennial concern at numerous higher education institutions in the U.S., having prompted countless discussions in professional organizations and across campuses among faculty, staff, and students. Many have come to recognize that overseas opportunities are no longer a luxury and instead are a necessity for job seekers entering a more diverse, globally interconnected workplace.

The volume offers a combination of research-based chapters and case studies from leading experts on the barriers that disproportionately impact specific groups of students, including: students with disabilities; first-generation college students; undocumented students; racial and ethnic minorities; science, technology, engineering, and mathematics (STEM) majors; and males. The authors illuminate the issues which may inhibit education abroad participation, from individual to institutional, and present strategies reflecting a broad range of institutional contexts, resources, and needs.

While there has been significant discussion and action to promote broader inclusion in education abroad, this is the first volume focusing on research and practice to achieve these ends, and is intended as a critical resource for practitioners and scholars alike.

Review

“In this practical guide brimming with examples and insights, co-editors Heather Barclay Hamir and Nick Gozik provide university administrators, scholars, and the public with a crisp analysis of why different groups are underrepresented and offer ways to increase the diversity of students engaged in international education.
The rich array of examples provided in the chapters of this book rightly highlight the insights of scholar-practitioners working in the field. These experts have valuable data at their fingertips to follow trends and pursue institutional change work. In international education, research can inform practice and practice can inform research. The book embeds education abroad in the context of the larger educational mission of colleges and universities.”–Esther Brimmer, Exec. Dir. and CEO of NAFSA – Association of International Educators. She was formerly the assistant secretary for international organization affairs at U.S. Department of State “and professor of practice of international affairs at George Washington University’s Elliott School” (10/4/2017 12:00:00 AM)

“The purpose of this book, edited by Heather Barclay Hamirand Nick Gozik, is to identify both the challenges faced by underrepresentedstudents in accessing international programs and the practices that can addressthese challenges. The overall readability of the book reflects the editors’intent for it to be used by ‘practitioners and scholars alike’. Thesepractitioners include international education staff, community partners, andthose who design and coordinate programs abroad.
Overall, this edited volume provides an important andaccessible introduction to the barriers to participation in internationalprograms, and practical program- and institution-level strategies to addressthese barriers. As the editors point out in the introduction, the work ofproviding equitable access to international programs cannot just be aboutincreasing the number of students participating in exist