RESEARCH AND LITERATURE ON UNDERREPRESENTATION

IN EDUCATION ABROAD
An Annotated Bibliography
COMPILED AND EDITED BY
David J. Comp
INTERNATIONAL HIGHER EDUCATION CONSULTING
international.ed.consulting@gmail.com
http://international.ed.consulting.googlepages.com/internationalhighereducationconsulting

The purpose of this annotated bibliography is to provide students and education abroad researchers/professionals with
a broad listing of research studies, conference presentations and articles on underrepresentation in education abroad.
The bibliography is organized under the following underrepresented student group headings:

Minority Students
Students with Disabilities
GLBT Students
Adult Learner/Professional Students
Community College Students
Education Students
Engineering, Science & Technology Students
Human/Social Service Students
Medical & Nursing Students
Misc. Underrepresentation Articles
Research on U.S. Students Abroad: Bibliographies with Abstracts

Please note that some entries may be listed under multiple headings. Comments and revisions as well as copies of
papers are invited and encouraged. Comments and submissions may be sent to David Comp at
international.ed.consulting@gmail.com. All web links and e-mail addresses specified in this document are active as of
the revision date. A special thank you and recognition is due to the NAFSA: Association of International Educators
Education Abroad Subcommittee on Underrepresentation, the Forum on Education Abroad, the Council on
International Educational Exchange (CIEE) and University of Pittsburgh, University Center for International Studies,
Access International Education: Resources on Underrepresented Groups in International Education for making this
bibliography available on their websites. [DJC].

Web links to this bibliography are as follows:

NAFSA: Association of International Educators, Education Abroad Subcommittee on Underrepresentation

http://www.nafsa.org/knowledge_community_network.sec/education_abroad_1/education_abroad_2/practice_resource
s_12/underrepresented_destinations_5/underrepresentation_in

Forum on Education Abroad

http://www.forumea.org/related_links.html

Council on International Educational Exchange (CIEE), Commitment to Diversity website

http://www.ciee.org/CIEE_initiatives/under_groups/study_abroad/bibliography.aspx

Revised: July 9, 2008

© 2002-2008 David J. Comp

1
 Minority Students

Adeola, F.O., & Perry, J.A. (1997). Global study: Smooth or bumpy ride: Global study is to diversity as
internship is to job experience. The Black Collegian Online, 10. [On-line]. Available:
http://www.black-collegian.com/issues/1997-10/bumpy.shtml.
A year or two of global study, or international study as it is often called, increases not only your value to an
employer in very practical ways, but also, depending upon where you study, your racial perception of the source
of the way you act, think, play, and pray. In most countries, you can expect a very smooth ride in the host
country housing the international program you select; in some, you can expect a bumpy ride. But even a
bumpy, global study ride may be useful to an employer as an indicator of a resourceful, pioneering spirit. A
given country may offer specific values to specific corporations because of its natural resources. Zaire, for
instance, has large deposits of gold and diamonds. But except for ties of well-known corporations to
internationally strategic European countries and to Japan, these ties are difficult for you as a student to know.
You need not, however, undertake global study from a basis of specific corporate ties to a country. Global
study is as important as an indicator of a type of diverse person as it is an indicator of a person with specific
language and cultural skills. It is important to you psychologically, for it is likely to help you understand the
source of your own cultural responses, responses often thought of as racial or ethnic. This later reason is
somewhat subtle, based as it is on Carl Jung's notion of the subconscious as a collection of archetypal images.
The focus here is both the practical as well as the psychological reasons for global study. The easier, practical
reason, diversity, first. [Authors].

Akomolafe, O. (2003, Spring). Under-representation of minorities in international education: Implications for

the foreign policy establishment. IIENetworker, 18-21.

Anderson, K. (1996, June). Expanding your horizons. Black Enterprise, 318-324. (E185.8B5)
Keisha Anderson describes her study abroad experience in Zimbabwe. Crediting study abroad with preparing
students to “become driving forces in the growing global economy,” Ms. Anderson presents a well-researched
article on study abroad and available resources. She concludes her article with advice on getting parents
comfortable with study abroad concerns including whether or not their child will be fed and housed properly,
their safety, opportunities to call home if needed, and the availability of support staff in case of emergency or to
soften the student’s transition to the new environment. [Forum Newsletter].

Bailey, R.B. III. (1991). The River Falls experience: Custom-designing study abroad. In CIEE (Ed.), Black
students and overseas programs: broadening the base of participation, (pp. 21-28). New York: CIEE: Council on
International Educational Exchange. [On-Line]. Available: http://www.secussa.nafsa.org/forum/CIEEBooklet.pdf.

Berry, H. (1996, Fall). Observations on minorities abroad. Forum on Underrepresentation in Education

Abroad Newsletter. [On-Line]. Available: http://www.secussa.nafsa.org/underrepresentation/oldnews/fall96.htm.

Black Issues in Higher Education. Cox and Matthews teamed up to launch Black Issues In Higher
Education as a small newsletter in the basement of Cox's home in March 1984. Now headquartered in Fairfax,
Virginia and averaging 96 pages per edition, Black Issues is the nation's only news magazine dedicated
exclusively to minority issues in higher education. Published bi-weekly, Black Issues brings in-depth and up-to-
date coverage of the diverse education community, including African Americans, Native Americans, Asian
Americans and Hispanic Americans, as well as Americans with disabilities and women to every college and
university in the United States. Among Black Issues' 200,000 readers are university presidents, deans,
professors, student service professionals, as well as students, librarians, personnel and affirmative action
officers. Readers also include professionals at associations, corporations, military installations and private
sector groups concerned with minority participation in higher education. Black Issues publishes a number of
special reports annually covering topics such as Recruitment and Retention, Health Sciences Education,
Careers in Higher Education, Arthur Ashe Jr. Sports Scholars Awards, Top 100 Degree Producers, Graduate
and Professional Education, as well as its annual Academic Kickoff edition. [Journal]. Black Issues in Higher

2
Education has published several articles on study abroad. You can learn more about the journal from the
following link: http://www.blackissues.com

Black/Multicultural Professionals in International Education (B/McPIE). (1995, January 27). Increasing the
participation of persons of color in international careers: Report on the first annual forum. Black/Multicultural
Professionals in International Education (B/McPIE). [On-Line]. Available:
http://www.secussa.nafsa.org/underrepresentation/oldnews/jan95.htm.

Bond, D.G. (1988). Values clarification and international education: The Yonsei experience, Paper presented
at the 29th Annual Convention of the International Studies Association, St. Louis, MO. (ERIC Document
Reproduction Service No. ED 305 273).
This study probed the experiences of Korean-American students participating in a study abroad program at
Yonsei University in Korea. Data were primarily obtained from essays written by students in a "Topics" class,
in which all students were required to participate. This paper discusses how Korean-American students made
the choice to study in Korea, and the role their immigrant parents played in the decision. It describes both the
expectations of Korean-American students, with regard to how they think they will be perceived, and their
actual experiences. Some of the cultural identification issues these students face are presented as examples of
their confusion over whether they were "American" or "Korean. " The author provides many anecdotes to
illustrate his discussion, and he concludes the article with his opinion on the importance of individual freedom
and assessment of the program success and value. [MC – Maureen Chao bibliography].

Brown, L.M. (2002, May 9). Going global; traditionally, the percentage of African American students who
studied abroad has been low; however, university officials are looking into ways to increase those numbers. Black
Issues in Higher Education. [On-Line]. Available:
http://www.findarticles.com/cf_0/m0DXK/6_19/87015151/p1/article.jhtml.

Burkart, B., Hexter, H., & Thompson, D. (2001, April). Why TRIO students need to study abroad!
Opportunity Outlook Journal Reprint, 34-38. [On-Line]. Available:
http://www.trioprograms.org/clearinghouse/shared/opportunity_outlookC.pdf
Low-income students and students of color remain significantly underrepresented among American students
who travel abroad. Costs and cultural factors persist as barriers to participation. As the previous examples
demonstrate, students in TRIO programs can derive academic, cultural and personal benefits from study
abroad. [Authors].

Buschman, J. (1997). Global study: A world of possibilities. The Black Collegian Online/Global Study. [On-
line]. Available: http://www.black-collegian.com/globalstudy/globalstudy.shtml

Campbell, D.M. (1982, Fall). Attitudes of selected Black and White American students towards study abroad
programs. (Master’s thesis, American University, 1981). Masters Abstracts International, 20 (3), 303.

Carew, J.G. (1993, January 6). Minority students abroad: An inspiring experience. The Chronicle of Higher
Education, 39 (18), B3. [On-line]. Available:
http://www.secussa.nafsa.org/underrepresentation/oldnews/inspiring1.htm.

Carroll, A.V. (1996). The participation of historically underrepresented students in study abroad programs: An
assessment of interest and perception of barriers. Unpublished master's thesis. Fort Collins, CO: Colorado State
University.
This study investigated the interest in and perception of barriers to study abroad between and among
undergraduate students of different ethnicities at Colorado State University in Spring, 1995. The relationship
between ethnicity and the desire to study in a country which reflects one’s ethnic heritage was examined, as was
the relationship between interest in study abroad and perceived barriers such as cost, missing family, and the
ability to graduate when planned. The goal was to obtain information which might lead to more effective
promotion and facilitation of study abroad opportunities for historically underrepresented students.

3
A two-page questionnaire was developed and 500 undergraduates were surveyed, 100 from each of the following
ethnicities: African American/Black, Asian/Pacific Islander American, Mexican American/Hispanic, Native
American/Indian, and Caucasian/White. While the response rate was 31.6% , response by ethnicity was uneven.
There were 19 African American/Black, 26 Asian/Pacific Islander American, 28 Mexican American/Hispanic,
12 Native American/Indian, 52 Caucasian/White, and 16 multi-ethnic respondents (six respondents did not
identify themselves with an ethnicity). This made it difficult to interpret differences between groups based upon
ethnicity.

The African American/Black students expressed the greatest concern with potential problems related to
ethnicity and nationality than any other group of respondents. In addition, it was the African American/Black
and Mexican American/Hispanic students who were most interested in studying abroad in a place which reflects
their ethnic heritage, although overall, only 30.1% agreed that this was of interest to them.

Seventy-one percent of the respondents reported that they have considered studying abroad, and 70.1% said
that they had traveled to a foreign country before. The majority (76.3%) reported that one or both of their
parents had traveled to a foreign country before, 58.2 % said they speak or read a foreign language, and 62.0%
indicated that they knew someone who had studied abroad. Over half of the respondents (63.9%) reported that
they perceived that their family would support them if they decided to study abroad. These findings suggest that
completion of the questionnaire may have been more enticing to those who have had prior experience or
interest in international travel and study than it was for those who have not.

Despite the high level of interest the respondents in this sample expressed in studying abroad, only 27.8%
indicated that they know where the Colorado State University (C.S.U.) Study Abroad Office (Office of
International Education) is located. However, 56.3% of the respondents reported that they have seen a flyer or
newsletter from the Study Abroad Office (Office of International Education). Well over half (64.6%)
reported that they did not remember hearing about study abroad opportunities in a class or any other C.S.U.
function.

Financial concerns were reported to be the most frequent barrier to the pursuit of a study abroad program
according to both the quantitative data and the written responses. This was not surprising considering that
72.8% of the respondents reported that they depend upon some type of financial aid to finance their education.
Concerns about graduation and a lack of general information about studying abroad were also reported to be of
greater concern than were concerns regarding family support for studying abroad. Finally, only 24.1% of the
respondents reported that they would be interested in studying abroad for a full academic year: 41.8% said one
semester and 28.5% said a short summer program would be ideal for them (5.7% reported that this was not
applicable to them). [Author].

Carter, H.M. (1991). Minority access to international education. In CIEE (Ed.), Black students and overseas
programs: broadening the base of participation, (pp. 6-13). New York: CIEE: Council on International Educational
Exchange. [On-Line]. Available: http://www.secussa.nafsa.org/forum/CIEEBooklet.pdf.

Chisholm, L.A. (date unknown). International service-learning: For a world of difference. The Black
Collegian Online/Global Study. [On-line]. Available:
http://www.black-collegian.com/globalstudy/service-learning.shtml.

Chichester, M., & Akomolafe, S. (2003, January). Minorities and underrepresented groups in international
affairs and the foreign policy establishment. Paper presented at the Global Challenges & U.S. Higher Education
Conference, Duke University. [On-Line]. Available:
http://www.duke.edu/web/cis/globalchallenges/research_papers.html.
This paper articulates a research agenda to address the issue of minority underrepresentation in international
affairs. It presents a synopsis of the problems posed by minority underrepresenation in international education
at U.S. colleges and universities, and it points up as well as the ramifications for the formulation and
implementation of foreign policy. It then examines, through a review of select and prominent literature, the
types of research necessary to inform efforts to improve minority enrollment in international education
programs, most importantly the development of data banks on emerging trends. If and when available, such
4
information can be used to assess the nature of the relationship between minority enrollment in certain
programs in higher education and minority underrepresentation in international affairs, to see if a correlation
can be established as is presumed. However, given the inconsistency and scanty availability of data,
formulating authoritative conclusions about the status of minorities in international affairs is at best difficult.
Even though existing literature seems to suggest an apparent growing movement toward internationalization on
many of the nation’s campuses, including a small set of minority institutions, current research has yet to focus
on the role of higher education in integrating minorities into the foreign policy environment. [Authors].

CIEE Committee on Underrepresented Groups in Overseas Programs. (1991). Information and ideas on
underrepresented groups in overseas programs. In CIEE (Ed.), Black students and overseas programs: broadening the
base of participation, (pp. 40-42). New York: CIEE: Council on International Educational Exchange. [On-Line].
Available: http://www.secussa.nafsa.org/forum/CIEEBooklet.pdf.

Clemens, C.R. (2003, February). A descriptive study of demographic characteristics and perceptions of cross-
cultural effectiveness of diverse students at Ohio University in relation to study abroad. (Doctoral Dissertation, Ohio
University, 2002). Dissertation Abstracts International, 63 (08), 2806A.
Our changing interconnected world demands that students have knowledge and understanding of world events,
other cultures, and languages. In higher education in terms of international education, and specifically at Ohio
University, ethnically diverse students have not considered study abroad in larger numbers. The goals of this
study are: (1) to provide some base data on students of color in relation to study abroad, (2) to define perceived
barriers to study abroad, and (3) to determine if there is a relationship between selected demographic variables
of a diverse student population at Ohio University, and attitudes of cross-cultural effectiveness. During Fall
Quarter, 2000, 114 African American, Latino and Multiracial students were surveyed to gather demographic
information, and using the Cross-Cultural Adaptability Inventory (CCAI), to measure four dimensions of cross-
cultural effectiveness (emotional resilience, flexibility and openness, perceptual acuity, and personal autonomy).
The data was analyzed using descriptive data, and ANOVA set at .05 alpha level. Results from the demographic
survey indicated that there was high parental educational attainment, medium to high parental income, prior
travel experiences by students, and Europe was still regarded as an important travel destination in addition to
Africa and South America. Barriers identified were similar to those previously found in the literature. These
included financial constraints, fears associated with racism, and leaving the country, and lack of language
competency. Results of the Cross-Cultural Adaptability Inventory indicated that over half the students were
highly emotionally resilient, half were flexible and open, and half had high perceptual acuity and personal
autonomy. One significant finding was that males were found to be more emotionally resilient than females. It is
recommended in further research, to include Asian American and Native American populations, and conduct
impact studies on students of color who study abroad. [Author].

Cole, J.B. (1990, November). Opening address of the 43rd International Conference on Educational
Exchange: International education: Broadening the base of participation. CIEE: Council on International Educational
Exchange Annual Conference, Charleston, South Carolina. In CIEE (Ed.), Black students and overseas programs:
Broadening the base of participation, (pp. 1-5). New York: CIEE: Council on International Educational Exchange.
[On-Line]. Available: http://www.secussa.nafsa.org/forum/CIEEBooklet.pdf.
In her opening address at the 1990 CIEE Annual Conference, De. Johnnetta Cole, then President of Spelman
College, identified four major obstacles to African Americans studying abroad:

1. Faculty and Staff (from failing to encourage black students to a dearth of resources).
2. Finances (black students are more likely to come from families with lower incomes).
3. Family and Community (safety issues and concerns about racism in an unknown place).
4. Fears (student worries about encountering new forms of racism).

“The fact that some African-American women and men do study abroad is evidence that it is possible to abound
these barriers.” [CIEE].

Comp, D. (2006). Underrepresentation in Education Abroad - Comparative Data on Race and Ethnicity.
Hosted on the NAFSA: Association of International Educators, “Year of Study Abroad” website. Also in print, (2005,

5
November). Focus: A Call to Action, NAFSA: Association of International Educators Subcommittee on
Underrepresentation in Education Abroad Newsletter, 1 (2), 6.

Comp, D. (2003, October). Heritage seeking and study abroad: An annotated bibliography. Available via e-
mail from dcomp@uchicago.edu.

Comp, D.J. (2004). U.S. heritage seeking students discover minority communities in Western Europe.
Unpublished paper for Educational Leadership and Policy Studies 455 – Comparative Education, Loyola University of
Chicago School of Education.

Comp, D., Sobel, L., Dziallo, R., & Ng, J. (2003, November). Heritage seekers/speakers: Studying abroad at
home. Presentation at the NAFSA Region V conference, Milwaukee, WI. Handouts available via e-mail from
dcomp@uchicago.edu.
The objective of this session was to define what it means to be a heritage seeker and a heritage speaker while
studying abroad and to address the trends that are emerging. Presenters discussed how their respective
campuses and organizations are working to serve this student population. The session also discussed the
literature available on heritage seeking abroad. [DJC].

Conciatore, J. (December 1990). Learning Over There: Fear of Racism, Lack of Money Keep Black Students
from Study Abroad. Black Issues in Higher Education, 17 (1): 14-15.

Council on International Educational Exchange. (1991a). Increasing participation of ethnic minorities in

study abroad. New York: Council on International Educational Exchange. (ERIC Document Reproduction Service No
ED 346 784). In CIEE (Ed.), Black students and overseas programs: Broadening the base of participation, (pp. 43-46).
New York: CIEE: Council on International Educational Exchange. [On-Line]. Available:
http://www.secussa.nafsa.org/forum/CIEEBooklet.pdf.
This document is a brochure developed for the purpose of assisting study abroad advisors in expanding the
number of ethnic minority students participating in study abroad. A number of methods are described,
contributed by administrators at eight different institutions. The strategies are divided into six different areas,
including funding, reassurance, promotion, choice and availability of programs, goal setting, and data
collection. Since funding can be a barrier for many ethnic minority students, special scholarships, travel grants,
and tuition waivers are recommended. Also noted is the importance of outreach, one-on-one marketing efforts,
staff diversity, and advising to families. Offering programs in non-traditional locations can also be beneficial.
[MC – Maureen Chao bibliography].

Council on International Educational Exchange. (1991b). Widening the base of participation: Black students
and study abroad. New York: Council on International Educational Exchange.

Council on International Educational Exchange. (1991c). Black students and overseas programs: Broadening
the base of participation. Papers and speeches presented at the CIEE International Conference on Educational
Exchange. Charleston, South Carolina. [On-line]. Available: http://www.secussa.nafsa.org/forum/CIEEBooklet.pdf.

Craig, S. (1998, July/August). Study abroad adviser: Top 10 reasons for African American students to go
abroad. Transitions Abroad, 10 (1), 89-91. [On-Line]. Available:
http://www.transitionsabroad.com/listings/study/articles/studyjul1.shtml also available:
http://www.secussa.nafsa.org/underrepresentation/oldnews/abroad.htm.

Craig, S. (1998). Global study: Reflecting the norms of an international society. The Black Collegian, 28
(2), 138. [On-Line]. Available: http://www.black-collegian.com/issues/1998-05/global.shtml.

Craig, S. (1998). Global leadership for African-American collegians: A 21st century imperative: Study and
travel abroad enhance leadership skills. The Black Collegian, 29 (1), 78. [On-line]. Available:
http://www.black-collegian.com/issues/1998-10/global.shtml.

6
 Craig, S. (1999). Study abroad 101: The basic facts. The Black Collegian Online, 8. [On-line]. Available:
http://www.black-collegian.com/issues/1999-08/abroad.shtml.

Dahl, A.G. (2000, Winter). Piquing the interest of African American students in foreign languages: The case
of Spelman College. ADFL Bulletin, 31 (2), 30-35.
The author who is an Associate Professor of Spanish at Spelman College describes the increase in interest in
foreign languages with a specific focus on Spanish and French. The author discusses a variety of observations
regarding this increase and discusses its relationship with study abroad programs. [DJC].

Daughty, C.N. (1997, Fall). Greenness in the field. Michigan Today. [On-Line]. Available:
http://www.umich.edu/~newsinfo/MT/97/Fal97/mt14f97.html.
An African American Anthropology student discusses her experience studying abroad at the American
University of Cairo. [DJC].

Davis, R.A. (2002, November 8). Plenary speech. Remarks to the CIEE Conference Luncheon, Atlanta, GA.
[On-Line]. Available: http://www.ciee.org/atl_ambassador_davis.cfm?subnav=conference.

Day-Vines, N.L. (1998, September). Study abroad: An investigation of the impact of African diasporic travel
on the psychosocial development of African American college sojourners. (Doctoral dissertation, North Carolina State
University, 1998). Dissertation Abstracts International, 59 (3), 734A.
This study examined the main effects of an African diasporic travel intervention on the psychosocial
development of African American college sojourners. The treatment group consisted of 12 African American
college students who participated in the deliberate psychological education intervention during a six week study
abroad program in Ghana. As part of the deliberate psychological education, treatment group members
participated in weekly discussion groups and maintained journals detailing their African diasporic travel
experience. Control group members consisted of 12 African American college students who were either enrolled
in an African American studies course or who were members of a Black student campus organization. For the
purpose of this investigation, the research questions were as follows: Does an African diasporic travel
intervention promote racial identity as measured by the Racial Identity Attitudes Scale (RIAS)? Does an
African diasporic travel intervention promote African self-consciousness as easured by the African Self-
Consciousness Scale (ASC)? Does an African diasporic travel intervention promote Black psychological
functioning as measured by the Black Psychological Functioning Behavior Checklist (BPFBC)? Does an African
diasporic travel intervention promote intercultural development as measured by the Intercultural Development
Inventory (IDI)? What Is the relationship between racial identity and African self-consciousness as measured
by the RIAS and ASC? What experiences do African American college students report about the sojourn
experience? The research design for this intervention was a quasi-experimental, nonequivalent control group
design. Quantitative results indicated that, following an African diasporic travel intervention, treatment group
members demonstrated statistically significant decreases in their pre-encounter or anti-Black attitudes as
measured by the RIAS, relative to their control group counterparts. Treatment group members also
demonstrated statistically significant increases in their immersion or pro-Black attitudes as measured by the
RIAS, in comparison to control group members. Following an African diasporic travel intervention, no
significant gains resulted between the administration of the pre-test and posttest measures in the domains of
racial identity, Black psychological functioning, and intercultural development for a sample of African
American college sojourners. Sojourners' racial identity attitudes did however shift in the predicted direction
on the pre-encounter, encounter, and immersion subscales of the RIAS, although not significantly. That is to
say, treatment group participants' pre-encounter attitudes decreased, encounter attitudes remained stable,
and immersion attitudes increased. Treatment group members demonstrated a significant decrease in their
levels of African self-consciousness. The qualitative design for this research project is referred to as naturalistic-
ethnographic. Qualitative analyses revealed that African diasporic travel affected sojourners in five particular
ways. First, it permitted students to dispel negative myths perpetuated about Africa. Students reported
significant and liberating experiences related to specific experiences and meaningful interactions with Ghanaian
people. Third, students critically and analytically compared western cultural values and viewpoints with West
African values and viewpoints. Fourth, African diasporic travel promotes racial identify development and
intercultural development, in ways undetected by the quantitative measures. Finally, study abroad in West
Africa promoted academic achievement and motivation. [UMI].
7
 Day-Vines, N., Barker, J.M. & Exum, H.A. (1998). Impact of dasporic travel on the ethnic identity
development of African American college students. College Student Journal, 32 (3), 463-471.

