Academy for Educational Development

Colloquium on Diversity in
Education Abroad

May 2, 2006

What We Know About Diversity

in Education Abroad

David Comp
The University of Chicago
 Comparative Data on Race and Ethnicity
in Education Abroad
Race/Ethnicity U.S. Population U.S. Higher Ed. U.S. Students Abroad Gilman Scholarship
2000 Enrollment 2003-2004 Applicants
2002* 2003-2004
Caucasian 75.1% 67.1% 83.7% 48.7%

Black/African American 12.3% 11.9% 3.4% 9.8%

Hispanic/Latino American 12.5%** 10.0% 5.0% 10.7%

Asian American 3.7%*** 6.5%*** 6.1% 10.5%

Native American 0.9% 1.0%**** 0.5% 1.0%

Multiracial 2.4% Not Available 1.3% 4.2%

No Response X X X 15.1%

*Excludes Nonresident alien data - Sources: U.S. Census 2000; Open Doors 2005; National Center
** U.S. Census data provides separate data on Hispanic/Latino populations for Educational Statistics – Digest of Education Statistics 2004; and
*** Includes Hawaiian/Pacific Islander populations Benjamin A. Gilman International Scholarship Statistics 2003-2004
**** Includes American Indian/Alaska Native populations
 Profile of U.S. Students Abroad
1993/94 - 2003/04
Open Doors 2005 Report on International Educational Exchange

Race/Ethnicity 1993/94 1994/95 1995/96 1996/97 1997/98 1998/99 1999/00 2000/01 2001/02 2002/03 2003/04

Caucasian 83.8% 86.4% 84.4% 83.9% 84.5% 85% 83.7% 84.3% 82.9% 83.2% 83.7%

Asian-American 5% 4.9% 5.1% 5% 4.8% 4.4% 4.8% 5.4% 5.8% 6% 6.1%

Hispanic-American 5% 4.5% 5% 5.1% 5.5% 5.2% 5% 5.4% 5.4% 5.1% 5%

African-American 2.8% 2.8% 2.9% 3.5% 3.8% 3.3% 3.5% 3.5% 3.5% 3.4% 3.4%

Multiracial 3.1% 1.1% 2.3% 2.1% 0.8% 1.2% 0.9% 0.9% 2% 1.8% 1.3%

Native American 0.3% 0.3% 0.3% 0.3% 0.6% 0.9% 0.5% 0.5% 0.4% 0.5% 0.5%

TOTAL 76,302 84,403 89,242 99,448 113,959 129,770 143,590 154,168 160,920 174,629 191,321
 Research and Literature on
Diversity in Education Abroad
First article identified to specifically discuss diversity
in education abroad

Gliozzo, C. (1980). The international education of minority students. Minority

Education, 2 (5), 1, 6-7. Philadelphia: Institute for Minority Education.

This article stresses the importance of giving minority students an opportunity

to participate in Michigan State University overseas programs or in other
overseas projects based on a $15,000 grant given by the International
Communication Agency (United States Information Agency) in 1979. It explains
the procedures in selecting eligible minority students, type of allocations, and
the beneficial results of minority participants who study abroad. [Author].
 Research and Literature on
Diversity in Education Abroad
Type of Publication Number of
Articles
Breakdown of the research and
Periodicals (higher education/diversity focus) 43 literature by type

Other/Misc. Resources 22 The number of articles which tend to be

Conference Papers/Published Proceedings
Peer Reviewed Journals
Periodicals (misc. national or local press)
Master’s Theses
Chapter/Section of Book/Publication
Doctoral Dissertations
Total
Data compiled by analysis of Research and Literature on
Underrepresentation in Education Abroad: An Annotated
Bibliography (© 2002-2006 David J. Comp)
considered more scholarly (conference
21 papers/proceedings, journal articles, theses,
chapter/sections or books and dissertations)
15 are all found in the bottom 50% of articles
published.
13
When added together there is approximately a
9 50/50 split between scholarly/research based
articles and non-researched based articles.
5
Several resources found in the “Other/Misc.
3 Resources” category are high quality
scholarly works.
131
The quality of several research studies are
certainly worthy of analysis and critique
related to the methodological approaches
used.
 Research on
Diversity in Education Abroad
What do we know about diversity in education abroad?

