NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1062148
Record Type: Journal
Publication Date: 2013
Pages: 21
Abstractor: ERIC
Reference Count: 51
ISSN: ISSN-1085-4568
Inclusive Excellence and Underrepresentation of Students of Color in Study Abroad
Sweeney, Karyn
Frontiers: The Interdisciplinary Journal of Study Abroad, v23 p1-21 Fall 2013
Dialogue regarding the participation of students of color in study abroad must move beyond a focus solely on numbers, access, and deficits of students of color. The inclusive excellence scorecard found in this report can be used as a tool for institutions to examine the participation and success of students of color in study abroad through the interconnected areas of access and equity, climate, diversity in the curriculum, and learning and development. It is crucial that institutions start efforts to impact underrepresentation by first considering conditions on their own campuses. These self-assessments can be shared to contribute to the larger body of knowledge regarding students of color and study abroad. Not all of the indicators are relevant or appropriate to every institution/organization. This scorecard was developed from the author's experience working in a U.S. university setting. While many of these indicators can be useful for program providers and host universities, additional indicators can be developed that are more applicable to the work and spheres of influence of these types of institutions. Additional research is needed to address the experiences of students of color abroad, as well as similarities and differences among different racial and ethnic groups and subgroups. While the focus of this scorecard is limited to students of color, it is also important to recognize that multiple identities play a part in the study abroad experience, including gender identity, socioeconomic status, generational status in the U.S. and in college, and sexual orientation, to name a few. There are also many other underrepresented groups in study abroad, and the concept of inclusive excellence can be utilized to examine the participation of these groups as well. Until institutions have a clear understanding of the experiences, challenges, and opportunities on their own campuses and study abroad programs, they cannot effectively create change to better serve students of color in the pre-departure, in-country, and reentry phases of study abroad. In order to be successful, these efforts must be coordinated as part of larger institutional efforts toward creating an inclusive campus. While students of color who do not study abroad miss out on individual opportunities for growth, underrepresentation also impacts institutions, industry, the country, and communities abroad, who all fail to benefit from the contributions of students of color.
Frontiers Journal. Dickinson College P.O. Box 1773, Carlisle, PA 17013. Tel: 717-254-8858; Fax: 717-245-1677; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A