Desruisseaux, P. (1992, November 25). Abroad, minority students’ challenges transcend academics. The
Chronicle of Higher Education, 39 (14), A27. [On-Line]. Available:
http://www.secussa.nafsa.org/underrepresentation/oldnews/challenges1.htm
Presents comments from Spelman College exchange student, a black American student living in a country
where foreigners increasingly are being subjected to verbal and even physical assault. Numbers of people she
meets who have never actually met a black person; Her studies at the Technical University of Berlin; Being
informed about your environment; People curious about you and your customs; Recruiting more minority
exchange students; A positive experience. [KP].

Dessoff, A. (2006, March/April). Who’s not going abroad? International Educator, 15 (2), 20-27.

Doan, T.M. (2002, January). Asian American students: Study abroad participation, perspectives and
experiences. Unpublished Masters thesis, University of Minnesota, Minneapolis, MN.
This study examines factors influencing study abroad participation among Asian American students at the
University of Minnesota, particularly focusing on the possible ways a student’s cultural and immigration
background can impact her/his decision and experience while abroad. In addition to looking at Asian
Americans as a whole, this study also examines disparities that may exist among various communities of Asian
American Students in the context of study abroad. [Author].

Dung, K. (1991). Students speak for themselves: Experiences in Costa Rica and the Dominican Republic. In
CIEE (Ed.), Black students and overseas programs: broadening the base of participation, (pp. 37-39). New York:
CIEE: Council on International Educational Exchange. [On-Line]. Available:
http://www.secussa.nafsa.org/forum/CIEEBooklet.pdf.

Ewart, A. (1996, April 18). A woman of color in Russia. Black Issues in Higher Education.

Farthing, L. (date unknown). Why study in South America? Discover the new world of the next century.
Originally published by Transitions Abroad as ‘Study in the Third World’, in their International Study Guides series.
[On-Line]. Available: http://www.secussa.nafsa.org/whystudy.html.

Fels, M.D. (1993). Assumptions of African-American students about international education exchange.
Speech at the convention of the Communication Association, Miami, FL.
This study attempted to identify and compare some of the assumptions concerning international education
exchange of first, the international education exchange community, and, second, the African-American student
community. The study reviewed materials from published institutional literature for the assumptions held by
the international education exchange community, and conducted a series of tape recorded interviews with eight
African American students attending California State University (Los Angeles) to identify their assumptions
concerning international educational exchange. Analysis of the data suggested that there may be a
disproportionate cost paid by inner-city African-American students who study on campuses with an
"international" focus. Students interviewed expressed the following attitudes: that new strains of racism and
class prejudice are imported to their campus by foreign students; that foreign students shun, avoid and are
afraid of African Americans; that, overall, there is no benefit to having foreign students on campus; and that,
foreign students sap and divert institutional resources, take up needed classroom seats and contribute to an
already tense racial environment. In addition, these Black students assumed they would be treated as objects of
fear abroad and that institutional efforts keep them ignorant of opportunities for study abroad. (JB) [KP].

Fields, C.D. (2001, August 2). Go abroad, and save the excuses. Black Issues in Higher Education. [On-
Line]. Available: http://www.findarticles.com/cf_0/m0DXK/12_18/77398872/print.jhtml.
This article attempts to discard the excuses of why underrepresented groups (AA) aren't studying and/or
teaching abroad and seeks to provide useful information on how to go about your international journey. Offers
advice to fellow Afro-Americans regarding studying or teaching abroad. Reason for uunderrepresentation of
8
Afro-American teachers among those who are studying or teaching overseas; Most common excuses for not
studying or teaching abroad; Useful Web sites for those who are interested in teaching abroad; Suggestion
before traveling to pursue teaching job. [KP].

Fountain, A. (2001, winter). Developing a program for Spanish heritage learners in a small college setting.
ADFL Bulletin, 32 (2), 29-32.
A small private woman’s college in Raleigh with a traditional student base from the eastern part of North
Carolina seems, at first glance, an unlikely locale for a program designed for Spanish heritage learners. Yet, in
recent years, the United States Hispanic population has grown significantly even in areas not traditionally
Hispanic, such as North Carolina. With a now burgeoning Spanish-language heritage population, North
Carolina’s educational institutions are being challenged at all levels to provide both a hospitable setting and
appropriate curricular adaptations to serve the needs of this group, and small private colleges are no exception.
The experience of Peace College provides an example of how a school that has not traditionally served Hispanic
students can build programs for such heritage learners and how institutions with a relatively small Hispanic
population can provide appropriate curriculum and resources for such learners.

Peace College, because of its size and constituency, has used its defining characteristics and its special interests
to build a small but viable program for its students of Hispanic background—combining curriculum initiatives
with travel opportunities, cultural events, and links to the community. Key components of this process and how
they were developed are the focus of this article. [Author].

Frierson, C.L. (1995, January/February). Perceptions of African American educators toward historically
black colleges and universities. ACADEME. [On-Line]. Available:
http://www.secussa.nafsa.org/underrepresentation/oldnews/bl_art.htm.

Fu, J. (2002, May). Reflections of Asian American students. Handout at the NAFSA annual conference, San
Antonio, TX.
This two page handout contains comments compiled from Asian American students about their education
abroad experiences. [DJC].

Furumoto, M. (2000, March). Creating support: A booklet of student reflections on their study abroad
experiences. The Forum Newsletter, The Forum on Underrepresentation in Education Abroad. [On-Line]. Available:
http://www.secussa.nafsa.org/forum/

Ganz, M.A. (1991). The Spelman experience: Encouraging and supporting minority students abroad. In CIEE
(Ed.), Black students and overseas programs: Broadening the base of participation, (pp. 29-34). New York: CIEE:
Council on International Educational Exchange. [On-Line]. Available:
http://www.secussa.nafsa.org/forum/CIEEBooklet.pdf.

Ganz, M., & Sideli, K. (2002). Diversity. In W. Hoffa (Ed.), It’s your world: Student’s guide to education
abroad (pp. 28-31). Chester, PA: Educational Directories Unlimited, Inc. [On-Line]. Available:
http://www.studyabroad.com/handbook/.
The contents of this handbook are intended for the use of students, advisors, and administrators. [Editor]. This
handbook is the result of an approved project by NAFSA’s Section on U.S. Students Abroad, SECUSSA. This
“Diversity” section has a segments titled “Minority Students;” “Picking the Right Country and Program;” and
on “Exploring your Heritage.”

Genzlinger, N. (2002, October 2). A foreigner even where her roots are buried. The New York Times,
nytimes.com.

Gliozzo, C. (1980). The international education of minority students. Minority Education, 2 (5), 1, 6-7.
Philadelphia: Institute for Minority Education.
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
9
eligible minority students, type of allocations, and the beneficial results of minority participants who study
abroad. [AUT – Henry Weaver bibliography].

Green, M.A. (2001). The overseas option: Life, lessons and adventure. The Black Collegian Online/African-
American Issues, 2. [On-line]. Available: http://www.black-collegian.com/african/overseas2001-2nd.shtml and under
the title, “Working overseas offers life lessons and adventure.” College Journal.com/WSJ.com,
http://www.collegejournal.com/resourcecenter/collegian/20010307-green.html.

Griffith, S. (198?). Encounters of another color: For some, travel abroad is a route lined with whispers, stares
and curiosity. New York Times. [On-line]. Available:
http://www.secussa.nafsa.org/underrepresentation/oldnews/encounter.htm.
This article discusses various personal encounters in foreign cultures/places. It specifically focuses on others
reactions to the phenomenon of "blackness" and how it is defined/seen abroad. [KP].

Hayes, W.D. (1996). Over there: Exchange programs and colleges seek to send more minority students
abroad. Black Issues in Higher Education, 26-29.
This article discusses the attempts being made by larger organizations (i.e. United States Information Agency,
UNCF, etc.) to encourage and support travel abroad among minority students. Through collaboration with
ISEP ( a program established in 1979 under the Fullbright-Hayes Act, which ensures that study abroad is
available to all qualified participants, regardless of social and economic background), students are matriculated
directly into host universities for year-long placements in countries that include: Argentina, Tanzania, Austria,
France, and UK. Three HBCU's have recently been included into ISEP. [KP].

Hembroff, L. A. & Russ, D. L. (1993). Minorities and overseas studies programs: Correlates of differential
participation, Occasional Paper No. 30. New York: Council of International Educational Exchange (CIEE). (ERIC
Document Reproduction Service No ED 368 283). [On-Line]. Available:
http://www.ciee.org/images/uploaded/pdf/occasional30.pdf
Despite increased efforts on the part of many institutions and program administrators to provide support and
outreach, minority students continue to be underrepresented in study abroad. This study attempts to identify
the reasons for this lower participation rate, and focuses on the Michigan State University, which has a very
large study abroad program. Data for the study were collected by distribution of an extensive survey to both on-
campus and off-campus student populations. The off-campus students received the survey through the mail and
the on-campus students through Resident Assistants. A total of 1,139 students participated in the study. The
report documents extensive findings from the survey, which include some of the reasons for lower participation
in study abroad by different ethnic/racial groups. One factor identified is that these groups often have a higher
attrition rate, which can influence study abroad rates since students typically study abroad during their junior
year. There was also a lower than average percentage of African-American students enrolled in some of the
major groups more likely to study abroad. Other factors included economic concerns, fear of travel to unknown
places, fear of discrimination, and language difficulties. The report includes suggestions for increasing
participation by minorities, including increased marketing and information dissemination to students and
faculty, clarification about the availability of financial assistance, increased outreach to students in majors with
high minority representation, more information about language requirements, increased advocacy of foreign
language study in high schools, and increased efforts at retaining African-American students. [MC – Maureen
Chao bibliography].

Herman, S.N. (1962). American Jewish students in Isreal. Jewish Soc. Stud., 24, 3-29.

Herman, S.N. (1970). American students in Israel. Ithaca, NY: Cornell University Press.
In this cross-cultural study the author analyzes the special motives and expectations of American Jewish
students in Israel, the changes in their attitudes during and after their stay, and the reactions of Israelis to them.
The author administered questionnaires to students on their way to Israel, after they had been in Israel for
several months, and a year after their return to the United States. Using these questionnaires as well as
interviews and diaries, Professor Herman brings into sharp focus the unique relationships of the visiting
students to their Israeli hosts, the attitudes they have in common and the ways in which they differ, and the
problems of social contact that the students experienced as "strangers among kinsfolk." He devotes a chapter to
10
the students' involvement in the Six-Day War, and another to those students who settled in Israel. The book
contributes to the methodology of a growing body of social-psychological literature on cross-cultural education,
and the conceptual framework it develops will be of special interest to psychologists and sociologists. It will also
be helpful to foreign student advisers and to students considering study abroad, particularly in Israel.[JCK –
Henry Weaver bibliography].

Herman, S.N., & Schild, E. (1960). Contexts for the study of cross-cultural education. Journal of Social
Psychology, 52, 231-250.
Data derived from a panel study of American Jewish students in Israel were analyzed within several conceptual
contexts. The problems of learning and adjustment of the student in a foreign country were looked at as those of
a person in a new psychological situation, as those of a stranger in the host society, and as those of a person in
overlapping situations. Attention was given to the effect of the orientation of the student on the cross-cultural
experience. Change in the cross-cultural situation was viewed as a particular instance of reeducation. At the
same time attention was directed to the special perspective provided by the study of cross-cultural education on
these processes. [JCK – Weaver bibliography].

Hines, T., Comp, D., Dziallo, R., & Anderson, D. (2004, November). Uncomon Ground, Common Faces:
Heritage Seekers Discover Minority Communities in Western Europe. Presentation at the Annual CIEE: Council on
International Educational Exchange Conference, Santa Fe, NM.
As an innovative approach to heritage seeking, this research examines historical background and quantitative
data relevant to a progressively more multi-ethnic Europe and provides an in-depth examination of European
opportunities for heritage seekers. Heritage seekers are conventionally minority high school, college, and adult
students seeking out a study abroad venue on account of perceived shared ethnic, religious, cultural, and
linguistic familiarity; indeed, the belief that various American ethnic minority diasporas share common
racial/ethnic, religious, linguistic, or cultural origin or background with individuals in non-western countries is
also fundamental to the practice of heritage seeking in non-western destinations. Many of these students,
however, are often taken aback when people in their study abroad destination either do not connect or perceive
the student(s) as simply American and may, surprisingly, consider an increasingly diverse Western Europe a
possible heritage seeking destination. We explore American minorities’ study abroad experiences in Europe
vis-à-vis issues related to identity, nationality, and ethnicity. Is nationality a better predictor of identity than
ethnicity? Do students’ shared national customs, language, and social views in their home country trump
perceived ethnic bonds in the host county? What is the study abroad experiences’ long-term effect on students
perceived ethnic and national identity? To explore these issues, we provide data on Western Europe’s ever-
changing ethnic landscape—examining both sides of the exchange by using heritage speakers in Spain as well as
the increasingly diverse flow of international students from Europe to the United States an examples.
Implications for international experiences’ enduring effects on participants’ identity are discussed. [Presenters].

Hoff, J. (1994, March 4). Summary, minority students’ orientation. SECUCCA Discussion List. [On-Line].
Available: http://listserv.acsu.buffalo.edu/cgi-bin/wa?A2=ind9403&L=secuss-l&T=0&F=&S=&P=1474.
This SECUSS-L post is a brief summary of responses regarding the implementation and presentation of special
orientation sessions for minority students preparing to study abroad. [DJC].

Hoff, J. (1994, March 4). Summary, minority students’ orientation. SECUSSA Discussion List post.

Hoff, J., Van Der Meid, J.S., & Doan, T. (2002, November 7). Asian American participation in study abroad.
Presentation at the Annual CIEE: Council on International Educational Exchange Conference, Atlanta, GA. [Handouts
– On-Line]. Available: J. Hoff: http://www.ciee.org/uploads/joe.hoff.session.pdf; J.S. Van Der Meid:
http://www.ciee.org/uploads/van.der.meid.session.pdf; T. Doan: http://www.ciee.org/uploads/thuy.doan.session.pdf;
Bibliography: http://www.ciee.org/atl_asian_am_biblio.cfm?subnav=conference.

Hofman, J.E., & Zak, I. (1969). Interpersonal contact and attitude change in a cross-cultural situation. Journal
of Social Psychology, 78, 165-171.
It was hypothesized that interpersonal contact in a cross-cultural situation would be associated with attitude
change. A group of secondary school pupils from the U.S. and Canada, of Jewish background, who attended a
summer camp at an Israeli Youth Village, were observed with reference to the contact each established with
11
Israeli peers. Before and at the end of the camp, their attitudes toward Jewishness and Israel were assessed.
Subjects were divided into low and high contact groups: high contact campers became more favorable in their
attitudes, while low contact campers did not change at all or became less favorable in their attitudes, as
predicted. [AUT – Henry Weaver bibliography].

Hope, R.O., & Scott, S.T. (1998). Strengthening the capacity of underrepresented minorities to pursue
international service careers. In J.N. Hawkins, C.M. Haro, M.A. Kazanjian, G.W. Merkx, & D. Wiley (Eds.),
International education in the new global era: Proceedings of a national policy conference on the Higher Education
Act, Title VI, and Fulbright-Hays Programs (pp. 197-205). Los Angeles: International Studies and Overseas
Programs, University of California, Los Angeles. [On-Line]. Available:
http://www.isop.ucla.edu/pacrim/title6/Break9-Hope-Scott.pdf.
The imminent approach of the twenty-first century challenges the country to examine and renew its
commitment to preparing the most talented students for the global economic and international affairs
responsibilities that will occupy center stage in the coming decades. Given current estimates that project a
profound shift in population by 2050-from a majority status for non-Hispanic whites to a more equal
distribution between majority and minority-it is time to address the issue of re-creating the international affairs
establishment by tapping the energy and talent of current and future students, particularly women and
minorities.

While efforts have been underway in recent years to educate a cadre of minority policy professionals in the
international sphere, statistics indicate that minorities still remain greatly underrepresented at the highest levels
of the international affairs hierarchy. An new public/private partnership is required that will promote
international career opportunities for talented students of color. This paper describes several existing
fellowship programs that promote diversity for the twenty-first century and that can serve as models for
expanding international affairs opportunities. Diversity is a reality in the American landscape. What is
required is a commitment to expand successful educational models to take advantage of that diversity, and to do
so in the context of recent antiaffirmative-action court decisions that may adversely impact the recruitment and
admission of students of color to international affairs graduate programs. [Authors].

Hunter-Gault, C. (Anchor). (1998). Connected: Careers for the future [Video]. (Available for the cost of
shipping from: Globalvision, 1600 Broadway, Suite 700, New York, NY 10019; Telephone: (212) 246-0202; Fax:
(212) 246-2677; E-Mail: roc@globalvision.org; Website: http://www.globalvision.org/program/connected/sect1.html.)
Video aims to increase minority awareness of international career opportunities, and is intended for high school
and college audiences. Features on-site interviews with African-Americans, Latinos, Asian-Americans and
Native-Americans who are working in international settings. [SECUSSA].

Hurd, H. (2001, August 2). Taking your education global . [Editorial]. Black Issues in Higher Education.
[On-Line]. Available: http://www.findarticles.com/cf_0/m0DXK/12_18/77398857/print.jhtml.

Hurd, H. (2002, May 9). Breaking down the mental barriers. [Editor’s Note]. Black Issues in Higher
Education. [On-Line]. Available: http://www.findarticles.com/cf_0/m0DXK/6_19/87015132/p1/article.jhtml.

Hytche, W.P. (1990). Historically Black institutions forge linkages with African nations. Educational record,
19-21.

Ireland, C., Levitt, J., Sefa-Dedeh, S., Shimazaki, N., & Sousa, A. (2003, May). Hyphenated Americans
abroad: Guidelines for advising heritage students. Presentation at the annual NAFSA: Association of International
Educators conference, Salt Lake City, Utah.
This session brings together program directors from Africa, Asia, Latin America, the Near East, and Europe to
discuss opportunities and challenges for the cultural adjustment of heritage students. [Presenters].

Jamison, A. (2001). Diversity issues in study abroad. Providence, RI: Office of International Programs,
Brown University. [On-Line]. Available: http://www.brown.edu/Administration/OIP/files/faqs/public-
pdf/diversity_st_abroad01.pdf

12
This is a collection of quotes by Brown University students about their experiences abroad. The quotes were
gathered through a survey of study abroad students returning from either spring semester/full year 1999-2000
or fall semester 2000-2001 abroad. The survey directly addressed issues of diversity in study abroad including
ethnicity, heritage, sexual orientation, religion, minority/majority issues, physical appearance, and language. It
was designed to elicit thoughtful and honest responses from participating students. [Author].

Jarvis, C.A., & Jenkins, K. (2000). Educating for the global future. Black Issues in Higher Education.
A brief synopsis of barriers to study abroad for minorities and the importance of a global education. [KP].

Jenkins, K. (1995). Interested in study abroad? Don’t let your fears stop you. The Black Collegian
Online/Global Study. [On-line]. Available: http://www.black-collegian.com/globalstudy/jenkins.shtml.

Jenkins, K. (2000, November 9). Educating for the global future (International opportunities for minority
students). Black Issues in Higher Education. [On-Line]. Available: http://www.blackissues.com/110900/dlstword.cfm
or http://www.findarticles.com/cf_0/m0DXK/19_17/68503559/print.jhtml.

Jenkins, K. (2002, May 9). Off the beaten path: Studying abroad in ‘nontraditional’ locations. Black Issues in
Higher Education. [On-Line]. Available: http://www.findarticles.com/cf_0/m0DXK/6_19/87015161/print.jhtml.

John, G. (1991). International comparative approaches to the problems of underrepresented groups. In CIEE
(Ed.), Black students and overseas programs: broadening the base of participation, (pp. 14-20). New York: CIEE:
Council on International Educational Exchange. [On-Line]. Available:
http://www.secussa.nafsa.org/forum/CIEEBooklet.pdf.

Kenton, A. (1995). Shedding light on what it means to be a minority internationally: Students share
experiences of their year abroad. CMSA Kaleidoscope, 5-7.

Klein, G., & Maquardt, C. (1995). Study Abroad: It's for you. Black Collegian, 40-42, 138-139, 192.
Attempts to dispel some myths about study abroad through concrete information and statistics. [KP].

Landau, J., & Chioni Moore, D. (2001, Fall). Towards reconciliation in the motherland: Race, class,
nationality, gender, and the complexities of American student presence at the University of Ghana, Legon. Frontiers:
The Interdisciplinary Journal of Study Abroad, 7, 25-59. [On-Line]. Available:
http://www.frontiersjournal.com/back/seven/volseven.html.
Over the past fifteen years the worldwide growth of U.S. study abroad locations, the increasing number of
“heritage” destinations, and an increasing theoretical sophistication have troubled these general assumptions.
The following paper, co-written by an American alumna of a U.S.-based study abroad program at the
University of Ghana, Legon, and a U.S.-based American professor specializing in International and Black
Atlantic Studies, will explore one particularly freighted instance of the end of such assumptions, by addressing
the American student presence at the University of Ghana, Legon. Examination of the Legon case will, we hope,
be valuable for all study abroad professionals, because the American student presence at Legon challenges all of
the traditional assumptions noted just above. [Authors].