Common Themes Found Across the Research Literature

Barriers to Participation in Study Abroad by Minority Students:

- Financial Issues (most commonly cited reason)
- Lack of Family Support and/or Needing to Remain Close to Family
- Concerns about Language
- Concerns about Discrimination
- Program Sites not of Interest

Other Issues:
- Heritage seeking opportunities
 Research on
Diversity in Education Abroad
Where do we need to go?

- Need for more rigorous and advanced research. The field needs more Doctoral
Dissertations and peer reviewed journal articles specifically focused on diversity issues in education abroad.

- Need for more quantitative studies. The majority of studies on diversity in education abroad are qualitative
in nature and have produced valuable data. However, we need more studies that provide hard data. Results
from this type of data and methodological approaches will be helpful in our advocacy efforts both here in
Washington, D.C. and at our campuses/organizations.

- Better data collection in the field. Consider how we can we collect demographic data (institutional/provider
or national level) on underrepresented student participation rates for comparison. Also, it is important to
disseminate this data/results to the greater education abroad community.

- Need for longitudinal studies focusing on diversity issues. Replication of a recently completed or current
projects known in the field but with a specific focus on diversity issues. Comparisons can be drawn from the
data and analysis.

- Gain a better understanding of the heritage-seeking phenomena.

- Compare and analyze data on minority student foreign language study, retention rates and other academic
issues such as attendance at community colleges vs. four-year institutions.
 Research in Progress
United Negro College Fund, Special Programs Corporation
Division of Policy Studies & Research

Building Study Abroad Capacity at HBCUs Initiative

Funded with the generous support of the IFSA Foundation, this project is designed to increase the
representation of minority students in study abroad by strengthening the capacity of their study
abroad offices and staff. The project will provide a mechanism for HBCUs to assess their current
study abroad initiatives, develop new viable and effective study abroad strategies, supplement their
current study abroad knowledge and resources, and implement new study abroad initiatives.
Participating HBCUs will be coupled with a mentor institution to learn new strategies, engage in
assessment activities, and network with study abroad organizations and experts in the field. By
strengthening the capacity of study abroad offices at HBCUs, minority students will be better served
as they explore study abroad opportunities. In addition, U.S. study abroad efforts and participants
will be served by broadening the diversity of U.S. students participating in study abroad programs.
[UNCFSP]

Minority Student Participation in International Programs and Activities: Attitudes, Obstacles

and Future Directions
With substantial support through the U.S. Department of Education’s Title VI International Research
Project program, this new two-year research initiative will examine African American students’
participation in and attitudes about international education activities and programs, including
foreign language learning, study abroad, and international courses. This study will extend the scope
of the National Security Foreign Language Program and focus on student attitudes and perceptions.
This project will collect data through focus groups and a web survey, allowing for qualitative and
quantitative data to be included in the final report. [UNCFSP]
 Research in Progress
Access International Education, Resources on Underrepresented Groups in
International Education, The University Center for International Studies
(UCIS) at the University of Pittsburgh

The University Center for International Studies (UCIS) at the University of Pittsburgh, with Title VI
funds, is undertaking a national study of the effects of institutional factors at public four-year colleges
and universities on the participation of undergraduate ethnic and racial minorities in international
education opportunities. To date, there has been no large-scale study of how institutional procedures,
policies or structures succeed or fail at Overcoming underrepresentation. Thus, no reliable data exists
on which to base policy recommendations, funding decisions, or program development. The project will
utilize a survey instrument developed by UCIS through a one-year project funded by the National
Security Education Program (NSEP). [AIE]

University of Minnesota, Learning Abroad Center, Multicultural Study Abroad Group

As part of their Curriculum Integration efforts, the University of Minnesota has compiled statistics
over the past few of years from their Crookston, Duluth, Morris and Twin Cities campuses. The data
provide useful information on minority students and education abroad as well as comparative data to all
students throughout the University of Minnesota system.
Contact Information
David Comp
Adviser in The College
The University of Chicago

Office of the Dean of Students

Harper Memorial Library, 263
1116 East 59th Street
Chicago, IL 60637
773-702-8615
dcomp@uchicago.edu