Laventure, T. (date unknown). Asian students experience their roots through ELTAP. Asian American Press.
[On-Line]. Available: http://www.umabroad.umn.edu/curriculum/resources/eltap.html.

Lebold, C. J., Henry, A., Houston, P., Jackson, M., Scheibe, M., & Van Der Meid, S. (2005). Reaching
underrepresented constituencies. In J. Brockington, W. Hoffa & P. Martin (Eds.), NAFSA’s Guide to Education
Abroad for Advisers and Administrators (3rd ed., pp. 207-238). Washington, D.C.: NAFSA: Association of
International Educators.

Life, R. (Producer). (date unknown). Struggle and success: The African American experience in Japan
[Film]. (Available from STRUGGLE AND SUCCESS Film Library, 22-D Hollywood Avenue, Hohokus, NJ. 07423)
The African American Experience in Japan. Narrated by Ossie Davis with music by Paul Jackson of the Herbie
Hancock group, the 85 minute program examines the complex lives of African Americans living in Japan. The
13
program features African Americans from all walks of life in Japan. Andre De Cordova, originally from
California has developed an energetic method to teach young children English. Bill Whitaker, network
correspondent, relates a heart felt story of how Japan affected his children. Others include Glenn Boggs, the
only African American working for a Japanese securities company, Panzellia Leslie, a fashion designer from
Fukuoka, Rodney Johnson, a former break dancer turned Osaka businessman and Lance Lee, formerly
stationed in Japan with the Air Force, who returned to set up a successful fitness company. STRUGGLE AND
SUCCESS is an excellent teaching tool for schools, businesses and internationally focused organizations. An
ideal tool for any audience seeking to understand the social and cultural dynamics of contemporary Japan.
Appropriate for Asian Studies, Anthropology, American Studies, African American Studies, and Multi-
Cultural curricula and International Affairs. The film is an important human resource tool for Japanese
companies interfacing with America's multicultural workforce and for those with African American employees
in Japan. [Global Film Network].

Luqman, K. (2002). Race, gender and the African American women’s study abroad experience in Spain.
Unpublished capstone paper, School for International Training.

Lyster, L. (2000, May 25). Study abroad attracts fewer men, minorities. Daily Northwestern. [On-Line].
Available: http://www.dailynorthwestern.com/daily/issues/2000/05/25/campus/studyabroad.shtml.
This article discusses the lack of participation by minority students in study abroad programs. It pinpoints
Northwestern University's study abroad participants and how this institution, like many others, mirror the
national trends regarding the gender and racial gaps. [KP].

Malveaux, J. (2001, August). Globalization, culture and sharing. Black Issues in Higher Education.

Markiewicz, M. (1994). Three-year student of color recruitment plan for college semester abroad.
Unpublished capstone paper, School for International Training.

Marquardt, C. (1995, December 19). Summary-bicultural students abroad. SECUSSA Discussion List. [On-
Line]. Available: http://listserv.acsu.buffalo.edu/cgi-bin/wa?A2=ind9512&L=secuss-l&T=0&F=&S=&P=7393.
This SECUSS-L post is a brief summary of responses to a previous listserv post regarding a female student’s
experience in Japan. This primarily deals with heritage seeking as the student’s mother is Japanese and she
hade previously visited family in Japan. [DJC].

Massey, W.E. (2001). Morehouse College aims to provide global experience for students. Black Issues in
Higher Education.

Mattai, R. P., & Ohiwerei, G. (1989). Some mitigating factors against African-Americans in the rural
American South opting to study abroad. Paper presented at the Annual Conference on International Educational
Exchange. Washington, DC. (ERIC Document Reproduction Service No. ED 315 474).
This paper identifies some of the reasons African-American college students in the rural South have low interest
and participation rates in study abroad. The author provides a review of literature and, from this, draws forth
influencing factors. Included in these is the cost to study abroad, distance, employment opportunities,
educational status, and availability of information. The author theorizes that the low-income status of many
black families in the rural South and the high cost of study abroad are major barriers for students. He also
notes that insecurity due to minority status and the low levels of education typically attained also contribute to
the problem, while a lack of information and communication about study abroad creates additional barriers for
students. [MC – Maureen Chao bibliography].

Maundeni, T. (1999). African Females and Adjustment to Studying Abroad. Gender and Education, 11 (1):
27-42.

McFarlin, N. (1998, July/August). An African-American in South Africa. Originally published in Transitions

Abroad as “Study in the Third World”, in the International Study Guides series. [On-line]. Available:
http://www.secussa.nafsa.org/whystudy.html

14
 Meier, P. (199?, Sept. 19). Korean-American teen fills in the gaps on two trips 'home’. Star Tribune.

Millington, T.V. (2002). Study abroad for bicultural students. IMDiversity.com – Hispanic-American
Village. [On-line]. Available: http://www.imdiversity.com/villages/hispanic/Article_Detail.asp?Article_ID=7164
A recent survey by “Open Doors” showed that Hispanics make up approximately 5% of the student population
that studies abroad each year. With the growing prevalence of the Spanish language in today’s world, this
statistic is disappointing. One would expect Hispanics, with their bilingual and bicultural “head start,” to be at
the forefront of the study abroad population. There are several reasons for this low number of Hispanic
“trotamundos” (“globetrotters”): lack of funds, familial and academic responsibilities at home and lack of
motivation. But the two that I will focus on are seldom acknowledged: general perceptions of Hispanics
studying abroad and the preservation of ethnic identity. [Author].

Monaghan, P. (1994, June). Study Abroad for Minority Students: Colleges seek new ways to involve
underrepresented groups in international education. The Chronicle of Higher Education, 40 (1), A35.
Reports on the efforts of colleges and universities in the United States to involve minority students in
international education. Integration of international programs in the curricula, student bodies and faculties;
Significance of such integration to the linkage between global awareness and race and ethnic appreciation;
Recommendations on how institutions increase the number of minority students study abroad. [KP].

Morgan, R.M., Mwegelo, D.T., & Turner, L.N. (2002, Summer). Black women in the African Diaspora
seeking their cultural heritage through studying abroad. The NASPA Journal, 39 (4), 333-353. [On-Line]. Available:
http://publications.naspa.org/naspajournal/vol39/iss4/art2/.
While African women and women of African heritage share many similar experiences, their continental
separation causes them to have many differences. However, examining the collective experiences of African and
Black women of African descent can help frame discussions about ethnic, racial, and gender identities. Central
to this discussion is the question: How can African and Black American women connect to share their
experiences and engage in mutual learning? World travel is one way for women to experience such an identity
connection. [Authors].

Neff, A.R. (2001, August 2). Discovering heritage and more by studying abroad. Black Issues in Higher
Education. [On-Line]. Available: http://www.blackissues.com/080201/dlstword.cfm &
http://www.findarticles.com/cf_0/m0DXK/12_18/77398893/p1/article.jhtml.

Nesbit, J. (1996, January 23). Ethnic background drives choices for oversees studies. The University of
Michigan News and Information Services News Release.

Nolting, W. 1995, July/August). International opportunities for students of color abroad. Transitions Abroad,
87.

Office for Study Abroad, University of Iowa. (2001). Minorities abroad. University of Iowa. [On-line].
Available: http://www.uiowa.edu/~uiabroad/predeparture/PREPAREminorities_abroad.html.
Brief document from online study abroad pre-departure containing comments from underrepresented students
regarding their study abroad experiences. [DJC]

Park, Y.J. (2000/2001). An Asian American outside: Crossing color lines in the United States and Africa.
Across the Colorline. 2001Amerasia Journal, 26 (23), 99-117.
Park compares her experiences as a Korean American in Los Angeles, and working and living in South Africa
and Kenya with her Black American spouse. To a large degree, racial identifications are based on political and
class categories. [KP].

Peck, K.R. (2002). Participation of African American Students in Study Abroad Programs. Unpublished paper
for Administrative and Policy Studies. Pittsburgh, University of Pittsburgh.
This research seeks to investigate the reasons for lack of participation by African American students in study
abroad programs. This study will be conducted by means of survey polling and the collection of primary
research data. A major emphasis will be placed on the lack of participation by minority populations, specifically
15
for African American students at the University of Pittsburgh. The objective is to highlight the importance of
disseminating appropriate information directly to this population and building diversity into educational
programs abroad in order to increase their participation. [KP].

Perdreau, C. (1993, October). Strategies for recruitment and selection of African-American students for travel
and study abroad. Presented at the BPIA: International Association of Black Professionals in International Affairs
Annual Conference, Washington, D.C. [On-Line – Forum for Minority Participation in Education Abroad Spring 1994
Newsletter]. Available: http://www.secussa.nafsa.org/underrepresentation/oldnews/spring94.htm.

Perdreau, C. (1995, July/August). Students of color abroad: Successful strategies for recruiting and advising.
Transitions Abroad, 87 - 88. [On-Line – Forum on Underrepresentation in Education Abroad Fall 1995 Newsletter].].
Available: http://www.secussa.nafsa.org/underrepresentation/oldnews/fall95.htm

Perdreau, C. (2000). Building diversity into study abroad programs. Peterson, N.J. (2000). In M. Tillman
(Ed.), Study abroad: A 21st century perspective (pp. 23-27). Stamford, CT: American Institute for Foreign Study
Foundation. [On-Line]. Available: http://www.aifs.com/aifsfoundation/21century.htm

Raducha, J.A. (date unknown). Why study in Asia? The benefits of increased understanding. Originally
published by Transitions Abroad as ‘Study in the Third World’, in their International Study Guides series. [On-Line].
Available: http://www.secussa.nafsa.org/whystudy.html.

Ransom, L.K. (2001) Internationalizing African American student perspectives: Shifting out of the minority
paradigm. Unpublished Master’s thesis, University of Minnesota, Minneapolis, MN.

Resnick, D. (1998, Spring). A case study of a recruitment program for "minority" students: Israel interns for
Jewish education. Journal of Career Development, 24 (3), 227-234.
U.S. college juniors studying at Hebrew University of Jerusalem conduct Jewish education internship projects.
As seniors back home, they are placed in part-time religious education jobs. Of 24 interns, 58% worked full
time in Jewish education after graduation; 7 were doing graduate work in education or Jewish studies or were
studying in Israel. [SK – EDRS].

Rollins McLaughlin, T. (2001, May). Perspectives on learning Spanish as a heritage language in Mexico:
Four Chicana case studies. Unpublished Master’s thesis, Universidad de las Américas-Puebla, Cholula, Puebla,
México. [On-Line]. Available: http://mailweb.udlap.mx/~tesis/mla/mclaughlin_tr/.
The study is composed of a set of case studies of Chicana Spanish heritage language learners who decided to
study abroad in Mexico for one term of the undergraduate college career. The study took place over the course
of 10 weeks at the Universidad de las Américas-Puebla in Mexico. The Chicanas’, Mexican peers’ and
professors’ perspectives toward the Chicanas’ Spanish language learning in Mexico are the focus of the study,
along with a description of the students’ Spanish language features, and awareness of their Spanish skills and
ethnic identity. [Author].

Rotstein, G. (1999, September 6). Bringing diversity to overseas study: Ross donor helps local minority
students travel abroad to broaden their education. Post-Gazette.com. [On-Line]. Available:
http://www.post-gazette.com/regionstate/19990906afs2.asp.

Rubin, J. (2003). Going inward by going abroad: Understanding heritage seeking for Chinese Americans
studying abroad in China. Unpublished Master’s thesis, Northwestern University, Evanston, Illinois.

Sanders, C.E. (2000, Spring/Summer). Voicing concern about discrimination abroad: The history and
experience of voices of change in working with US students in Spain. SAFETI On-Line Newsletter, 1 (2). [On-Line].
Available: http://www.usc.edu/dept/education/globaled/safeti/newsletter.html.
This article describes the experience of two US citizens in Spain who have committed themselves to supporting
US college and university students who may become victims of discrimination in Spain. It is important to realize
that in the US and all countries in the world, discrimination takes place. The articles intent is to focus on the

16
challenge of responding to discrimination for students taking part in study abroad and to highlight the efforts of
Voices of Change in this area. [GR – SAFETI Editor].

Sanzone, T. (1996, March 22). Student perspectives: A personal view. Gustavian Weekly, 106 (18). [On-
Line – Excerpts on the Forum on Underrepresentation in Education Abroad Fall 1996 Newsletter]. Available:
http://www.secussa.nafsa.org/underrepresentation/oldnews/fall96.htm.
Brief article describing how studying abroad contributed to the author’s “realization of what it truly meant to
be the minority.” [DJC].

Scott, J.A. (1997, Fall). Dangers in the field. Michigan Today. [On-Line]. Available:
http://www.umich.edu/~newsinfo/MT/97/Fal97/mt14f97.html.
Many of us Black anthropology students and students from formerly colonized countries say that we are trying
to "decolonize anthropology." We mean that we are trying to extend the field beyond the regional area where
we conduct our research to include the academy, itself, as an object of anthropological inquiry. I see dangers of
at least three sorts in being a Black anthropologist: the threat that we pose to the discipline; the endangered
nature of our presence in the academy, and the danger we potentially face in the field unprotected from the
benefits of white privilege. Let us examine the dangers in more detail. [Author].

Scott, T. (2002, April 10). On life and leadership in South Africa. Testimony delivered on April 10, 2002 in
the U.S. House of Representatives. The James MacGregor Burns Academy of Leadership, The University of
Maryland. [On-Line]. Available:
http://www.academy.umd.edu/education/SouthAfrica/SA2001/life_leadership_scott.htm.

Shaw, S. (date unknown). Abroad in the new South Africa. Ishmael Reed’s Konch magazine. [On-Line].
Available: http://www.ishmaelreedpub.com/Shaw.html.

Shelton, S. (2001,November/December). Education abroad: Racism in Eastern Europe. Transitions Abroad.

[On-Line]. Available: http://www.transitionsabroad.com/publications/magazine/0111/shelton.shtml.

Smiles, R., (2001, August 2). A world-class education: Rewards abound for those who dare to teach or study
abroad. Black Issues in Higher Education. [On-Line]. Available:
http://www.findarticles.com/cf_0/m0DXK/12_18/77398870/print.jhtml.
This journal cover story contains perspectives of Black faculty and administrators, a number of whom are from
HBCUs, and also has an interesting article by a returned student of color who studied abroad. This journal can
be ordered directly from the publisher at (703) 385-2981 in Fairfax, Virginia. [Author/Journal].

Smiles, R. (2002, August 15). Cultural immersion: Black Issues associate editor experiences first-hand the
benefits of studying abroad during a weeklong trip to Strasbourg, France. Black Issues in Higher Education. [On-
Line]. Available: http://www.findarticles.com/cf_0/m0DXK/13_19/90793251/print.jhtml.

Stellmaker, H. (1994). Increasing under-represented students on study abroad programs. Presentation at the
Fifth International Conference for the Association of Academic Programs in Latin America and the Caribbean.
Encourages minority students, along with all other populations at St. Olaf, to pursue study abroad programs
which best fit their personal and academic needs; suggested methods are provided. [KP].

Stewart, M & Talburt, S. (1999). What's the subject of study abroad? Race, gender and living culture,
Modern Language Journal, 82 (2), 163-175.
This ethnographic study centers on a five-week study abroad program in Spain. Approximately 35
undergraduate students were audio taped during their coursework, and 6 students were interviewed multiple
times. Focus groups were used with the remaining students, and one of the instructors was also interviewed at
length. Students were asked to describe their experiences in Spain and reflect on their meanings. Data were
coded in order to identify themes. The article includes excerpts from the interviews, and it portrays the
experiences of the one African-American participant at length. [MC – Maureen Chao bibliography].

17
 Stoop, G.H. (1988). Minority student participation in study abroad. Journal of the Association of
International Education, 8 (1), 1-6.

Stryker, R.E. (date unknown). Why study in Africa? Greatest attractions are its peoples and varied cultures.
Originally published by Transitions Abroad as ‘Study in the Third World’, in their International Study Guides series.
[On-Line]. Available: http://www.secussa.nafsa.org/whystudy.html.

Szekely, B.B. (1998). Seeking heritage in study abroad. In T.M. Davis (Ed.), Open Doors 1997/1998: Report
on International Educational Exchange (pp. 107-109). New York: Institute of International Education. [On-Line].
Available: http://www.opendoorsweb.org/Lib%20Pages/STAB/seeking_heritage.htm.

Thomas, C. (2001). An African American in South Korea: Robert Sinclair Jr. returned with changed views
about the Korean people and culture, about his career, and about himself. Petersons.com. [On-Line]. Available:
http://www.petersons.com/stdyabrd/abroad8.html.
Robert Sinclair Jr. shares his personal experience in South Korea and how upon his return he changed views
about the Korean people and culture, about his career, and about himself. [KP].

Thomas, C. (2001). Study abroad for minorities: African-American, Hispanic, Asian, and Native American
students return from overseas with glowing tales. Petersons.com. [On-Line]. Available:
http://www.petersons.com/stdyabrd/abroad7.html.

Tucker, K. (1991). Students speak for themselves: Experiences in Scotland. In CIEE (Ed.), Black students
and overseas programs: broadening the base of participation, (pp. 35-36). New York: CIEE: Council on International
Educational Exchange. [On-Line]. Available: http://www.secussa.nafsa.org/forum/CIEEBooklet.pdf.

University of Pittsburg: Access International Education: Resources for

Underrepresented Groups in International Education. [On-Line]. Available: www.ucis.pitt.edu/aie/
Includes resources for parents, students, administrators and researchers.

Van Der Meid, J.S. (2002, May). The influencing factors for Asian Americans participation in study abroad.
Handout at the NAFSA annual conference, San Antonio, TX.
This handout provides a brief summary of results from the authors 1997 research (thesis) and includes a
bibliography. [DJC].

Van Der Meid, J.S. (1997). Asian Americans: Factors influencing the decision to study abroad. Unpublished
Masters thesis, Lesley College, Cambridge, Massachusetts.

Vicic, S. (Ed.). (1997, April 1). Minority, low-income students study abroad through new program. News
Bureau at the University of Illinois at Urbana-Champaign.

Walker, C. (1995, February). Experiencing the familiar of foreign places. The Black Collegian, 25 (2), 143.
This article takes you through a brief journey of a student's experience in the Semester at Sea Program and
how it enhanced her college education. She pinpoints how to take the initiative to research study abroad
programs and the rich cultural experience that is brought to life as you go through your sojourn. This student
also gives her perspective on being a black student abroad and the importance of Black students taking control
of their educational experiences and taking advantage of opportunities to develop their world consciousness.
[KP].

Washington, D.D. (1999, February). African-American undergraduate students' perceptions of and attitudes
toward study abroad programs. (Doctoral dissertation, George Mason University, 1998). Dissertation Abstracts
International, 59 (8) 2828A.
Research on study abroad programs indicates there is nearly universal agreement that international study
provides worthwhile and valuable experiences for undergraduate students. It is estimated that one in ten
undergraduate students enrolled in universities and colleges in the United States study abroad while attending
an institution of higher education. Approximately 80,000 students from the United States study abroad yearly;
18
however, African-American undergraduate students represent just 2.8% of the total number of students who
study abroad yearly. This under-representation of African-American under-graduate students in study abroad
programs is a source of concern for educators. The main purpose of this study was to identify the attitudes and
perceptions of African-American students toward study abroad programs in order to make recommendations
to increase their participation. From a review of the literature, five factors (finance family, faculty fear, and
awareness) were identified that could contribute to African-American students' participation in study abroad
programs. These factors were used to develop the Student Study Abroad Survey. The Student Study Abroad
Survey was augmented by focus group interviews at each research site to support the findings. A 2 x 2 (gender
and institutional type) analysis of variance (ANOVA) was performed for each of the five sub-scale factors
(finance, family, faculty, fear, and awareness). The alpha level of significance for the analysis was set at.05.
There were statistically significant school (institutional type) main effects for the finance (F = 10.4; df = 1,463; p
=.001) and awareness (F = 38.892; df = 1,463; p =.000) sub-scales. Moreover, a statistically significant gender
main effect was found for the faculty sub-scale (F = 5.85; df = 1,463; p =.016). However, from further analysis
of the data and the focus group interviews it was determined that the awareness factor was the greatest
contributor to African-American students' participation in study abroad programs. To increase the
participation of undergraduate African-American students in study abroad programs, institutions of higher
education must develop a plan that will ensure that African-American students receive information about
studying abroad. [Author].

Williams Hayes, D. (1996, April 4). Over there: Exchange programs seek to send more minority students
abroad. Black Issues in Higher Education [On-line] Available:
http://www.secussa.nafsa.org/underrepresentation/oldnews/overth.htm.

Wong-Reiger, D., & Quintana, D. (1987). Comparative acculturation of Southeast Asian and Hispanic
immigrants and sojourners. Journal of Cross-Cultural Psychology, 18, 345-362.

Young, R.L. (1985). Transcending one's cultural context: The ethnic American student abroad. Unpublished
manuscript.
This paper explores the ethnic identity development of the college-aged ethnic American. The context is the
study abroad experience where the ethnic American goes to the country or cultural environment of their
ancestors. The college years were chosen as the context of this paper since they are not only a time of
exploration in terms of developing lifelong personal values, but of establishing one's attitudes toward their own
ethnicity. This paper also examines one's ancestral origin through six sections. The first discusses the issue of
how ethnicity is defined and how it applies to ethnic Americans. The second section discusses the issue of
formation of ethnic identity for the ethnic American. It examines how the ethnic American is pulled between the
culture of their ancestors and that of a dominant "American" culture. The third and fourth sections use the
concepts of allegiance and awareness toward their ethnicity and the influence of their assimilation into
American society in theorizing how the ethnic American student experiences their overseas sojourn. These
sections address how ethnic American students are viewed as an ethnic being as well as an American, rather
than a minority in the American sense, while coping with different pressures in the assimilation process. A fifth
section discusses implications of the research, with respect to ethnicity at three levels: personal, school, and
societal.[JCK – Henry Weaver bibliography].

Zambito, J. (2002). Students of color in study abroad programs. Colorado State University Journal of Student
Affairs, 11, 1-5. [On-Line]. Available: http://www.colostate.edu/Depts/DSA/SAHE/JOURNAL/2002/zambito.htm.
Studying abroad is oftentimes considered a life-changing experience for young men and women, one that adds
depth and quality to their lives and future careers. This article will discuss a case study examining the positive
impact study abroad has on student participants, as well as explore the under-representation of students of
color in study abroad programs. To help change perceptions, which discourage students of color from study,
abroad, higher education professionals should concentrate their efforts on marketing study abroad
opportunities toward this student population. [Author].

Zwana, J.M. (1988). From problems to solutions: Responses to the needs of non-white students. Albany,
State University of New York.

19
This report outlines current concerns and interests affecting non-white students in the State University of New
York (SUNY) system and proposes initiatives to redress the historical inequilibrium of non-white student
achievement. Data were gathered from scholarly publications, reports, and position papers, and at conferences.
The following issues are discussed: (1) the obligations of SUNY, as expressed in its Mission Statement, to ensure
equal access to programs and resources and to combat racism; (2) the occurrence of racism on college
campuses; (3) weaknesses in strategies for recruitment and retention; (4) successful local ongoing recruitment
and retention programs; (5) developments in recruitment since May 1987; (6) minority studies in the SUNY
curriculum; and (7) study abroad programs. [KP].

Students with Disabilities

A World Awaits You (AWAY) - An award-winning journal, produced by the National Clearinghouse on
Disability and Exchange. AWAY provides a place for exchange participants with disabilities, exchange
providers and disability rights advocates to share their international exchange success stories with others. To
obtain a free copy of AWAY or to request guidelines for submitting your story, please send your mailing
address to the address below, or e-mail clearinghouse@miusa.org. [Journal].

Aaron, J. (1997, Winter). International exchange: My road to self empowerment. A World Awaits You –
Mobility International Journal, 22-23.

Access Abroad. (Date unknown). Access Abroad outcomes. Minneapolis, MN: Access Abroad, University
of Minnesota. [On-Line]. Available: http://disserv3.stu.umn.edu/abroad/outcomes.htm
Very brief data on 20 students with disabilities who studied abroad and participated in the Access Abroad
evaluation process during the three-year period of the grant.

Aune, B., & Soneson, H. (1995, July). Disability issues in international exchange: The work of a university
task force. Paper presented at the “Tools for Tomorrow: Exchanging International Perspectives on Higher Education
and Disability," a conference sponsored by the University of New Orleans and the University of Innsbruck, Austria.

Bucks, C. (1996). A world of options: A guide to international exchange, community service and travel for
persons with disabilities. Eugene, OR: Mobility International USA (MIUSA).
A guide to international exchange, study, and volunteer opportunities for people with disabilities. Available in
alternative formats.

Dessoff, A. (2006, March/April). Who’s not going abroad? International Educator, 15 (2), 20-27.

Frye, M. (date unknown). Ability abroad: Overseas learning challenges students with disabilities. The State
News: MSU’s Independent Voice[On-Line]. Available:

Gagliano, G. V., & Moore, N. M. (1996). Studying abroad: A guide to accessible university programs and
facilities for students with disabilities. New Orleans, LA: University of New Orleans.

Gerlach, S. (2000, September/October). Access abroad: Is there a way to get there? Transitions Abroad, 14
(2). [On-Line]. Available: http://www.transitionsabroad.com/publications/magazine/0009/gerlach.shtml.

Hameister, B.G., Matthews, P.R., Hosley, N.S., & Groff, M.C. (1999, Fall). College students with disabilities
and study abroad: Implications for international education staff. Frontiers: The Interdisciplinary Journal of Study
Abroad, 5, 81-101. [On-Line]. Available: http://www.frontiersjournal.com/back/five/volfive.htm.

Hameister, B.G., Matthews, P.R. & Skolnick, B.D. (1991). Disabled students’ perception of study abroad.
Selected proceedings of the 1990 AHSSPPE Conference, Nashville, TN, 4-6.
Students with disabilities have traditionally been underrepresented in study abroad programs. This session
presented preliminary results of a pilot study of disabled students’ perceptions of study abroad, both barriers to
20
participation and expected benefits. We led a discussion about issues in study abroad for disabled students.
What fears do disabled students have about study abroad? What information do students need before they
consider study abroad? How can disability service providers facilitate this process? [Authors].

Hebel, S. (2002, January 11). No interpreter: Advocates for students with disabilities criticize Education
Dept. ruling on study-abroad program. The Chronicle of Higher Education, A31.

Higgins, M.A. (2003, Spring). Developing a process for study abroad participants with disabilities.
International Educator, 12 (2), 41-43.

Houston, P. (2002, Spring). International exchange makes a difference: A disability perspective. IIE
Networker, 35-37.

Houston, P. (2002, April). Widening the circle: Finding homestays for participants with disabilities. IIE
Network. [On-Line]. Available:
http://www.iienetwork.org/?pg_v=pg&pg_pid=6907&pg_fid=15205&g=1710&ct=v2pages.

Houston, P. (2002, May). Widening the circle: International exchange makes a difference: A disability
perspective. IIE Network. [On-Line]. Available:
http://www.iienetwork.org/?pg_v=pg&pg_pid=6925&pg_fid=15205&g=1710&ct=v2pages.

Houston, P. (2002, June/July). Widening the circle: Funding strategies for inclusion. IIE Network. [On-Line].
Available: http://www.iienetwork.org/?pg_v=pg&pg_pid=7304&pg_fid=15205&g=1710&ct=v2pages.

Houston, P. (2002, September). Widening the circle: Accommodating for individuals with psychiatric
disabilities. IIE Network. [On-Line]. Available:
http://www.iienetwork.org/?pg_v=pg&pg_pid=7764&pg_fid=15205&g=1710&ct=v2pages.

Houston, P. (2002, November 20). Where in the world can confidence and self-advocacy get you? Posting to
the National Clearinghouse on Disability and Exchange NCDE Forum listserv.
This brief article shares a profile of a person with a disability who has had several successful international
exchange experiences.

Hurst, A. (1998, Fall). Students with disabilities and opportunities to study abroad. Journal of Studies on
International Education, 2 (2).
Within the context of increasing opportunities for study abroad, it is important to ensure that students with
disabilities can be included in international programs. However, to ensure that their participation is of the
highest quality, there are several additional challenges to be met. The first section of the paper explores these
and discusses the availability of appropriate information, financial concerns, and issues of access, both in the
physical sense of access to buildings and also the educational sense of access to learning and the curriculum. The
next section describes three case studies of disabled students and study abroad, including individual visits,
group arrangements, and a European pilot program organized from Ireland. The closing section provides brief
practical guidelines to assist in the inclusion of students with disabilities in international programs. [Author].

International Studies & Programs. (date unknown). Tips for advising students with disabilities for study
abroad. International Studies Programs, Michigan State University. [On-Line]. Available:
http://studyabroad.msu.edu/advisers/disabilities.html.

Keen, K. (2003, February). Widening the circle: Arranging for sign language interpretation abroad: A
disability service provider perspective. IIE Network: [On-Line]. Available: http://www.iienetwork.org.

Korstjens, J. (2004, Spring). Studying abroad in the Netherlands for students with disabilities. EAIE Forum,
6 (1), 24-25.

21
 Lebold, C. J., Henry, A., Houston, P., Jackson, M., Scheibe, M., & Van Der Meid, S. (2005). Reaching
underrepresented constituencies. In J. Brockington, W. Hoffa & P. Martin (Eds.), NAFSA’s Guide to Education
Abroad for Advisers and Administrators (3rd ed., pp. 207-238). Washington, D.C.: NAFSA: Association of
International Educators.

Leons, E. (2000, Winter/2001, Summer). Creating a safe environment for students with learning disabilities
on study abroad programs. SAFETI On-Line Newsletter, 2 (1). [On-Line]. Available:
http://www.usc.edu/dept/education/globaled/safeti/newsletter.html.

Levine, J., Roth, V., & Simon, E. (2002, November 8). Learning disabilities and study abroad: An
introduction. Presentation at the Annual CIEE: Council on International Educational Exchange Conference, Atlanta,
GA.

Lewis, C., & Sygall, S. (1993). A new manual for integrating people with disabilities into international
educational exchange programs. Eugene, OR: Mobility International USA.

MacGuire, M.J. (1997). The impact of the Americans with Disabilities Act on study abroad: Knowledge
versus perception. Unpublished capstone paper, School for International Training.

Matthews, P.R., Hosley, N.S., & Brostuen, K.W. (1997). No barriers to study (NBTS): A questionnaire about
serving university students with disabilities. Lock Haven, PA: Author (Available from Clinton Consulting &
Counseling, P.O. Box 205, Woolrich, PA 17779).

Mathews, P. R., Hameister, B. G. & Hosley, N. S. (1998). Attitudes of college students toward study abroad:
Implications for disability service providers, Journal of Postsecondary Education and Disability, 13 (2), 67-77. [On-
Line]. Available: http://www.ahead.org/publications/JPED/jped13-2-g.html.
This study investigates the perceptions of college students with disabilities toward study abroad by using
personal interviews to rank perceived barriers to participation and necessary accommodations. Subjects are
college students with disabilities who would qualify, academically for study abroad. Subjects cited the barriers
of lack of knowledge about available study abroad programs, lack of assistive devices and services, and financial
barriers. Students favored inclusionary study abroad programs as opposed to programs just for students with
disabilities. Most subjects preferred six months advance notice and study abroad in their junior year of college.
Disability services staff need to collaborate with international education staff and academic advisers to present
timely and accurate information about study abroad options to students with disabilities. [Authors].

Although extensive statistics are lacking, the number of U. S. students seeking to study abroad has steadily
increased in the last fifteen years. This study investigated the perceptions of college students with disabilities
toward study abroad, utilizing an instrument with questions about the perceived barriers to study abroad. Five
different universities participated in the study, four located in Pennsylvania and one in Michigan. A total of 64
undergraduate students completed the study, which consisted of a fifteen-minute interview based on the
instrument. The interviews were conducted by the disability service provider. Twenty-four of the students were
learning disabled, 12 visually impaired, 11 health impaired, 10 physically disabled, and 7 hearing impaired.
Interest in study abroad was not a factor in the selection of the students who participated in the study, although
all of the students who were selected would have been eligible for study abroad based on their grade point
averages. Findings indicate the biggest barrier for students was a lack of knowledge about available study
abroad programs. The second greatest barrier was a perceived lack of support devices, followed by financial
barriers. Only 13 percent of the students felt that overall the barriers were of severe consequence. Fifty percent
felt the barriers would have no effect. Students identified being involved in a program for non-disabled and
disabled students as opposed to one solely for students with disabilities as being the most important
accommodation. Second to that was advance notice, with more than half of the students stating that they
wanted at least six months notice to prepare for their participation in the program. The article presents more
specific and detailed findings, and also lists ten tips for disability providers. [MC – Maureen Chao
bibliography].

22
 Matthews, P.R., Hameister, B.G., & Skolnick, B.D. (1992, March). No barriers to study: A study abroad
interview questionnaire. Available from Clinton Consulting & Counseling, P.O. Box 205, Woolrich, PA 17779.

May, R. (1995). Europe: Unknown territory. International Pursuit, 3 (1), 2. University of Nebraska-Lincoln
World Campus, Office of International Affairs.
In this brief article, a student with Cerebral Palsy describes his study abroad experience in Germany.

McCabe, L. (2005, November/December). Mental health and study abroad: Responding to the concern.
International Educator, 14 (6), 52-57.

Mobility International USA (MIUSA). (1997). A world of options: A guide to international educational
exchange, community service and travel for people with disabilities. Eugene, OR: Mobility International USA.

Mobility International USA (MIUSA). (1997). Equal opportunities in the US and New Independent States
(NIS). Eugene, OR: Mobility International USA.

Mobility International USA (MIUSA). (1998). You can study in the NEW Independent States: A resource
guide for students with disabilities. Eugene, OR: Mobility International USA.

Mobility International USA (MIUSA). (1999). Campus collaboration campaign report. Eugene., OR:
National Clearinghouse on Disability and Exchange (NCDE).

Mobility International USA (MIUSA). (1999). Recommendations for future programs., Eugene, OR:
Mobility International USA.

Mobility International USA (MIUSA). (1999). Rights and responsibilities: A guide to the Americans with
Disabilities Act (ADA) for international organizations and participants., Eugene, OR: National Clearinghouse on
Disability and Exchange (NCDE).

Mobility International USA (MIUSA). (2000). Building bridges: A manual on including people with
disabilities in international exchange. Eugene., OR: National Clearinghouse on Disability and Exchange (NCDE).

National Clearinghouse on Disability and Exchange (NCDE). (1999). Frontline survey of disability and
international exchange organizations. Eugene, OR: National Clearinghouse on Disability and Exchange (NCDE).

Patino Donoso, D.L. (2004, Winter). From Colombia to the UK: Studying abroad with a disability. EAIE
Forum, 6 (3), 20-21.

Rubin, A.M. (1996, September 27). Students with disabilities press colleges to help them take part in foreign
study. The Chronicle of Higher Education, A47-48.
This article discusses the role of the institution in providing equal educational opportunities, specifically that of
international education, for disabled students. The key question to be addressed is "How far should colleges go
to encourage disabled students to study abroad, and make it possible for them to do so?" [KP].

Scheib, M. (1999). Intercultural negotiation in Spanish-speaking countries: Perceptions of US students with

disabilities in study abroad. Unpublished Master’s thesis, University of Minnesota, Minneapolis, MN.

Sharp, M. (2001, Spring/Summer). Conquering the world. Student Travels, 28.

Snow, S.M. (1991, Fall). A powerful catalyst: International travel can help you get a job. Careers and the
disABLED, 46-48.

Soneson, H., & Gerlach, S. (Date unknown). Students with disabilities and study abroad: Lessons learned
from the Access Abroad grant. Minneapolis, MN: University of Minnesota. [On-Line]. Available:
http://disserv3.stu.umn.edu/abroad/outcomes.htm
23
 Soneson, H.M. (2000, April). Study abroad for students with disabilities: Guidelines for advisors. Access
Abroad, University of Minnesota. [On-Line]. Available: http://disserv3.stu.umn.edu/abroad/profinfo/guidelin.pdf.
This guide provides U.S. and overseas advisors with information on study abroad for students with disabilities.
In the last several years students with disabilities are increasingly participating in study abroad, and
institutions and programs have been challenged to provide advising and support services for this new and
growing study abroad population. This guide includes information on the implications of the Americans with
Disabilities Act for study abroad, a description of different disability types and their typical accessibility needs,
suggested advising procedures, and resources to have available for staff and students. [Author].

Soneson, H.M. & Aune, B.P. (Winter, 1997). Collaborative approaches to promoting international study for
students with disabilities. A World Awaits You. Eugene, OR: Mobility International USA.

Sygall, S. (1994). Accessing programs: People with disabilities lead the way. Transitions Abroad, 17 (6), 69.

Sygall, S. (1995). Facilitating exchange: Including persons with disabilities in international programs.
Transitions Abroad, 18 (5), 87-89.

GLBT Students
Filomena González Canalda, M. (2002, November). Rights for everyone: Media, ideology, religion and
sexual orientation in the Dominican Republic. Presentation at the Annual CIEE: Council on International Educational
Exchange Conference, Atlanta, GA. [On-Line]. Available:
http://www.ciee.org/atl_paper_maria_canalda.cfm?subnav=conference.

Gardner, V. (1998, Spring). Adventures in Uzbekistan: Queer woman puts away labyris to "pass.”
Bloomington Beacon and Rainbow SIGnals, 4 (2). [On-Line]. Available:
http://www.indiana.edu/~overseas/lesbigay/int.htm.

Informal International Educational Task Force on GLBT Concerns. (1993, July 14). GLBT perspectives and
study abroad orientations. The University of Minnesota. [On-Line]. Available:
http://www.indiana.edu/~overseas/lesbigay/advise/orientations.html.

Jesurun, E. (2001, May 29). Same sex – different cultures: Gay, lesbian, bisexual and transgender issues
abroad. Presentation at the annual NAFSA: Association of International Educators conference, Philadelphia, PA.
Two handouts available online: http://www.indiana.edu/~overseas/lesbigay/advise/GLBT_Handouts.htm &
http://www.indiana.edu/~overseas/lesbigay/advise/GLBTHandout2.htm.

Johnson, R.D. (1995, March 21). Summary: Homosexual students in Latin America. SECUSSA Discussion
List. [On-Line]. Available: http://listserv.acsu.buffalo.edu/cgi-bin/wa?A2=ind9503&L=secuss-
l&T=0&F=&S=&P=4623.

Lebold, C. J., Henry, A., Houston, P., Jackson, M., Scheibe, M., & Van Der Meid, S. (2005). Reaching
underrepresented constituencies. In J. Brockington, W. Hoffa & P. Martin (Eds.), NAFSA’s Guide to Education
Abroad for Advisers and Administrators (3rd ed., pp. 207-238). Washington, D.C.: NAFSA: Association of
International Educators.

Ogden, A.C. (2003, Fall). Student perspective from Japan: Tangentially related. Rainbow SIG Newsletter, 10
(1), 4. [On-Line]. Available: http://www.indiana.edu/~overseas/lesbigay/SIGNewsFall2003.pdf
Comments written during an exit interview by a student who studied in Tokyo during the fall 2002 semester.

24
 Ogden, A.C. (date unknown). Welcoming gay culture: Preparing international educators for a new clientele.
NAFSA: Association of International Educators, Rainbow SIG. [On-Line]. Available:
http://www.indiana.edu/~overseas/lesbigay/int.htm.
Topics of article include: Gay culture, Definitions for the international educator, Homosexual identity
development, Campus, Curriculum, Community, A Note to the International Educator and Resources.
[Author].

Phelps, J. (2002, Fall). Rewarding opportunities for GLBT students going to Eastern Europe: A look at
Poland, the Czech Republic and Hungary. Rainbow SIGnals, 9 (1). [On-Line]. Available:
http://www.indiana.edu/~overseas/lesbigay/int.htm.

Pitts, M. (1997, Fall). Study abroad student perspective. Rainbow SIGnals, 4 (1). [On-Line]. Available:
http://www.indiana.edu/~overseas/lesbigay/int.htm.

Rainbow SIGnals - is published periodically by the Rainbow Special Interest Group (SIG) of NAFSA:
Association of International Educators. The Rainbow SIG is comprised of diverse NAFSAns whose goals are to
combat homophobia, heterosexism and transphobia within NAFSA, to counsel international students and study
abroad students who are gay, lesbian, bisexual or transgendered, and to support gay, lesbian, bisexual and
transgendered professionals in international education. [On-Line]. Available:
http://www.indiana.edu/~overseas/lesbigay/int.htm.

Rubin, A.M. (1997, October 31). Some study-abroad programs start to consider needs of gay students: They
need warnings about some countries, and may face difficult transitions returning from others. The Chronicle of Higher
Education. [On-line]. Available: http://www.indiana.edu/~overseas/lesbigay/student.htm &
http://www.colorado.edu/ealld/atj/Bridging/ABRD-faq2.html.

Sanderson, J. (2002, December). Somewhere over the rainbow: A pragmatic approach to issues of gay youth
and sexual identity in study abroad. (Unpublished master’s thesis, University of Maryland Baltimore County, 2002).
Masters Abstracts International, 40 (6) 1351.
As more and more US college students go abroad as part of their studies, it is becoming necessary to look at the
experiences of minority students to see if existing procedures and programs need to be changed in any way. I
examine different models of sexual identity formation and culture shock to complement data obtained through
a series of questionnaires targeting study abroad participants, study abroad advisors and foreign nationals. In
addition to examining the theories behind these processes, I also base my conclusions and recommendations on
intercultural misunderstandings and how they can be explained by the study of pragmatics. Gay-related issues
are seldom discussed in the context of intercultural relations, and even less so when young adults are concerned.
While those advisors questioned believe that the subject is sufficiently covered in their pre-departure
orientations, their students do not recall this; even if it was covered, it was not done in such a way that the
students took notice. My greatest recommendation, therefore, is to present a supportive image of the study
abroad office and to put a maximum of information at the students' disposal, such that they do not have to
directly ask for it. [Author].

Scheibach, T.L., Leisure, S., Manning, S., & Dunlap, A. (2002, November). Welcoming lesbian, gay,
bisexual and transgender (LGBT) students to the international or study abroad office. Presentation at the Annual CIEE:
Council on International Educational Exchange Conference, Atlanta, GA.
Specific focus of individual presentations were:
- Susan Leisure – “Recruiting and Advising LGBT Study Abroad Students”
- Scott Manning – “Out and In the Study Abroad Office: Personal Narrative in Study Abroad Advising as a
Gay Man”
- Andy Dunlap – “Coming Out and Coming Back: Re-entry Issues for Lesbian and Gay College Students who
Study Abroad.” Identify development for gay and lesbian youth, issues that they may face upon returning from
study abroad, suggestions about what professionals can do. [Dunlap paper On-Line]. Available:
http://www.ciee.org/atl_paper_coming_out.cfm?subnav=conference

25
 Shea, P. (2001). Providing resources for outbound students: Being gay, lesbian, bisexual or transgendered
abroad. Presentation at the NAFSA 2001 Conference. [Handout – On-Line]. Available:
http://www.indiana.edu/~overseas/lesbigay/nafsa_2001_presen.htm
Test on handout was taken from a handbook, Ready, Set, Go developed by the University of Guelph (Canada)
that all outbound students receive. [Author].

Sideli, K. (undated). What can a study abroad office do? NAFSA: Association of International Educators,
Rainbow SIG. [On-Line]. Available: http://www.indiana.edu/~overseas/lesbigay/int.htm.

Trimpe, J. (2000, March). Gaining visibility: Lesbian, gay, bisexual, transgender (LGBT) student issues.
The Forum Newsletter, The Forum on Underrepresentation in Education Abroad. [On-Line]. Available:
http://www.oldsite.nafsa.org/secussaforum/.
This article briefly summarizes the author’s presentation of her Master’s thesis at the Region VIII NAFSA
Conference in Bethesda, MD.

Data was broken down into categories according to when students came out to themselves about their sexual
orientation (as outlined above). Findings show that lgbt students experience reentry adjustment in a variety of
ways. For students who come out while abroad, this self-identification process does impact the reentry
adjustment process. For all student respondents, regardless of when they came out to themselves, factors which
impacted the level of ease or difficulty of the reentry process included: stage of the coming out process, the level
of tolerance in the study abroad country compared to the U.S., an individual’s personality, and the stage of a
student’s identity development and self-awareness.

Students who came out just before, during, or just after the study abroad experience raised similar issues and
concerns about coming out to family and friends upon return; locating lgbt resources when they got back; and
learning U.S. lgbt cultural norms and how to express oneself within this context. They also identified a range of
reactions from family and friends after coming out to them. The reentry adjustment process was most difficult
for students who came out just after returning to the U.S. as they were simultaneously experiencing reentry
adjustment and the coming out process. Students who came out a year or more before going abroad identified
similar issues, but less frequently. They experienced positive and negative aspects of returning to the U.S. lgbt
community. Some noted difficulty in relating to U.S. lgbt cultural norms again, while others noted that they
became more socially and politically active in the lgbt community here. For students who came out to
themselves a year or more after returning to the U.S., sexual identity was not an issue upon their return,
although for some it created an underlying stress that was not realized until later. [Author].

Trimpe, J. (1998). Education abroad and reentry adjustment: Issues of lesbian, gay, bisexual, questioning
students, Master's Thesis, The School for International Training, Brattleboro, Vermont.
This paper examines (1) the experience of students who questioned their sexual orientation or "came out" while
studying abroad and (2) what happened when they re-entered the U. S. Data for the study were collected from
84 lesbian, gay, bisexual, and questioning students who had returned from studying abroad, as well as 33
professionals working in the field as advisors and administrators. Two different surveys with open-ended
questions were developed and utilized, with some responses being collected via the Web. Findings from the
study indicate the level of difficulty or problems a student faced upon returning home were directly related to
how far along the student was in the "coming out" process, the level of tolerance in the student's host country as
compared to the level of tolerance in the student's home country, the student's individual personality, and the
student's level of self-awareness. [MC – Maureen Chao bibliography].

Tubbs, N.J. (2000). Bibliography – LGB issues. National Consortium of Directors of Lesbian Gay Bisexual
and Transgender Resources in Higher Education. [On-Line]. Available:
http://www.lgbtcampus.org/resources/bibliography.html
A bibliography centering on student affairs and LGB issues on campus. [Author]. This bibliography does not
specifically address international education issues but does offer an extensive selection of relevant resources.
[DJC].

26
 Adult Learners/Professional Students
About.com. (2001). Widowed mother of two studies abroad. Adult/Continuing Education, Nontraditional
student stories, About.com. [On-Line]. Available: http://adulted.about.com/library/weekly/aa012201a.htm.
This article describes the personal experiences of a nontraditional student who studied abroad in Italy. [DJC].

Abrams, I., & Abrams-Reis, C. (1979, September). Summary of the Carl Duisberg Gesellschaft-Antioch
survey. Unpublished manuscript, Antioch University, Ohio.
This summary is the result of a survey made of participants from the Federal Republic of Germany in the
International Adult Work-Study Program for Businessmen and Engineers at Antioch College conducted
between 1958 and 1971.These participants were recruited in cooperation with the Carl Duisberg Gesellschaft
(CDG) of Cologne, and the summary was done for the occasion of their 30th anniversary celebration in 1979.
The U.S. experience overwhelmingly influenced the careers of the 36 participants; several mentioned the
personal rather than career gains; others mentioned problems which arose upon their return; language
learning was overwhelmingly the highest rated aspect with the "general experience in the U.S." rated second in
overall importance. In summarizing the total experience, 20 said that it was "one of the most important
experiences of [their] lives." [JCK – Henry Weaver bibliography]

Blythe, C. (1999). No age limit for study abroad. Transitions Abroad, 23 (3), 71.

Desruisseaux, P. (1992, November 25). An older, more diverse group of American students is expected to
participate in study-abroad programs. The Chronicle of Higher Education, p. A28.

Dowell, M.M. (1995, November 10). Changing perspectives toward the target culture among selected
participants in a study abroad program in Cuernavaca, Mexico. Presentation in Research Perspectives in Adult
Language Learning and Acquisition, Columbus, OH.

Kohls, L. R. (1987). Four traditional approaches to developing cross-cultural preparedness in adults:

Education, training, orientation, and briefing. International Journal of Intercultural Relations, 11 (1), 89-106.

Lafford, B. (1995). Discourse strategies of second language learners of Spanish: Classroom vs. study abroad
settings. Proceedings of the annual symposium on Research Perspectives in Adult Language Learning and Acquisition
(RPALLA), Columbus, OH: The Ohio State University National Foreign Language Resource Center.

Long, D. (1997). The experiential course: An alternative to study abroad for nontraditional students. Foreign
Language Annals, 30 (3), 301-310.

Obstrand, K.D. (1986). Trips and tours: Combining theory and reality through education travel. In L.H.
Lewis (Ed.), Experiential and simulations techniques for teaching adults, New Directions for continuing education (p.
3). San Francisco: Jossey-Bass Puublishers, Inc.

Orndorff, E. (2000, October). The short-term study travel experience for adult professionals. (Doctoral
dissertation, Virginia Polytechnic Institute and State University, 1998). Dissertation Abstracts International, 61
(4),1256A. [On-Line].
Available: http://scholar.lib.vt.edu/theses/available/etd-52998-10527/unrestricted/dissertation.PDF.
International education and cross-cultural learning are often achieved through study travel. This
phenomenological study was designed to better illuminate the short-term study travel experiences for adult
professionals, describing the phenomenon from the perspective of the participants and its meaning for those
participants. The focus of the study was the Rotary International Group Study Exchange (GSE) Program,
designed to provide participants with the opportunity to develop international understanding, cultural
27
awareness, and professional competencies in a global setting. Co-researchers for the study were selected GSE
team members from Rotary District 7570 in Virginia and Tennessee, who participated in the program since
1991.

The methodology, based on the descriptive phenomenological model of Barritt, Beekman, Bleeker and Mulderji
(1983) included guided, but loosely structured in-depth individual interviews with eight co-researchers. Data
were analyzed to determine emerging themes, element structures, and variations. Interviewees were asked to
examine their individual descriptions to assure that their intended meanings were captured. A description of
the experience and its meaning was developed from all of the themes which emerged. A final conference call for
the interviewees was convened to review the mega-themes. Questions guiding the inquiry were: What was the
short-term study abroad experience like for these adult professionals and what meaning did the experience have
for these participants?

The following conclusions were drawn from the findings of the study:
1. The Group Study Exchange participants perceived that they developed a greater sense of who they
were.
2. Short-term travel was perceived as a valuable and life-changing experience for the participants.
3. Stress, identified as an element of the short-term study travel experience by every participant on some
level, was caused by family situations, homestays, language, and cultural differences.
4. Total immersion in the culture was seen as a factor which increased the participant’s ability to
understand and appreciate another culture on an intimate level, leading to deeper meaning and greater
insight.

This study confirmed previous studies related to sojourning and international travel as related to experiential
learning, increasing the understanding of the short-term travel abroad experience and its meaning to the adult
learner. [Author].

Parks, D.W. (1987). Purposes, motivations, and learning among adults in an overseas study tour. (Doctoral
dissertation, Michigan State University). Dissertation Abstracts International, 48, 1678A.
Many people go overseas for brief periods of work, study, or travel. Some significantly expand their horizons
with what they learn on these trips, while others do not. The purpose of this study was to identify relationships,
if any, between the awareness of purpose of adults in a short-term overseas experience and their learning. The
45 subjects were on learn-by-working tours in Israel sponsored by Jordan College. They were interviewed at
the beginning of their tours about their purposes and at the end about their learning. An exploratory approach
was used for the correlational research method. The subjects' recruitment process and religious characteristics
limited generalizability of the findings. The following observations about short-term travelers abroad were
drawn from the findings. (1) Expectations are developed by a reflective process which involves personal
background and is subject to influence. (2) Most purposes are based in learning. (3) Some travelers who do not
expect to learn are externally motivated. (4) Others who do not expect to learn have a passive outlook. (5) The
focus of purposes is subject to influence. (6) Learning is associated with indicators of the ability to reflect
purposefully upon reality. Those indicators with strongest positive correlation were 'focusing purposes on a
personal agenda ' and 'explicitness about expectations.' The indicator with strongest negative correlation was
passivity. Several practical implications for educators were presented: (1) Short trips have enough potential for
helping people learn about life abroad to be worth attention. (2) Special groups to be expected on short trips
include those in transition and those who do not expect to learn. (3) Questions need to be raised about selecting
candidates with low expectations of learning. (4) Candidates for a short trip abroad can profit by raising their
awareness of purpose. (5) The instruments and conclusions of the study are potential tools for raising awareness
of purpose. (6) Methods were proposed for influencing the group's focus, raising the explicitness of expectations,
and helping individuals pursue a personal agenda. [Author].

Sanders, K.A., & Morgan, M. (2001). Study abroad programs: A mirror for adult learning and perspective
transformation. Paper presented at the Adult Education Research Conference (AERC), Michigan State University,
East Lansing, MI. [On-Line]. Available: http://www.edst.educ.ubc.ca/aerc/2001/2001sanders.htm.
This pilot study qualitatively sought to examine how study abroad programs in Third-World countries provide
a means of fostering perspective transformation in adult learners. A diverse group of students and faculty from
28
four cooperating universities participated in a six-week study abroad program in Africa. It examined the
concepts of perspective transformation, transformative learning, and critical reflection. [Authors].

Sejut, M.P. (1997, April). Study abroad: an opportunity for adult and continuing education students to study
in the Hispanic world. (Doctoral dissertation, The Union Institute, 1996). Dissertation Abstracts International, 57
(10), 4291A.
This essay investigates four facets of Hispanic study abroad programs for adults: student interest, institutional
accommodations, availability of programs, and assistance from advisors. The investigation employs both formal
and informal research methods in an exploratory mixed design. Needs assessments and surveys are utilized.

Two informal needs assessments were completed: one assessment had thirty participants, the other sent surveys
to the populations of one-hundred sixty-nine Hispanic colleges and universities and thirty members of the
National Association of Foreign Student Advisors (NAFSA). Although incomplete, the data indicate the need for
further adult recruitment information in the study abroad field. The needs of health care, transportation,
entertainment, houses of worship and accommodations for children, spouses, and significant others require
addressing. [Author].

Surridge, S.W. (2000). Factors deterring adult undergraduate students at Penn State Capital College from
participation in study abroad. (Doctoral dissertation, Penn State University, 2000). Dissertation Abstracts
International, 61 (04), 1257A
This study identifies and explores reasons that deter adult undergraduate students at Penn State Capital
College from participation in study abroad programs. The theoretical basis of the study comes from study
abroad, adult education, and multicultural education literature. To identify and measure deterrents the
researcher developed the 34 item Likert-type Deterrents to Adult Student Participation in Study Abroad Scale
(DAPSAS). The DAPSAS was distributed as the major section of a self-administered mail questionnaire. The
study population was 1,144 Penn State Capital College undergraduate students 25 years of age or older who
were enrolled in undergraduate classes in the fall of 1999. Using standard survey research procedures resulted
in a 55. 6 percent (636 students) response rate to the survey. The study addressed three major research
questions: (1) what relative degree of influence is ascribed by Penn State Capital College adult undergraduate
students to the variables perceived as deterring them from participation in a study abroad program, (2) does a
theoretically meaningful factor pattern characterize the set of items constituting the DAPSAS, and (3) do
significant differences in mean deterrent factor scores exist among selected demographic and environmental
categories of respondents? The DAPSAS reliability coefficient was . 9208. The findings indicated that adult
undergraduate students are deterred from participation in study abroad due to the factors of Multicultural
Indifference, Institutional Shortcomings, Family Responsibilities, and Financial Responsibilities. The four-
factor solution accounted for 50. 7 percent of the total variance and 82. 2 percent of the variance explained in
the initial solution. The underlying factor that is the most discouraging to students is Multicultural Indifference
(i. e., indifference to living and learning in and about a different culture). The study concludes that study
abroad planners should consider the complex and interactive nature of dispositional, situational, and
institutional factors that deter adult students from participation in study abroad programs. Based on the
findings of this study, providing financial incentives to students to increase participation may not be the best use
of institutional resources. Resources might be better placed in support of activities for students, faculty, and
staff that increase everyone's level of multicultural understanding and vision. [Author – Maureen Chao
bibliography].

Community College Students

Association of Canadian Community Colleges. (1994). Internationalization of colleges: An orientation
document. Ottawa, Canada: Association of Canadian Community Colleges.

Bartlett, C. Z. (1991). Consortium provides international educational programs for community college
students. College and University, 66 (3), 139-141.
29
This short article describes the Illinois Consortium for International Studies (ICIS), which was founded to assist
community colleges in offering affordable study abroad programs for community college students. The article
presents the goals of the consortium and background information on how it was developed. Details about the
consortium activities and programs are provided as well. [MC – Maureen Chao bibliography].

Campion, W.J. & Bostic, D. (1993). Manual for building an international education program in the
community college., ERIC Document Reproduction Service No. ED 930 384.
This resource guide provides an overview for establishing a comprehensive international education program at
a community college, and draws extensively from the work done at Central Florida Community College. There
are a number of sections included in the manual, ranging from the strategic goals to steps for establishing an
office of international education, sample syllabi, ESL courses, and program brochures. The section most
relevant to study abroad includes documents related to faculty and student recruitment, an exchange
agreement, and course curriculum. Numerous sample documents and letters are included in this extensive
manual. [MC – Maureen Chao bibliography].

Carroll, C.M. (1998). Accrediting international education programs. Community College Journal, 69 (2), 38-
42.
This brief article discusses some of the issues, particularly regarding accreditation, that community colleges
should think about when developing international education programs. The author was the chair of the
Western Association of Schools and Colleges Accrediting Commission for Community and Junior Colleges.
Included is a minimal checklist for community colleges to consider before setting up international education
programs. [MC – Maureen Chao bibliography].

Chaifetz, M. (1992). A manual on developing an international work program: the Nassau Community
College London retailing co-op model. ERIC Document Reproduction Service No. ED 357 198.

Commanday, S. (1976). Creative alternatives in international education. ISECSI International Educational &
Cultural Exchange, 11 (3), 5-9.
A report about the RCC's (Rockland Community College) Israel Program. RCC began the first semester in
Israel affiliated with one institution. By the end of the semester they were affiliated with five and the number
has been growing ever since. The students who have been to Israel through RCC's program of study have, in
most cases, found the experience intensely stimulating and rewarding. The RCC's system of assigning students
to programs, "academic matchmaking," is most unusual in international education and absolutely unique with
regard to Israel. The Israel program seems to put democratic ideas into practice when it unites programs of
work with programs of study. It unites experiences for the student who is simultaneously learning and doing,
acting and feeling: learning how to use the country and culture as curriculum and resource, as a substitute for
the formal educational institution.[JCK – Henry Weaver bibliography].

Dessoff, A. (2006, March/April). Who’s not going abroad? International Educator, 15 (2), 20-27.

Edwards, J. & Humphrey T. (1990). Internationalizing the community college: Strategies for the classroom.
Developing International Education Programs, New Directions for Community Colleges, No.70, 17-26.

Falcetta, F.M. (2001). The globalization of community colleges. In M. Tillman (Ed.), Study abroad: A 21st
century perspective, volume II, the changing landscape (pp. 7-9). Stamford, CT: American Institute for Foreign
Study Foundation. [On-Line]. Available: http://www.aifs.com/aifsfoundation/21century.htm.

Farland, R. & Cepeda, R. (1989). Report of a study of "study abroad" programs, 1984-88, (ERIC Document
Reproduction Service No. ED 312 013).
This document summarizes the findings from a study conducted to evaluate the study abroad programs offered
by California community colleges. Thirty-six community college districts responded to a questionnaire
administered by a committee of 21 experts regarding their study abroad programs. The committee seeks to
analyze the study abroad programs at the California Community Colleges. The article includes statistics, which
describe the scope and types of programs offered between 1984-1988. It also includes detailed guidelines for

30
study abroad program administration based on the survey findings and outlines six international education
program objectives. [MC – Maureen Chao bibliography].

Fersh, S., & Fitchen, E. (Eds.). (1981). The community college and international education: A report of
progress. Cocoa, FL: Brevard Community College.
This publication consists of two parts: a collection of articles related to policies and programs in community
colleges plus instructional materials which were developed at Brevard. The format depends greatly on excerpts
rather than on complete articles so that there is a wider representation of materials. Part I of this publication
consists of a collection of 24 items which illustrate different aspects of forward movement in international
activities and programs. Part II consists of 14 items, all materials created at Brevard Community College:
excerpts from the grant proposal and specific examples of modules developed by their faculty. [JCK – Henry
Weaver bibliography].

Franco, R.W., & Narimatsu, S. (1996). Study abroad in the Pacific Islands: More than an international
experience. Dimensions of the Community College: International, intercultural, and Multicultural Perspectives, 6.

Furlong, T. & Hardin, S. (2000). International education study abroad programs: A level I review. Florida
community college system: Putting minds to work., ERIC Document Reproduction Service No. ED 440 715.
This report presents the results of a study that was conducted to determine the extent and types of international
education programs offered in the Florida Community College System (FCCS). The study provides an overview
of the structure and content of international education travel programs offered by each college. Institutional
and business partnerships, international consortia memberships, and international development initiatives are
also discussed. A survey on international education programs was distributed to all 28 community colleges. An
in-depth case study of the Seville, Spain program offered by Broward Community College was conducted.
Survey results indicated sixty-seven different international travel courses or programs in at least seventeen
countries. Nine major sections are included in the report: (1) international education travel programs in
Florida's community colleges; (2) program structure; (3) consortium membership; (4) international
development initiatives; (5) Florida linkage institutes; (6) faculty development; (7) case study of Seville, Spain
program; (8) issues for consideration; and (9) summary. Appendices include FCCS international education
program offerings, linkage institute contact list, support organizations for global education, and study abroad
program review survey. (RDG) [KP].

Gwynne, M.A. (1981, November). The effects of study abroad on community college students. (Doctoral
dissertation, Columbia University Teachers College, 1981). Dissertation Abstracts International, 42 (5), 1925A.
The purpose of this study was to determine if the attitudes of world mindedness and tolerance for out-groups
were influenced positively by study abroad. The influence and significance of other selected variables were also
studied in relation to study abroad by community college students. Study abroad is an option for students in
increasing numbers of community colleges. Little research on study abroad in community colleges has been
published. The available research on four-year colleges and university programs and students, and on foreign
students studying in America is hardly applicable to the diverse student populations in community colleges.
Students on campus and students studying abroad were tested at the beginning of the fall semester and again at
the conclusion of the semester sixteen to eighteen weeks later. The changes in attitudes as a result of the
semester of study at home or abroad were determined. Also, demographic factors were contrasted between the
home campus and the study abroad groups. Day classes on the campus of Rockland Community College were
randomly selected for testing. In the pretest 216 questionnaires were distributed, and 100 students completed
both the pre and posttests for a completion rate of 46%. The study abroad group was selected from the total
population from Rockland Community College who went abroad to study in the fall. The expected high
attrition in responding to two mailed questionnaires (pre and posttest) was confirmed. Twenty percent (55) of
the students answered both questionnaires out of an original distribution to 274 students. Two scales, the
Worldmindedness Scale and the Social Distance Scale, and a background data sheet were administered at the
beginning of the fall semester. At the conclusion of the semester only the two scales were distributed. In both
administrations of the instruments steps were included to minimize test reaction by masking the purpose of the
study. T-Tests revealed a significant increase in worldmindedness for the study abroad group, but no significant
difference between the groups in tolerance for out-groups after the study abroad experience. One-way analysis
of covariance confirmed the mixed results. Sex, age, and socioeconomic status were correlated by a regression
31
analysis with worldmindedness and tolerance, and no one variable was revealed to be a significant predictor of
either attitude. A chi-square supported the hypothesis that the intensity of ethnic identification would be
significantly greater for the students who studied abroad. The prediction that students who studied abroad were
less certain of their future careers than the home campus students was not supported by a chi-square test
applied to the responses. However, it was found that the community college students who studied abroad
anticipated a significantly higher level of educational achievement in the future than did students who remained
on campus. Community college students who elect to study abroad may be a different population from the home
campus students. They were initially more worldminded and tolerant than their campus counterparts and they
increased positively on both attitudes; however, the gain was significant only on worldmindedness. Attention
was drawn to the possible influence of the seizing of American hostages by Iranians in November 1979, one
month before the posttest was administered. Furthermore, the low worldmindedness scores for both groups
were seen as evidence for the contention of recent major national studies that global awareness is declining in
the United States. The results were seen as sufficiently positive to encourage community colleges to offer study
abroad opportunities to more of their students as one option for increasing inter-cultural and cross-cultural
experiences as part of the international mission of the colleges. [Author].

Halder, J. (1997). How Iowa community colleges developed a consortium of study abroad. Materials used in
presentation to the Annual Conference of the Community Colleges for International Development, Orlando, FL. (ERIC
Document Reproduction Service No. ED 405909).
This document describes in detail how a study abroad consortium was developed by community colleges in Iowa
and includes a number of sample documents and guidelines. Included are a timeline describing how long it took
to develop the consortium and what steps were taken, a list of guidelines for the operation of the consortium, the
mission statement and goals, a sample of one semester program in England, and sample program evaluations.
[MC – Maureen Chao bibliography].

Harrison, G. (1990). Study Abroad: A view from the community college. International Studies Notes, 15 (2),
71-74.
This short article provides a description of a study abroad program designed to meet the non-traditional
student population at Floyd College in Georgia. It discusses the importance of study abroad and how the
institution developed a study abroad program to target working class, older, and under-represented students.
The details of the program are discussed along with a description of the difficulties faced and an evaluation of
the first program. While the program was positive for those who participated, it did not reach the intended non-
traditional student population. [MC – Maureen Chao bibliography].

Hess, G. (1976). Rockland Community College: Five years later. New York: International Education and
Culture Exchange.

Hess, G. (1982). Freshmen and sophomores abroad: Community colleges and overseas academic programs.
New York: Teachers College Press.

Hoffa, B. (1997). Study abroad adviser: Study abroad and community colleges. Transitions Abroad, 20 (4),
81.

Kifiy, R., & Nielsen, D. (2002, December/2003, January). International service learning: The importance of
partnerships. Community College Journal, 39-41.
Over the past two decades, study abroad and service-learning opportunities have increased significantly on
community college campuses across the U.S. Community college faculty, administrators, presidents and board
members who are interested in supporting the development of service-learning programs in their local
communities and exchange programs overseas can easily obtain information. A variety of sources includes
academic publications, Web sites and professional conferences. Despite the wealth of resources available on the
nuts and bolts of developing service learning and study abroad programs, there is comparatively little
information available to help community college personnel effectively combine service learning with study
abroad. [Authors].

32
 King, M.C., & Fersh, S.H. (1982). General education through international/intercultural dimensions. In
Johnson, B.L. (Ed.), New directions for community colleges: General education in two-year colleges, No. 40 (pp. 49-
57). San Francisco, CA: Jossey-Bass.
In this presentation the authors share the thoughts that have influenced their actions at Brevard Community
College and give examples of what they have been doing along with recommendations. The authors believe
that, to live effectively and affectively in our rapidly evolving global society, individuals need additional kinds of
knowledge and creative ways of becoming more self-educating; it is imperative, they advise, that American
educators understand and appreciate the critical relationship of transcultural education and general
education.They further point out that general education must be more concerned with the affective as well as
the cognitive. Content-centered learning has relied heavily on accuracy and literalness at the expense of style
and persuasive power. [JCK – Henry Weaver bibliography].

King, M.C. (1990). The community college’s international vision. Community, Technical and Junior College
Journal, 61 (1), 37-40.

Martin, W. J. (1988). South American field experience: An initiative in international education. The
implementation journal for the South American field experience. (ERIC Document Reproduction Service No. ED 304
172.).
A description is provided of Williamsport Area Community College's (WACC's) South American Field
Experience program, a travel/study program for faculty and staff designed to provide a variety of learning
experiences through a three-week trip to Peru, Chile, Argentina, and Brazil. Chapter I presents an overview of
the development of the project, including information on WACC's past achievements in infusing an
international dimension into its curriculum and staff development activities, corporate sponsorship for the
project, participant selection and profiles, staff development planning, and publicity. Chapter II presents the
participants' action plans for the trip. The development of these plans involved examining the itinerary,
learning as much as possible about the places to be visited, and establishing goals to be accomplished during the
trip. Chapter III consists of entries from a field journal kept as a record of the team's activities. Finally,
Chapter IV includes a brief report from each participant summarizing the extent to which they achieved their
planned objectives. Appendixes contain the itinerary and course outlines. [Author – Marueen Chao
bibliography].

McLean, J.J. (1990). Consortial approaches to international education. Developing International Education
Programs, New Directions for Community Colleges, No. 70, 47-56.
Describes the College Consortium for International Studies, a consortium offering overseas study opportunities
for U.S. students in 18 foreign countries. Reviews the advantages and disadvantages of the consortial approach;
how consortial membership works; and overcoming prejudice, inertia, and other obstacles. (DMM) [KP].

Narimatsu, S., & Franco, R.W. (1996). Study abroad in the Pacific Islands: More than and international
experience. In R.L. Raby & N. Tarrow (Eds.), Dimensions of the community college: International, intercultural, and
multicultural perspectives (Garland Studies in Higher Education, Volume 6). New York: Garland Publishing, Inc.

Oberstein-Delvalle, E. (1999, September). Study abroad programs in three California community colleges.
(Doctoral dissertation, Pepperdine University, 1999). Dissertation Abstracts International, 60 (3),631A.
This ethnographic study is a comparison of three study abroad programs at community colleges in California.
Data were collected by interviews with college presidents, study abroad directors and faculty. The study
examines such issues as institutional support, the skills of the director, faculty involvement, programming, and
community links. Findings show that the president and study abroad director play an important role in
building program support and that a study abroad advisory committee ensures faculty involvement. Obstacles
include financial aid support, transfer of credit, and college liability. [MC – Maureen Chao bibliography].
Raby, R.L. & Sawadogo, G. (2005). Education abroad and community colleges. In J. Brockington, W. Hoffa
& P. Martin (Eds.), NAFSA’s Guide to Education Abroad for Advisers and Administrators (3rd ed., pp. 151-168).
Washington, D.C.: NAFSA: Association of International Educators.

Raby, R.L. (2000). California colleges for international education. Opendoors on the Web. [On-Line].
Available: http://www.opendoorsweb.org/Lib%20Pages/For%20Studs/California_Colleges.htm
33
In 1985, several California community colleges joined together and formed the consortium, California Colleges
for International Education (CCIE). CCIE is dedicated to the ideal of increasing international understanding
through education. The 1999-2000 CCIE Annual Report © 2000 details the full sweep of activities in
international education in which our colleges were involved during the 1999-2000 academic year. The majority
of CCIE member colleges have established at least one international education program, and several are
branching out into diverse areas of international education. The survey results provide a detailed picture of
CCIE colleges’ investment in international education. This composite serves as a basis from which CCIE will
provide intensive efforts to support international education in the future.

In Spring, 2000, all CCIE representatives received the CCIE Survey which asked for data on various activities
in which member institutions are engaged. It is recognized that the CCIE representative may not be the sole
individual on campus engaged in international educational activities. Therefore, information provided in the
report is representative of the information provided for by each CCIE representative answering the survey. As
such there may be some inconsistencies in the data provided and what is occurring on individual campuses. 54
of the 59 CCIE member institutions responded to the 1999 - 2000 survey, with an 92% response rate. [Author].

Raby, R.L., & Tarrow, N. (1996). Dimensions of the community college: International, intercultural, and
multicultural perspectives (Garland Studies in Higher Education, Volume 6). New York: Garland Publishing, Inc.
This two-part monograph provides a theoretical and practical analyses of intercultural and multicultural
education programs. The first part describes inter- and multicultural educational programs in the United
States and Canada and includes the following eight chapters: "International, Intercultural, and Multicultural
Dimensions of Community Colleges in the United States," by Rosalind Latiner Raby; "Community Self-Help
International Development Projects: A Humanistic Perspective," by Jean Cook; "From Aid to Trade: New
Trends in International Education in Canada", by Daniel Schugurensky and Kathy Higgins; "Weaving the
American Tapestry: Multicultural Education in Community Colleges," by Naomi Okumura Story;
"Internationalizing the Curriculum: Ideals vs. Reality," by Rosalind Latiner Raby; "Study Abroad in the
Pacific Islands: More Than an International Experience," by Sharon Narimatsu and Robert W. Franco;
"Reform and Quality Assurance in British and American Higher Education," by Ruth Burgos-Sasscer and
David Collins; and "Building Consensus for International and Multicultural Programs: The Role of
Presidential Leadership," by Evan S. Dobelle and James H. Mullen. The second part explores the adaptation of
the United States community college model in other nations and includes the following six chapters: "Culture,
Technology, Development: Partners with a Price Tag," by Mathilda Esformes Harris; "The Role of the
Community College in Countering Conflict in Multicultural Societies," by Cornelia H. van der Linde;
"Assessing the Relevance of American Community College Models in Japan," by Tina Yamano and John N.
Hawkins; "Egyptian Community Colleges: A Case Study," by Amin A. Elmallah, Kal Gezi, and Hassan Abdel
Hamid Soliman; "Michlalot Ezoriyot--Regional Colleges in Israel: Challenges, Promises, and Prospects of an
Alternative Model in Higher Education," by Yaacov Iram; and "A Review of Community College Development
in South Africa," by Mbuyiselwa Silas Zuma. [TGI, Garland Publishing].

Reimer, T.E. (1992). A case study of leadership and international education programs in community college.
(Doctoral dissertation, University of Oregon). Dissertation Abstracts International, 53, 2657A.
International education programs in community colleges include any one or a combination of several activities:
foreign language instruction, active recruitment of international students, branch campuses abroad, infusion of
global issues into existing curriculum, study abroad programs, student and faculty exchanges, international
trade and business education, and the establishment of mutual agreements with colleges in other countries. A
key ingredient in successful programs is the positive leadership of administrators. This investigation is a
qualitative case study of international education programs at three Pacific Northwest community colleges. The
study assesses the status of each program, and the role chief executive officers (CEOs) and other administrators
play in their success. Governing board members, upper level administrators, faculty, and staff were interviewed
to determine their impressions of what is an effective international education program and how their
institutional program achieved its current status. Activities and meetings were observed. The interviews and
observations were analyzed to determine who is influential in promoting international education at these
institutions. Participants agree that the active and verbal support of the community college CEO is crucial to
the success of international education programs. Visibility of the CEO at institutional international functions,
formal and informal statements of support from the CEO and other top administrators, and recognition of
34
efforts of staff members are essential for successful programs. The CEO and other administrators support
international efforts of staff by creating, promoting, or allowing development opportunities for staff members.
Good programs require a team effort of the CEO, other administrators, and staff. Participants also agree that
aspirations for international education programs among individual staff members is more important than
having an institutional coordinator. At the institutions studied, staff members have been influential in
determining the course and activities of international education. Participants in the study said community
colleges have a responsibility to aid the United States citizenry in becoming literate in global perspectives and in
competing with other nations' work forces. Governing boards and chief executive officers should exert influence
by encouraging staff members to become globally literate. Specific activities that can be used to promote global
issues are listed and discussed. [Author].

Richards, T.F. (1994). Today's demands for global awareness: The community college dimension., (ERIC
Document Reproduction Service No. ED 381 209).
This paper begins with a discussion of the importance of teaching global issues and the ways in which educators
are trying to address the need. The author discusses his own institution, Brookdale Community College, and
outlines the typical student as having limited knowledge of global issues. He then describes a program at the
college designed to address the student's need to have a more global education and cross-cultural experience.
The program highlighted is in Guayaguil, Ecuador, and offers an educational experience for both Ecuadorian
and U. S. students. Local students can earn up to 45 credits at the center in Guayaguil with the option to finish
an A. A. degree at Brookdale, and U. S. students can earn up to thirty credits in such subject areas as culture,
business, and history. [MC – Maureen Chao bibliography].

Robinson, B.S. (1990). Facilitating faculty exchange: Developing international programs. New Directions
for Community Colleges, 70, 37-45.

Spofford, W.K. (1990). The effective development of nontraditional study-abroad programs., New Directions
for Community Colleges, 18 (2), 27-35.

Tenhoeve, T. & Handzel, P. (1992). Travel abroad: Meeting the international community of its own terms.,
Community, Technical and Junior College Journal, 63 (1), 16-23.
This brief article provides a general overview of the benefits of study and travel abroad and provides a
description of a program at Oakton Community College in Illinois. The article discusses issues relevant to
community colleges and faculty participation. [MC – Maureen Chao bibliography].

Education Students
Anon. (1928). Summer study for the foreign language teacher. The Modern Language Journal, 12, 348-350.

Bush, S.H. (1928). Travel for teachers. The Modern Language Journal, 12, 343-347.

Brewer, E., & Boatman, K. (1991, Fall). The Boston University professional international linkage program in
Niger: An exchange model for education students and faculty. The Phi Beta Delta International Review, 2.

Cahnmann, M. (2002). Teachers’ translations of a study abroad experience. Unpublished document. [On-
Line]. Available: http://www.coe.uga.edu/language/faculty/cahnmann/xalapa.pdf.
This paper explores teachers' translations of words and identities in and beyond participation in the Xalapa
(Mexico). [Author].

Canfield, D.L. (1974, March). Evaluation of summer schools for American students and teachers of Spanish
in Mexico and Spain: A progress report. Hispania, 57, 107-139.

35
 Canfield, D.L. (1975, March). Evaluation of summer schools for American students and teachers of Spanish
in Mexico and Spain: Final report. Hispania, 58, 158.

Casale-Giannola, D.P. (2000, October). The meaning of international experiences for the professional
development of educators. (Doctoral dissertation, New York University, 2000). Dissertation Abstracts International,
61, 1232A.
Each year universities and numerous professional associations offer increased opportunities to teachers for
international study, travel and employment. Study abroad programs are argued to be beneficial for personal
and professional growth of participants. For educators specifically, a greater global awareness, often attributed
to teachers' international experience, has led to better global education for students. However, individual and
international experiences vary widely and meanings are socially constructed. The purpose of this study was to
define and interpret the meaning of international travel and study for teachers by describing the process of
developing meaning through interpretations of symbols and interactions. Qualitative research was selected to
investigate how educators interpreted international study and travel experiences. Twelve teachers, from varying
background and fields of academic study, participated in intensive reflective interviews, discussing their
experiences, interpretations and outcomes of international programs. Symbolic Interaction Theory provided a
conceptual framework for the design of the study and was used as a lens to analyze research data. Findings
revealed that participants in international experiences developed meaning by analyzing, reflecting and making
decisions based on personal history, joint actions and individual beliefs and actions.) While many of the
research results were positive, and similar to other evaluative studies in the field, some unique differences were
found. Not all meaning making stemmed from positive experiences or ended in positive outcomes. Differences
among program sponsors and participant expectations, clashes between group participants, and differences in
cultural beliefs, norms, and practices sometimes led to negative interpretations. While most studies have
determined participants broaden perspectives based on their international experience, this study found that
participants may also narrow perspectives based on their individual perceptions. Co-constructing meaning with
participants can help program designers develop more mutually satisfying international programs for teachers
and sponsors. As policy makers call for increased globalization among American citizens and global education
in your schools, this study identified how internationally experienced teachers may become valuable resources
in achieving such goals. [Author].

Cushner, K., & Mahon, J. (2002, Spring). Overseas student teaching: Affecting personal, professional, and
global competencies in an age of globalization. Journal of Studies in International Education, 6 (1), 44-58.

Daines, J., & Plihal, J. (1990). Contributions of an in-country experience to the development of a global
perspective. In S. Williams, D. West, and E. Murray (Eds.), Home Economics Teacher Education Yearbook, 10.
American Home Economics Association. Mission Hills, CA: Glencoe/McGraw Hill Publishing Co.

Epstein, D.F. (2004, Spring). Fact-finding by social studies teachers to Germany. IIENetworker, 51-52.

Good, J. L. & Campbell, S. L. (1997). The impact of a study abroad program in Jordan on undergraduate
university students, (ERIC Document Reproduction Service No. ED 407 921).
This article describes a study abroad program in Jordan run by Ambassador University in Texas, which
provides twenty U. S. students each year the opportunity to teach Jordanian students with physical and mental
disabilities at one of a few special education centers. The students prepare for the work before they leave the U.
S. by taking classes on teaching, disabilities, and conversational Arabic. During the year the students have the
opportunity to travel to other countries such as Egypt, Israel, and Syria, as well as to meet Jordanian Royalty
and government officials.
In addition to describing the program, this article documents the impact that the program has had on student
participants. Data are obtained from essays that an unspecified number of students had written upon their
return about the effect the program had on their lives and on their outlook toward people of different cultures.
The article includes a number of excerpts from the essays. [MC – Maureen Chao bibliography].

Hughes-Wiener, G. (1988, February). An overview of international education in schools. Education and

Urban Society, 20 (2), 139-158.

36
 Kalivoda, T.B. (1977, September). Study abroad for language majors and their teachers. ADFL Bulletin, 9
(1), 39-42.
A decade ago John Carroll reminded us that we were going nowhere fast in our foreign language teacher-
training efforts. His highly acclaimed investigation of foreign language proficiency attained by college language
majors revealed that “The median graduate with a foreign language major can speak and comprehend the
language only at about an FSI [Foreign Service Institute] rating of ‘2+’, that is, somewhere between a ‘limited
working proficiency and a minimum professional proficiency.’” 1 The results took many by surprise. The
profession was emphasizing improved and more efficient instructional strategies, and language mastery on the
part of teachers had been taken for granted. [Author].

Klassen, F.H. (1967). Teacher education: The world dimension. Occasional Papers on International
Educational Exchange, 8. New York: CIEE. [On-Line]. Available:
http://www.ciee.org/images/uploaded/pdf/occasional08.pdf.

Klineberg, O. (1966). International exchanges in education, science and culture: Suggestions for research.
The Hague: Mouton.
The present paper is based on (1) a number of documents prepared by the UNESCO secretariat, (2)an earlier
working paper prepared for UNESCO by Rector De Vries together with the comments on it by the members of
the ISCC, and (3) an extensive examination of published materials, largely of American origin. In the
introduction, the author points out several sources of difficulty, some of which are discussed in greater detail
later on in the paper. First, there is a large variety of possible exchanges; second, the differences in conditions
political, economic, cultural) in which the exchanges take place; third, a lack of clarity as to the goals; fourth,
variation in the time-span of the programs; fifth, the limited nature of the research findings. The present
memorandum is therefore directed not to evaluation alone, but to the wider topic of what social scientists have
been doing and what they might still do, in the field of international exchanges. The author then points out that
an educational program aimed at developing an elite which can aid in the administration and the government of
a "new" nation may require a different structure from that designed to improve the educational level of a whole
community. This paper further assumes that the ultimate goal of international exchanges is to contribute to
friendly and peaceful relations among the peoples of the world, but that many more immediate goals relating to
technical cooperation, changes in institutions, success in academic training, increased knowledge about foreign
cultures, preparation for a useful career, readiness to cooperate in international undertakings, etc., may all
require consideration. A distinction is drawn between two forms of international exchange, the first involving
contact between people, the second consisting of transmission of materials or things. The paper insists that there
can be no hard line between those two varieties of exchanges, since a visiting professor may bring along his
books, or a biologist his exhibits. In concluding, the writer suggests that what is needed now is a theoretical
framework, rather than the attempt to contribute short answers to particular questions. This would involve a
thorough stock-taking, a systematic identification of the categories of problems involved, and of the manner in
which they are interrelated. One of the steps would be a balder and bolder statement of the hypotheses which
appear to emerge with enough probability to warrant future research and investigation. [JCK – Henry Weaver
bibliography].

Mahan, J.M., & Stachowski, L.L. (1985). Overseas student teaching: A model, important outcomes,
recommendations. International Education, 15 (1), 9-28.

Mahan, J. M. & Stachowski, L. (1990). New Horizons: Student teaching abroad to enrich understanding of
diversity, Action in Teacher Education, 12 (3), 13-21.

Martens, M.M. (1992, June). An analysis of the perceptions for the participants in the German Marshall Fund
of the United States Teacher in-service training. (Doctoral dissertation, Oklahoma State University, 1991).
Dissertation Abstracts International, 52 (12), 4288A.
This dissertation analyzed the perception of the Fellows who participated in the German Marshall Fund of the
United States Teacher In-Service Training Seminar held in Germany during the summers of 1988, 1989, and
1990. Data were collected through a questionnaire mailed to the teachers who had participated in the GMF In-
Service Training. Descriptive statistics were used to analyze the data. Findings and conclusions. Several
important findings include the following: (1) The Fellows perceive they have greater academic prestige because
37
of their GMF experience. (2) Personal benefits include lasting friendships, an increased awareness in
international affairs, and a greater understanding of Germany. (3) Joint research projects have been conducted
by 24% of the Fellows. (4) Of the 51% of the Fellows who had previously studied abroad, 10 had done so on
Fulbright Fellowships. (5) Over half the Fellows reported that some of their colleagues did not understand the
importance of study abroad. (6) Over a third of the Fellows reported an 'emotional let down' upon returning to
their home school. Based on the findings, the following conclusions were made: (1) Teachers who study abroad
return with a new sense of authority and a great desire to share their knowledge and experiences. (2) Teachers
who participate in one study abroad program are likely to apply and be selected for other opportunities to study
abroad. (3) GMF Fellows understand the importance of building international relationships. [Author].

Martin, J.N. (1991). An analysis of the perception of the participants in the German Marshall Fund of the
United States teacher in-service training. Dissertation Abstracts International, 52, 4288A. Oklahoma State University.
Scope of study. This dissertation analyzed the perception of the Fellows who participated in the German
Marshall Fund of the United States Teacher In-Service Training Seminar held in Germany during the summers
of 1988, 1989, and 1990. Data were collected through a questionnaire mailed to the teachers who had
participated in the GMF In-Service Training. Descriptive statistics were used to analyze the data. Findings and
conclusions. Several important findings include the following: (1) The Fellows perceive they have greater
academic prestige because of their GMF experience. (2) Personal benefits include lasting friendships, an
increased awareness in international affairs, and a greater understanding of Germany. (3) Joint research
projects have been conducted by 24% of the Fellows. (4) Of the 51% of the Fellows who had previously studied
abroad, 10 had done so on Fulbright Fellowships. (5) Over half the Fellows reported that some of their
colleagues did not understand the importance of study abroad. (6) Over a third of the Fellows reported an
'emotional let down' upon returning to their home school. Based on the findings, the following conclusions were
made: (1) Teachers who study abroad return with a new sense of authority and a great desire to share their
knowledge and experiences. (2) Teachers who participate in one study abroad program are likely to apply and
be selected for other opportunities to study abroad. (3) GMF Fellows understand the importance of building
international relationships. [Author].

McIntyre, P.A. (Ed.). (1980). Study and teaching opportunities abroad (HEW Publication No. 79-19301).
Washington, DC: U.S. Government Printing Office.
This booklet provides some useful perspectives as well as specific sources of information and assistance for
undertaking various kinds of educational experiences abroad. The 1980 edition provides information about
overseas travel and study in response to the continuing interest of Americans in the cultures and the activities of
other nations as part of a growing awareness of the inescapable realities of interdependence in the modern
world. It does not provide detailed answers to specific questions but rather, it is designed to refer the reader to
the most appropriate sources of assistance. Each bibliographic reference in this booklet includes an address
from which one can obtain the material or publication listed and at what price. The major headings include
topics such as "Study Abroad," "How to Evaluate Overseas Study-Travel Programs," "Federal Financial
Assistance," and "Teaching Abroad." [JCK – Henry Weaver bibliography].

McKiernan, J. (1980). An evaluation of the consortium for overseas student teaching and its effect on the
expressed self-acceptance and acceptance of others of its participants (Doctoral dissertation, University of Alabama,
1980).

Morrow, C.B., & Williams, S. (1989). Global education perspectives and practices of home economics
teachers. Journal of Vocational Home Economics Education, 7 (2), 28-36.

Murphy, C.H. (1992). An evaluation of the administration of the United States/German school teacher
exchange program and the identification of derived benefits toward cross-cultural awareness. Dissertation Abstracts
International, 53, 1753A. Texas A&M University.
This research examines the U.S./German School Teacher Exchange Program (STEP) implemented by the
Berlin Government in partnership with the Texas Education Agency and the Magnet School of Kansas City,
Missouri. Twenty-nine teachers from Germany who taught in the United States from 1989 through 1991, and
twenty-six Texas/Missouri educators, representing the schools in which the German teachers were assigned,
were asked to participate in the evaluation of the program. Fifty survey instruments were completed and
38
returned for a 91% rate of return. The purpose of the study was to measure the benefits derived from
participation in the program by the German teachers and the U.S. educators; to measure the perceived growth
in cross-cultural awareness of participants; to measure the effectiveness of the administration of the program;
to measure the effectiveness of the program in reaching its goals and objectives; and to establish a data base
that would support initiation of future similar programs. Participants surveyed felt that both personal and
educational growth was an important aspect of STEP. More than fifty-six positive comments were made
regarding personal and educational growth. One U.S. educator wrote, 'This experience opened a new chapter in
my life. I had never wanted to see other countries. Now I see how small the world is becoming and how we must
learn about the people of other countries so we can live together peacefully.' U.S. participants felt strongly that
STEP was not only beneficial to them, but to others who came into contact with the program, adding, 'It is a
tremendous opportunity for children and faculties to be exposed to another culture.' Recommendations
included more training for German teachers in specific areas; better dissimination of information between and
among administrators and teachers regarding the goals and objectives of the program; and the addition of a
program coordinator in the States. Exchange programs are beneficial in that they allow a transfer of valuable
skills and experiences, reduce negative images by reducing stereotypes, eliminate misperceptions, build
knowledge and sensitivity, and serves as a vehicle for international understanding and a facilitator for trade.
[Author].

Myers, E. Jr. (1997, Summer). Some benefits of an education abroad program for elementary preservice
teachers. Education, 117 (4), 579-583.

Reiff, J.C. (2000, April). Strategies for promoting international education: One department’s journey. Paper
presented at the Phi Beta Delta International Conference, Kansas City, MO.
This paper described the process and identified strategies for promoting international education while
internationalizing the curriculum as experienced in the Department of Elementary Education at the University
of Georgia. [Author].

Relich, J.D., & Kindler, M., (1996, Fall). Canadian students down under: An intercultural perspective for
teacher training in Australia. Frontiers: The Interdisciplinary Journal of Study Abroad, 2. [On-Line]. Available:
http://www.frontiersjournal.com/back/two/voltwo.htm.

Roose, D. (2001). White teachers’ learning about diversity and “otherness”: The effects of undergraduate
international education internships on subsequent teaching practices. Equity & Excellence in Education, 34 (1), 43-49.

Simpson, K.J., et al. (1992). Providing opportunities for multicultural experiences in teacher education.
Kentucky.
This paper, consisting of four distinct presentations and a brief critique, describes means of enhancing
multicultural education at different points along the teacher preparation continuum. The four programs
described are designed to attract greater numbers of minorities to teacher education and to provide
multicultural experiences for teacher education students. The first presentation, "Providing Opportunities for
Multicultural Experiences in Teacher Education," describes a collaborative effort between the Fayette County
(Kentucky) Public Schools and the University of Kentucky's College of Education, including specific activities.
The

second presentation, "Providing Multicultural Experiences in the Professional Education Sequence," discusses
learning goals, valued outcomes, and multicultural performance tasks that could be incorporated into the
teacher education program. The third presentation, "Providing Multicultural Experiences in Teacher
Education: Cross-Cultural Mentoring," discusses the mentoring program between Transylvania College and
Johnson Elementary School (Lexington, Kentucky) in which students cross social and cultural boundaries. This
section includes reflections from the Transylvania field students. The fourth presentation, "Student Teaching
Abroad," details the Consortium for Overseas Student Teaching (COST) sponsored by the University of
Kentucky for the purpose of arranging student placements in other countries. The first three presentations
include references. (LL) [KP].

39
 Stauffer, M.L. (1973). Impact of study abroad experience on prospective teachers (Doctoral dissertation,
Ohio State University, 1973). Dissertation Abstracts International, 34, 2448A.
This study examined the change in attitude among prospective teachers after a field experience (one-term
practicum in Sierra Leone). Instruments used to measure attitude change were the Teaching Situation Reaction
Test (TSRT) and the Teaching Career Survey (TCS). The overseas group completed the instruments before and
after their practicum. Their scores were compared to those of the prospective teachers who did not go abroad
(numbers not given in DAI summary). Results revealed that on the post sojourn TSRT, the overseas group
placed more emphasis on pedagogical interests, international concerns, and social concerns, than the control
group. There was a discernible difference between prospective teachers who participated in a foreign study
experience and those who remained at home. Results attest to the conceptual and experiential gains made by
foreign study students in cross-cultural understanding, and the altered discovery of self. [JM – Henry Weaver
bibliography].

Stockle, N. (1970). Study program for foreign language teachers at Rennes. In V.E. Hanzeli, & W.D. Love
(Eds.), New teachers for new students: Proceedings of the Seattle symposium on the training of foreign language
teachers (pp 67-68).

Wheeler, A. (1987). Internationalizing teacher education – Creating a program for change. Unpublished
doctoral dissertation, Southeast Missouri State University.

Whitford, R.L. (1966). Impact of the federal government on international education as it affects teacher
education. Targets for tomorrow. Washington, D.C.: American Association of Colleges for Teacher Education.

Wilson, A.H. (1979). Multicultural experiences, global perspective and teacher education. The Teacher
Educator, 15 (2), 29-33.

Wilson, A.H. (1982). Cross-cultural experiential learning for teachers. Theory into Practice, 21 (3), 184-192.

Wilson, A.H. (1983). A case study of two teachers with cross-cultural experience: They know more.
Educational Research Quarterly, 8 (I), 78-85.

Wilson, A.H. (1984). Teachers as short-term sojourners: Opening windows on the world. The Social Studies,
75 (4), 184-192.

Wilson, A.H. (1986). Returned Peace Corps volunteers who teach social studies. The Social Studies, 77 (3),
100-107.

Wolf, L.L. (1993, September). Determination of Iowa educator’s attitudes and perceptions and the impact
resulting from a Fulbright study abroad project to Russia on global education. (Doctoral dissertation, Iowa State
University, 1993). Dissertation Abstracts International, 54 (3), 858A.
This study was designed to determine the impact of an intensive five-week Fulbright group project upon the
attitudes and perceptions of Iowa educators toward their host country, Russia. Further it has examined the
impact of such an experience on global education perspectives. Comparisons were made with attitudes and
perceptions of applicant and nonapplicant groups. Members of two other previous Fulbright group projects
were questioned concerning the impact of their experiences on their teaching and professional development.
The study utilized a variety of data gathering measures both empirical and naturalistic: questionnaire,
interview, focus group interview discussion, open-ended questioning, and participant observer notes. Findings
failed to show significant differences in attitudes and perceptions of participants and nonparticipants. There
was some evidence of the out-of-country experience influencing the participants' views. The focus group
interviews and open-ended questions answered by previous participants in Fulbright group experiences show
evidence of an impact on global perspectives over time. Participants reported a greater appreciation for their
home country as well as the host country and other cultures. There is evidence of impact on teaching within
four months following the experience and over time as reported by the earlier participants. [Author].

40
 Wolfer, G. (1990). The relationship of globalmindedness to public school teachers’ travel and living abroad
experiences. (Doctoral dissertation, University of Arkansas). Dissertation Abstracts International, 52, 3884A.
This study sought to determine if a significant connection existed between world travel and living abroad
experiences and public school teachers' globalmindedness. Underlying this study was the premise that our
nation has become increasingly inter-dependent with all other nations. Our economy, school, cultural life, and
communication systems have all been affected by events in other areas of the world. General agreement that
today's students need to understand these changes underscores the importance of analyzing teachers' own
global attitudes. This study compared the globalmindedness quotients of 38 of 227 subject teachers who had
world travel or living abroad experience with 188 who did not. The subject teachers came from a socioeconomic
cross-section of Arkansas communities. T-score analysis revealed a significant relationship (.05 alpha) between
the 38 subject teachers having world travel experience and their greater globalmindedness as measured by The
Acceptance of Global Education Scale (AGES) and the Worldmindedness Scale. Additional biographical data
collected from the subject teachers was also compared to their global awareness for possible significant
relationships. Finally, 13 teachers interviewed credited world travel for their growth in humanistic, cultural and
global awareness. The study found cause for supporting a mandatory study-abroad semester for teacher
preparation programs. [Author].

Young, R.Y. (2001, December 4). Assessing the impact areas of an international study tour for teachers.
Unpublished master’s thesis, unknown institution. [On-Line]. Available:
http://www.fivecolleges.edu/partnership/sea/masterthesis.pdf
The purpose of this paper is to examine some of the relevant theories and research on global and multicultural
education, as well as international study programs. More importantly, it will analyze data collected from the
ten teachers who participated in the professional development study tour described…and in depth in the “Case
Study” section. In documenting the study tour’s impact, this paper seeks to answer the question: in what areas
has the 2001 Study Tour of Southeast Asia impacted teacher understanding and sensitivity towards the cultures
and issues facing Southeast Asia and the diaspora? [Author].

Engineering , Science & Technology Students

Abrams, I. (1980, November). Some reflections on historical research and international interchange. Paper
presented at the U.S.-German Conference on Research on Exchanges, Bonn, West Germany.
Prepared for Conference on Research and International Exchange, Bonn, Federal Republic of Germany, 1980.
A state-of-the-art report on the need for historically-informed students on specific characteristics of exchanges
in conjunction with segments of societies. The briefly described cases in point include subjects that would enrich
the work of historians. More specifically the particular illustrations are: the mobility of recent generation
among scientists between Europe and America, the contribution of traveling scientists and related technicians
to the industrializing countries during the nineteenth century; the modernization of traditional societies in the
light of historical parallels, the wandering scholars, and revolutions around the world. Each of them exemplifies
the impact of educational exchange upon societies.[JU – Henry Weaver bibliography].

Abrams, I., & Abrams-Reis, C. (1979, September). Summary of the Carl Duisberg Gesellschaft-Antioch
survey. Unpublished manuscript, Antioch University, Ohio.
This summary is the result of a survey made of participants from the Federal Republic of Germany in the
International Adult Work-Study Program for Businessmen and Engineers at Antioch College conducted
between 1958 and 1971.These participants were recruited in cooperation with the Carl Duisberg Gesellschaft
(CDG) of Cologne, and the summary was done for the occasion of their 30th anniversary celebration in 1979.
The U.S. experience overwhelmingly influenced the careers of the 36 participants; several mentioned the
personal rather than career gains; others mentioned problems which arose upon their return; language
learning was overwhelmingly the highest rated aspect with the "general experience in the U.S." rated second in
overall importance. In summarizing the total experience, 20 said that it was "one of the most important
experiences of [their] lives." [JCK – Henry Weaver bibliography]

41
 Andreasen, R.J., & Wu, C-H. (1999, Summer). Study abroad program as an experiential, capstone course: A
proposed model. Journal of International Agricultural and Extension Education, 69-78. [On-Line]. Available:
ag.arizona.edu/aiaee/journals/Vol-6.2.pdf.
Outstanding graduate student research paper from the 15th Annual Meeting of the Association for International
Agricultural and Extension Education, Trinidad & Tobago, March 22-26, 1999. The purpose of this study was
to develop a model for incorporating experiential learning into capstone courses and a rationale for the
inclusion of study abroad programs into this course description. Specific objectives were: 1) Identify and define
components of a capstone course; 2) Define study abroad programs as capstone.; and, Develop a model for
incorporating experiential learning into capstone courses. [Authors].

Berlin, D.F., & White, A.L. (1992, Fall/1993, Spring). International Consortium for Research in Science and
Mathematics Education (ICRSME): A model for international educational research. The Phi Beta Delta International
Review, 3.

Corcoran, T. (1999, November). What does industry say? Paper presented at the 52nd International
Conference on Educational Exchange of the Council on International Educational Exchange, Chicago, IL. [On-Line]
Available from the National Resource Center on International Engineering Education:
http://www.uri.edu/iep/nrc/speech.htm.
Tim Corcoran, General Manager of Aftermarket & Industrial Drives, ZF Industries, Inc., presented this paper
on November 12, 1999 in Chicago, Illinois, as part of a session entitled "Globally Educated Engineers in a
Curricular Context" at the 52nd International Conference on Educational Exchange of the Council on
International Educational Exchange. [URI].

Crawford, Z. (2002). When the language of science isn’t English. [On-line]. Available:
http://www.worldstudy.gov/featurearticles/crawfordto.html.

Demetry, C., & Vaz, R.F. (2002, November). International project experiences: Assessing impact on
students’ educational and personal development. Presentation at the ASEE/IEEE Frontiers in Education Conference,
Boston, MA. [Summary – On-Line]. Available: http://fie.engrng.pitt.edu/fie2002/papers/1511.pdf
We are examining the impact of global, inderdisciplinary project experiences on WPI (Worchester Polytechnic
Institute) students. A first step is to understand pre-existing differences in students who choose to do their
project overseas and those who do not. Here we report results of an analysis of CIRP freshman survey data
that shows significant differences in social and civic orientation between these two cohorts of students.
[Authors].

Dessoff, A. (2006, March/April). Who’s not going abroad? International Educator, 15 (2), 20-27.

Deupree, J., & Naderer, H. (2003, Spring). Increasing German-American cooperation in engineering: A case
study. International Educator, 12 (2), 40-41.

Devon, R., Hager, W., Lesenne, J., & Pauwels, J-F. (1998). Building an international collaboration in
engineering and technology education. Global Journal of Engineering Education, 2 (1), 57-64. [On-Line]. Available:
http://www.eng.monash.edu.au/usicee/gjee/vol2no1/devon.pdf
The Béthune campus of the Université d’Artois in northern France contains the Institut Universitaire de
Technologie (IUT) and the newer Institut Universitaire Professionel (IUP). The former grants degrees in
technology, the latter in engineering. The Penn State College of Engineering at University Park is home to the
School of Engineering Technology and Commonwealth Engineering (SETCE). This academic department is
responsible for the delivery of associate and baccalaureate engineering technology programmes and lower
division core baccalaureate engineering courses in a multi-campus environment, 18 Penn State locations in fact.
A collaboration between IUT/IUP and SETCE was begun in 1994. It now embraces faculty exchanges, joint
conferences, short-term student industrial placements, distance education and teleconferencing, and research
collaboration. These efforts have also expanded to include interdisciplinary Science Technology and Society
(STS) courses, the College of Liberal Arts languages courses, and several branch campuses in the Penn State
system. This paper identifies what the critical inputs were, what the enduring obstacles are, and what the
present success and future promises are. As the exchange has developed, personal ties and information
42
technology have emerged as more significant than money and formal agreements between the universities.
[Authors].

Devon, R., Hager, W., Lesenne, J., & Saintive, D. (1998, August). Student outcomes of international
collaborations. Paper presented at the International Conference on Engineering Education, Rio de Janeiro, Brazil. [On-
Line]. Available: http://www.ctc.puc-rio.br/icee-98/Icee/papers/364.pdf
Establishing international collaborations between engineering programs often entails a number of different
activities, none of which are easy to establish or maintain. It is easy to lose sight of the goals. This paper
suggests using student outcomes as a way of assessing and focusing these collaborations. The topic will be
addressed using the experiences and data from a 5-year collaboration between the Universite d’Artois in France
and Penn State University in the USA. Anecdotal data will be used from students who have engaged in
collaborative design projects, in discussions of ethics, and who have had cross-national co-operative experiences.

Key issues studied will be the positive role of cross-cultural differences, the preparatory role of such student
experiences for working in the global economy, and the ability of information technology to internationalize the
in-house engineering curriculum. [Authors].

DeWinter, U,J. (1997, Fall). Science and engineering education abroad: An overview. Frontiers: The
Interdisciplinary Journal of Study Abroad, 3. [On-Line]. Available:
http://www.frontiersjournal.com/back/three/volthree.htm.

Frontiers: The Interdisciplinary Journal of Study Abroad, Volume III, Fall 1997.
[On-Line]. Available: http://www.frontiersjournal.com/back/three/volthree.htm.
Contains multiple articles on international science education in the following sections:
-Science Education in Different Cultures: Unity and Diversity
-Science and Technology Education in the Global Environment
-International Science Study for Undergraduates
-Future Directions in International Science Education

Glass, L. (1996, Spring). Science: An international language. The Phi Beta Delta International Review, 6.
This paper presents a high school exchange program between Moscow, Russia and central Iowa that focuses on
joint science projects. The program includes several components: the sharing of teaching materials and
methodologies, the joint production of scientific data by students, and visits to each other's countries. E-mail
facilitates the exchange throughout the year. Data from the 181 persons (162 high school students and 19 adults)
involved in SciLink indicate that international exchanges can promote the development of cultural
understanding and improve science achievement. T'he project demonstrates that because science is an
international language, it is an excellent vehicle for promoting international understanding. [Author].

Grandin, J.M. (1991). Developing Internships in Germany for International Engineering Students.
Unterrichtspraxis, 24 (2), 209-214.

Haddad, M.R. (1997). Engineering students abroad. Journal of Chemical Education, 74 (7), 757-759.
Describes the history of the Worcester Polytechnic Institute's study abroad program for engineering students,
its unique approach, and the structure that led to its success. Discusses the history of the Global Perspective
program, the project centers and programs, traditional exchanges, student participation and selection, program
costs, successes, problems, and future plans. (JRH) [KP].

Holmes, P. (1997, Fall). Future directions in international science education. Frontiers: The Interdisciplinary
Journal of Study Abroad, 3. [On-Line]. Available: http://www.frontiersjournal.com/back/three/volthree.htm.

Johnson, J.M. (Project Officer). (2000). Graduate Education Reform in Europe, Asia, and the Americas and
International Mobility of Scientists and Engineers: Proceedings of an NSF Workshop, NSF 00-318. Arlington, VA:
National Science Foundation, Division of Science Resources Studies. [On-Line]. Available:
http://www.nsf.gov/sbe/srs/nsf00318/start.htm.

43
 Jones, R.C. (1999). Global status of engineering education: Outcomes of the 1998 Global Congress on
Engineering education, Cracow, Poland. Global Journal of Engineering Education, 3 (2), 169-176. [On-Line].
Available: http://www.eng.monash.edu.au/usicee/gjee/vol3no2/paper13.pdf

Klahr, S.C. (1999, February). A descriptive study of the barriers to study abroad in engineering
undergraduate education and recommendations for program design. (Doctoral dissertation, Montana State University,
1988). Dissertation Abstracts International, 59 (8), 2882A.
The purpose of this study was to develop recommendations for the design of study abroad programs, which
would be suitable for engineering students. By surveying coordinators of international programs in engineering
in the U. S. and in the European Union, different program designs were examined, which led to an
understanding of how certain programs have been able to remove some of the traditional barriers. These
barriers include problems with credit transfer, lack of support by engineering faculty, lack of foreign language,
stringent curricular design, lack of funding to develop appropriate programs, and student's misperceptions
regarding study abroad. Findings indicated that the European Union programs were more successful in
developing options suitable for engineering students and removing these barriers. Successful programs are
typically those which are promoted by the college or department of engineering, offer study options in an
English speaking setting, award full credit at the home institution, offer financial assistance, and require
students to be at least in their third year of studies. [Author].

Klahr, S.C, & Ratti, U. (2000, Spring). Increasing engineering student participation in study abroad: A study
of U.S. and European programs. Journal of Studies in International Education, 4 (1), 79-102.
It is generally assumed that undergraduate students in any major benefit significantly from study abroad, with
respect to personal, academic, and pre-professional development. For students in all professional programs, and
for engineering students in particular, it has become increasingly important to acquire global competency. As
nations become more economically interdependent, the engineering profession increasingly involves
international bids and projects, demands interaction with international colleagues because of rapid advances in
technological developments, and requires engineers to gain an awareness of world events and the global
economy as well as acquire intercultural understanding. However, engineering graduates generally do not have
the necessary skills to work in an international environment, as few engineering students gain international
experience by either studying or interning abroad as part of their education. Engineering students encounter a
number of barriers preventing them from taking advantage of international study. The aim of this paper is to
provide an overview of and compare the types of initiatives in the Untied States and Europe designed to
increase the numbers of engineering students participating in international study, and to present
recommendations to remove the barriers to study abroad encountered by engineering students. The authors are
aware that international experience as part of an engineering undergraduate education is a matter of great
concern, and that a number of actions are being implemented to facilitate increased mobility. This paper
contributes to these current and future initiatives. [Journal].

Klineberg, O. (1966). International exchanges in education, science and culture: Suggestions for research.
The Hague: Mouton.
The present paper is based on (1) a number of documents prepared by the UNESCO secretariat, (2)an
earlier working paper prepared for UNESCO by Rector De Vries together with the comments on it by the
members of the ISCC, and (3) an extensive examination of published materials, largely of American origin. In
the introduction, the author points out several sources of difficulty, some of which are discussed in greater
detail later on in the paper. First, there is a large variety of possible exchanges; second, the differences in
conditions political, economic, cultural) in which the exchanges take place; third, a lack of clarity as to the
goals; fourth, variation in the time-span of the programs; fifth, the limited nature of the research findings. The
present memorandum is therefore directed not to evaluation alone, but to the wider topic of what social
scientists have been doing and what they might still do, in the field of international exchanges. The author then
points out that an educational program aimed at developing an elite which can aid in the administration and the
government of a "new" nation may require a different structure from that designed to improve the educational
level of a whole community. This paper further assumes that the ultimate goal of international exchanges is to
contribute to friendly and peaceful relations among the peoples of the world, but that many more immediate
goals relating to technical cooperation, changes in institutions, success in academic training, increased
knowledge about foreign cultures, preparation for a useful career, readiness to cooperate in international
44
undertakings, etc., may all require consideration. A distinction is drawn between two forms of international
exchange, the first involving contact between people, the second consisting of transmission of materials or
things. The paper insists that there can be no hard line between those two varieties of exchanges, since a visiting
professor may bring along his books, or a biologist his exhibits. In concluding, the writer suggests that what is
needed now is a theoretical framework, rather than the attempt to contribute short answers to particular
questions. This would involve a thorough stock-taking, a systematic identification of the categories of problems
involved, and of the manner in which they are interrelated. One of the steps would be a balder and bolder
statement of the hypotheses which appear to emerge with enough probability to warrant future research and
investigation. [JCK – Henry Weaver bibliography].

Knepler, H. (1980, February-March). Beyond American expressland: Training for international

communication. Change, pp. 25-30.
Culture shock is defined here as a communicable disease; it is likely to have explosive implications, not only for
the patient but for those with whom he comes in contact. The average American, the article claims, has no
experience with ideology, his politics being as pragmatic as his work experience. American political life is, after
all, singularly unideological. As a result he may see ideology in terms of what he is acquainted with:
competition, a transfer from the realm of commerce. To avoid the idea that solutions are around the corner, the
author prefers to look at what is being done to prepare the industrial managers and engineers. Most of the
larger schools of business, management, and finance, especially those on the graduate level, have courses or
programs or options related to the international scene. But these tend to be narrow in scope. The author then
suggests that industry, first of all, should face the problem at an earlier stage than it does now. Recruiters
should look for candidates with some cultural sensitivity. Second, the federal government can benefit its citizens
and its international relations by diversifying its role by sending abroad, for example, in addition to the senior
advisers, junior professionals. The job of mediating between different cultures and technology is likely to fall to
the institutions of higher education. Room must be made for intercultural communication among other general
education courses, not only in undergraduate programs, but on the graduate level as well.[JCK – Henry
Weaver bibliography].

Lewenstein, B.V. (1997, Fall). International perspective on science communication ethics. Frontiers: The
Interdisciplinary Journal of Study Abroad, 3. [On-Line]. Available:
http://www.frontiersjournal.com/back/three/volthree.htm.

Maury, C. (1997, Fall). International education in French engineering schools reporter on the CEFI survey.
Frontiers: The Interdisciplinary Journal of Study Abroad, 3. [On-Line]. Available:
http://www.frontiersjournal.com/back/three/volthree.htm.

McKnight, K. (1997, Fall). In the wake of Darwin’s voyage. Improving international science study for
students of biological and environmental sciences. Frontiers: The Interdisciplinary Journal of Study Abroad, 3. [On-
Line]. Available: http://www.frontiersjournal.com/back/three/volthree.htm.

Nasr, K., Berry, J., Taylor, G., Webster, W., Echempati, R., & Chandran, R. (2002). Global engineering
education through study-abroad experiences: Assessment and lessons learned. Paper presented at the proceedings of
the 2002 ASEE/SEFI/TUB Colloquium, Flint MI. [On-Line]. Available:
http://www.asee.org/conferences/international/papers/taylor.pdf
This paper documents the development and implementation of a number of study-abroad programs for
engineering students. The purpose of these programs is to provide students value-added technical and cultural
experiences. The need for globally aware engineering students has never been greater than it is today.
Technological developments stem from all parts of the world in a global economy that requires our students to
be internationally educated. The interdependence of all parts of the world highlight the outcome that those
students who have studied abroad will more likely be hired in and be more ready for a global marketplace.
Study-abroad participation for the engineering student is a practical investment in the future and an excellent
way to provide value-added technical and cultural expertise. Study-abroad programs promote understanding
across technical programs and nations. Students live abroad for three months, interact with individuals from
different cultures and are exposed to very different academic environments than those to which they are
accustomed. Young people return from these experiences more confident, feeling a sense of growth, and have a
45
broader technical understanding. This paper discusses the process of setting up study-abroad programs,
students' advisement, equivalency and correspondence of courses, grading differences, programs assessment,
and lessons learned. Universities and other schools wishing to establish similar programs would benefit from the
recommendations and findings in this paper. [Authors].

O'Brien J.M. (1991). Including the sciences in international education. Liberal Education, 77 (5), 19-23.
This article focuses on how the field of science is not being well represented in the push to increase participation
in international education. The author pinpoints how non-scientists tend to overlook the importance of
including scientists into new directives/initiatives and how scientists lack the actual academic support to
facilitate broader participation in new programs such as international study. [KP].

Office of International Programs. (2000). SVM international programs committee: 5 year summary report
1995-2000. University of California Davis, School of Veterinary Medicine. [On-Line]. Available:
http://www.ip.vetmed.ucdavis.edu/reportsum.html.

Ohlandt, C. (2002). Engineering in Taiwan. [On-line]. Available:

http://www.worldstudy.gov/yourpeers/ohlandtto.html.

Pell, C. (1983, November). Remarks. Speech given at the annual meeting of the Council on International
Educational Exchange, Washington, DC.
This address to the Council on International Educational Exchange in November 1983 discusses the effects of
the Fulbright exchanges and the International Visitors Program with specific examples cited. A new exchange
program for scientists, scholars, and leaders in environmental science and management is described. The need
for adequate funding of these programs is presented.[HDW – Henry Weaver bibliography].

Plaza, O. (1998). Overseas studies and technology education., Paper presented at the annual meeting of the
International Technology Education Association, Fort Worth, Texas. (ERIC Document Reproduction Service No. ED
420 805).
This paper addresses the general benefits and issues of study abroad, particularly as they pertain to students in
technology. The author addresses some of the known advantages of study abroad, and also responds to some of
the more common concerns, such as academic quality and relevance of coursework. He discusses the trends in
study abroad and how the participant profile has changed over the years. This article primarily examines how
study abroad can be integrated into technology education. Typical study abroad programs may not be a very
viable option for technology education students, since many of them are non-traditional students with limited
time, financial resources, and possibly also curriculum offerings. The author describes the importance of
cultural awareness for technology students, and outlines steps for how students and programs can overcome
some of the obstacles that exist. [MC – Maureen Chao bibliography].

Rhodes, F.H.T. (1997, Fall). Science education in different cultures: Unity and Diversity. Frontiers: The
Interdisciplinary Journal of Study Abroad, 3. [On-Line]. Available:
http://www.frontiersjournal.com/back/three/volthree.htm.

Rosenbaum, J. (1991, May). From cameras to cultures: International perspectives for professional video
education. Unpublished paper presented to the International Production & Distribution Special Interest Group Session
of the annual conference of The International Television Association. Boston, Massachusetts. [On-Line]. Available:
http://www.ithaca.edu/johnrosenbaum/papers/cam2cult.htm.

Saunder, I. (2000, March). Faculty perspective: Reaping the benefits of science majors studying abroad. The
Forum Newsletter, The Forum on Underrepresentation in Education Abroad. [On-Line]. Available:
http://www.secussa.nafsa.org/forum/

Terzain, Y. (1997, Fall). Science education and our future. Frontiers: The Interdisciplinary Journal of Study
Abroad, 3. [On-Line]. Available: http://www.frontiersjournal.com/back/three/volthree.htm.

46
 Van der Gen, A. (1997, Fall). International science study for undergraduates. Frontiers: The Interdisciplinary
Journal of Study Abroad, 3. [On-Line]. Available: http://www.frontiersjournal.com/back/three/volthree.htm.

Weinmann, S. (1992). Internships in Germany: Unique opportunities for students of science and engineering.
Paper presented at the Annual Eastern Michigan University Conference on Languages and Communication for
Business and the Professions., (ERIC Document Reproduction Service No. ED 347 848).
This paper describes an internship program in Germany through the Michigan Technological University.
Program details are outlined, the advantages and disadvantages of the program discussed, and the particular
challenges specific to the technological nature of the program are highlighted. [MC – Maureen Chao
bibliography].

Zhai, L. (2000). The influence of study abroad programs on college student development in the College of
Food, Agricultural, and Environmental Sciences at the Ohio State University. Doctoral Dissertation, The Ohio State
University. (DAI-A, 61/02. Aug 2000, p. 461).
The purpose of the study is to determine the influence of participation in a study abroad program (SAP) on
college students' level of development in terms of global perspective, attitudes toward cultural diversity, and
self-efficacy. In addition, this study also seeks to investigate students' changes in their career interests, attitudes
toward both the host and home countries, knowledge and skills they gained from SAPs, and motivation for
participation in SAPs. Twelve research questions were developed to guide this study.

The sample consisted of 21 students who went on SAPs and students who enrolled in summer quarter 1999 but
did not go on SAPs (n = 77) in the College of Food, Agricultural, and Environmental Sciences at the Ohio State
University. Data were collected via questionnaire surveys and interviews. A questionnaire designed to measure
global perspective, attitudes toward cultural diversity, and self-efficacy was mailed to the study abroad group
before and after the SAPs. The same questionnaire was also mailed to the comparison group at the beginning
and end of the summer quarter 1999. Focus group and individual interviews with the study abroad group were
conducted after they returned. Descriptive statistics, multiple regression, logistic regression, and t-test were
applied to analyze the survey data. Qualitative data obtained from interviews were analyzed using inductive
data analysis.

Questionnaire surveys did not show significant changes in students' global perspective, attitudes toward
cultural diversity and self-efficacy as a result of SAPs possibly due to the small sample size and non-random
samples. Qualitative data analysis showed that students' global perspective was enhanced by the SAPs. SAPs
contributed to students' development of intercultural sensitivity. Participants were more aware of and open to
cultural diversity. The experience provided new challenges to participants and assisted them in becoming more
confident about themselves. Study abroad students were likely to develop favorable attitudes toward their host
country accompanied by some criticism toward the United States. Students gained new knowledge and skills
from study abroad experience. Personal interests, peer influence, desire to experience something different, and
cost were important factors in motivating students to participate in SAPs.

It is recommended that general education programs include study abroad experiences. Preparation prior to
study abroad is vital for a successful SAP. Former study abroad students should be used as valuable resources
to recruit and market the SAPs with special attention given to recruiting more minority students for these
programs. Strong commitment from top administration is important to fostering the SAPs in the college.
[Author – Maureen Chao bibliography].

Human/Social Service Students

Betts, S. C. & Norquest, J. (1997). Professional development through travel to Zimbabwe: One year follow
up. Journal of Family and Consumer Sciences, 89, (1) 50-53.

47
 Daines, J., & Plihal, J. (1990). Contributions of an in-country experience to the development of a global
perspective. In S. Williams, D. West, and E. Murray (Eds.), Home Economics Teacher Education Yearbook, 10.
American Home Economics Association. Mission Hills, CA: Glencoe/McGraw Hill Publishing Co.

Earle, R. (1998, March). Connecting to a worldwide network to participate in international internships. Paper
presented at the 44th Annual Program Meeting of the Council on Social Work Education, Orlando, FL.

Glusker, A. (1992). A student’s guide to planning a career in international social work. In R.J. Estes (Ed.),
Internationalizing social work education: A guide to resources for a new century. Philadelphia: University of
Pennsylvania School of Social Work. [On-Line]. Available: http://caster.ssw.upenn.edu/~restes/isw/chapter52.html

Healy, L.M. (1988, Fall). Curriculum building in international social work: Toward preparing professionals
for the global age. Journal of Social Work Education, 3, 221-228.

Krajewski-Jaime, E.R. & Others. (1996). Utilizing international clinical practice to build inter-cultural
sensitivity in social work students, Journal of Multicultural Social Work, 4 (2), 15-29.
This paper describes an international clinical internship that uses a developmental model to build inter-cultural
sensitivity in baccalaureate social work students. The paper analyzes the stages students go through as they
struggle to develop a bi-cultural professional perspective. This model adheres to the position that cross-cultural
practice in a multicultural world not only conforms to the emerging picture of life in the United States, but is
also in accord with the values of social work. [KP].

Morrow, C.B., & Williams, S. (1989). Global education perspectives and practices of home economics
teachers. Journal of Vocational Home Economics Education, 7 (2), 28-36.

Reichert, E. (1998, October). The role of study abroad course in undergraduate social work education. The
Journal of Baccalaureate Social Work, 4 (1), 61-72.
Developing an instructive and useful study abroad course for undergraduate social work students presents an
unusual challenge. In this paper, the author addresses issues involving the study abroad course and concludes
that such a course can occupy an important place in social work education. The author also provides a model
for assisting educators in designing their own study abroad course. Cross cultural and educational exchanges
fostered by a study abroad course can promote an ongoing involvement by students and faculty in the
international arena of social work. [Journal].

Smith, M.G. (1993). A conception of global education: A home economics education imperative. Canadian
Home Economics Journal, 43 (1), 21-26.

Stow Bolea, P., & McFall, J.A. (2000). International Field Education: A study of student reflection and
program innovation. Paper presented at the joint International Federation of Social Workers and the International
Association of Schools of Social Workers, Montreal, Quebec, Canada. [On-Line]. Available:
http://www.arcaf.net/social_work_proceedings/ftp_files6/StowBolea.pdf.
This qualitative study is based upon the survey responses of ten participants. Reported are the participant and
placement demographics. These demographic variables are pertinent to understanding the results, implications
and recommendations of this study. The second part of the survey aimed to explore student reflections on the
educational experiences. These variables were included: integrated learning, critical thinking, and professional
development. [Authors].

Medical & Nursing Students

Abramovitch, H., Schreier, A., & Koren, N. (2000, November). American medical students in Israel: Stress
and coping a follow-up study. Medical Education, 34 (11), 890-966.

48
Background: Medical students studying abroad face the double stress of adjusting to a new cultural
environment while at the same time, coping with the usual stresses of medical school. In a previous article, we
examined the perceived stress and coping of American medical students studying in Israel; Aims: The current
study was designed to follow up changes in made in response to the original study.; Participants: First year
students, NY/American Program, Sackler School of Medicine, Tel Aviv University, Israel.; Methods: Ways of
Coping Checklist (WCCL), Appraisal Dimension Scale (ADS) and two instruments specifically designed for the
study.; Results: Students’ coping with their adjustment to Israel was highly correlated to their adjustment to
medical school. There was significant improvement in student mental health and student satisfaction and a
corresponding reduction in dysfunctional defense mechanism and a previous pattern of heavy drinking.;
Discussion: The results are discussed in terms of improvements in the student support system proposed at the
time of the initial study as well as changes in the student body. Limitations and future directions for research
are also discussed. [Authors].

Anders, R.L. (2001). Quick reads trekking in Thailand: A nursing study abroad opportunity. Nursing and
Health Care Perspectives, 22 (3), 118-121.

Bond, M. L. & Jones, M. E. (1994). Short-term cultural immersion in Mexico. Nursing & Health Care, 15
(5), 15.
There is much evidence supporting the claim that real-life experiences go a long way in increasing cross-cultural
understanding and sensitivity. In order to address this and expand their curricular offerings, a short-term
immersion program was developed by the University of Texas at Arlington to send a group of nursing students
to Mexico. This article provides a description of the program and an assessment of its success. The program was
five weeks in length, with two weeks actually spent in Mexico. Students took a mini course, lived with host
families, studied Spanish, and went on field trips. The mini courses were in such topics as traditional medicine
and the Mexican health care system. The authors describe some of the difficulties the 10 students faced in
adjusting to the Mexican culture and other findings obtained from the course evaluations surveys. In addition
to these surveys, nine of the ten students were also surveyed a year after their experience to determine how it
had impacted their nursing practice and personal views. [MC – Maureen Chao bibliography].

Currier, C., Omar, M. Talarczyk, G., & Diaz Guerrero, R. (2000). Development and implementation of a
semester program in Mexico for senior nursing students. Journal of Professional Nursing, 16 (5), 293-299.
The College of Nursing (CON), Michigan State University (MSU), in collaboration with the School of Nursing
and Obstetrics, University of Guanajuato, Celaya, Mexico, developed a semester-long study-abroad program
for senior MSU nursing students offered for the first time in the fall of 1998. The program provides intensive
Spanish language classes and allows students to take required nursing courses in Mexico with a substantial
amount of course content provided by Mexican faculty without an MSU CON faculty member on site at all
times. Students receive a broad perspective of nursing and health care in Mexico, and develop an appreciation
for its language and culture as well. This program represents an innovative approach to the development and
implementation of a study-abroad program
in nursing. [Authors].

Duffy, M.E. (1996, September). Undergraduate student exchange program: Utah and Finland. Presentation at
the Second Nursing Academic International Congress, University of Kansas, Kansas City, MO.

Duffy, M.E., et al. (1998). International undergraduate education. Nursing and Health Care Perspectives, 20
(1), 26-31.

Duffy, M.E., Harju, L., Huittinen, L., & Trayner, C. (1999). An innovative model for international
undergraduate education. Nursing and Health Care Perspectives, 20 (1), 26-31.

Haq, C. (2002). World healing: Medicine with a global view. [On-line]. Available:
http://www.worldstudy.gov/featurearticles/haqto.html.

Inglis, A., Rolls, C., et al. (1997, December). Study abroad programs: Creating awareness of and changing
attitudes to nursing, health and ways of living in other cultures. Contemporary Nurse, 6 (3/4), 152.
49
Multicultural society requires nurses to care for individuals and families with different cultural and religious
values to their own. Study abroad programs for nursing students enable the students to be exposed to nursing,
health and ways of living in other cultures. Students undertook a program at Chiang Mai University, Thailand
through an international university linkage arrangement during 1997. Students concerns, expectations and
perceived benefits of study abroad experiences were investigated in this non-experimental descriptive study,
which involved a serial interview process incorporating three interviews before, during and after the program.
Students undertaking the program acknowledged that they gained increased confidence and an understanding
of different cultures. It was concluded that students did develop an increased awareness of and experienced
attitudinal changes towards the cultures and health care needs of the country visited. [Authors].

Inglis, A; Rolls, C; and Kristy, S. (1998, October). The impact of participation in a study abroad programme
on students' conceptual understanding of community health nursing in a developing country. Journal of Advanced
Nursing, 28 (4), 911-917.
A pilot study was undertaken to ascertain the changes in conceptual understanding that resulted from
participation in a study abroad programme in Chiang Mai in Thailand of a small group of Australian final year
nursing students. Students' conceptual understandings were measured by means of open-ended interviews
based on a case study scenario describing health conditions in a hypothetical Thai village. Students were asked
to imagine that they had been appointed to work as a community health nurse in the village and describe how
they would undertake the task. Shifts in understanding were detected by interviewing the participants before,
during and after their participation in the programme and comparing their responses. The results of this
limited study indicated that the impact of participation in the programme was less than expected. Furthermore,
the factors of which students tended to show greatest awareness were those about which they had been briefed
prior to departure. Nevertheless participants reported they had learnt much from their experiences. It is
suggested that the discrepancy between the evidence provided by interview data and students' self-reports may
be explained by participation having resulted primarily in the acquisition of the tacit rather than conceptual
knowledge. [Authors].

Inglis, A, Rolls, C; and Kristy, S. (2000, December). The impact on attitudes towards cultural differences of
participation in a health focused study abroad program. Contemporary Nurse, 9 (3/4), 246-260.
The changes in attitudes towards cultural difference of seventeen participants in a three-week community
health study abroad program to Nepal were compared with the changes in attitudes of a similar group who did
not participate in the tour. Participants in the tour group were surveyed eight weeks prior to departure and in
the last week of the tour using a twenty-six item questionnaire employing a six-point forced-choice response
scale. The responses of participants in the tour group showed significant shifts in relation to eight items
compared while the responses for the control group showed no significant shifts. Observed student advantages
of participation in this study tour included the development of independent behaviour and positive cultural
adjustment and adaptation. [Authors].

Kim, S., & Berry, D. (1997, June 17). Models and strategies of collaboration across countries in doctoral
education. Paper presented at the International Network for Doctoral Education in Nursing: vision and Strategy for
International Doctoral Education, University of British Colombia, Vancouver, Canada. [On-Line]. Available:
http://www.umich.edu/~inden/papers/ms.html.
This paper addresses the globalization of nursing especially as it pertains to nursing doctoral education. Its
purpose is to consider the issues surrounding cross country doctoral education as identified by doctoral students
and to suggest models and strategies that could be used to facilitate cross country doctoral education in light of
the barriers identified by the doctoral students. This paper is based on published sources, conversations with
doctoral students and personal observations. Nursing, in order to become globally relevant, should develop an
independent body committed to cross country doctoral education. This body should be committed to increasing
the accessibility and facilitating and organizing programs that provide opportunities for students and faculty to
ascertain experiences abroad. Several models incorporated under a comprehensive strategy are suggested in
this paper. [Authors].

Marian, T. (2000). Development and implementation of a study abroad nursing program at the University of
Cape Coast, Ghana. Invited address at the University of Cape Coast, Ghana, West Africa.

50
 Mashburn, J., & Brown, C.M. (2000). Pharmacy students awareness of and interest in pharmacy-related
international educational/study abroad programs. American Journal of Pharmaceutical Education, 64 (1), 62-67.
This study examined pharmacy students' interest in pharmacy-related international educational/study abroad
programs. The objectives of this study were four-fold: (i) to establish the level of awareness/exposure of
pharmacy students to international educational programs; (ii) to determine students' likelihood of
participation; (iii) to identify students' perceived barriers/obstacles associated with international educational
programs; mographic characteristics. Two hundred ninety-seven pharmacy students responded to aand (iv) to
explore relationships between students' likelihood of participation and students' de questionnaire administered
to baccalaureate and Doctor of Pharmacy students. The majority of pharmacy students was not currently
aware of pharmacy-related study abroad programs and was not interested in participating. Students would
more likely participate in a program if it was fully funded, conducted in English, selected by the students from a
list of choices and/or was equivalent to U.S. pharmacy clerkships regarding university credit. Pharmacy
students' likelihood to participate in pharmacy-related international education differed based on ethnic
background and multilingual abilities. [Authors].

Rolls C, Inglis A, & Kristy S. (1997, December). Study abroad programs: Creating awareness of and
changing attitudes to nursing, health and ways of living in other cultures. Contemporary Nurse, 6 (3/4), 152-156.
Multicultural society requires nurses to care for individuals and families with different cultural and religious
values to their own. Study abroad programs for nursing students enable the students to be exposed to nursing,
health and ways of living in other cultures. Students undertook a program at Chiang Mai University, Thailand
through an international university linkage arrangement during 1997. Students concerns, expectations and
perceived benefits of study abroad experiences were investigated in this non-experimental descriptive study,
which involved a serial interview process incorporating three interviews before, during and after the program.
Students undertaking the program acknowledged that they gained increased confidence and an understanding
of different cultures. It was concluded that students did develop an increased awareness of and experienced
attitudinal changes towards the cultures and health care needs of the country visited. [Authors].

Schreier, A.R., Abramovitch, H. (1997). American medical students in Israel: Stress and
coping. Occupational Health and Industrial Medicine, 36 (2), 71-.
Medical students studying abroad have to adapt to a new cultural environment in addition to the usual stresses
of medical school. This study explored the perceived stress and coping ability of students of the New York
State/American Programme, Sackler School of Medicine, Tel Aviv University, who study medicine in Israel but
are expected to return to America to practice. Students were surveyed using the Ways of Coping Checklist
(WCCL), Appraisal Dimension Scale (ADS) and two instruments specifically designed for the study. The
results supported the view that students having difficulty adapting to their new cultural environment also have
difficulty at medical school. This pattern is a negative spiral in which anxiety and depression impair cognitive
performance, and leads to academic difficulties and emotional distress. Improvements in student social support
and primary prevention were implemented as a result of the study. [Authors].

Weiner, T.S. (1997, Fall). An international perspective on health care: The case for terms abroad for future
physicians. Frontiers: The Interdisciplinary Journal of Study Abroad, 3. [On-Line]. Available:
http://www.frontiersjournal.com/back/three/volthree.htm.

Zeigler, L. (1996, Winter). Across the Andes from Palo Alto: Stanford Medical School’s mobile study
elective in Ecuador. International Educator, 5 (2), 32-35.

Zorn, C. R. (1996). The long-term impact on nursing students of participating in international education,
Journal of Professional Nursing, 12 (2), 106-110.

Miscellaneous Underrepresentation Resources

51
 Beach, R. (1995). Multicultural learning at home and abroad, (ERIC Document Reproduction Service No ED
415 791).
This evaluative report provides an overview of a three-year project at Colgate University in New York to
establish an office of intercultural resources. The program was funded by a FIPSE grant from 1992-1995. The
primary purpose of the program was to build connections between the intercultural and multicultural
programs at the university and increase students' cross-cultural awareness. To facilitate this, the program staff
worked with students who studied abroad, minority students, international students, and faculty and staff of
various relevant programs such as pre-departure and re-entry workshops. During the course of the program a
number of resources were published, including an annotated bibliography of multicultural works, a course on
intercultural understanding and communication, and a cross cultural training workbook for students planning
to study abroad. These documents are appended to the report. A collection of books, tapes, simulations, and
other cultural resources were assembled and made available to interested groups on campus. Although the
programs and resources reached a wide audience, the evaluation concluded there was little evidence of
increased cross-cultural awareness in students. [MC – Maureen Chao bibliography].

Burn, B.B., & Briggs, A. (1985). Study abroad: A European and an American perspective. Paris: European
Institute of Education and Social Policy.
Study abroad by American undergraduates is increasing in scope and importance although reliable statistical
data is not available to document this in detail. Recent trends point to increases in the numbers of students in
professional fields and the sciences that study abroad as well as an increase in the number studying in the
developing and/or nonwestern countries; however, these numbers are still very limited. The rationale for U.S.
study abroad relates to the need for more knowledge of other countries and cultures and their languages by
more Americans as part of citizen and professional education and the contribution of study abroad to students'
personal growth. Among ten deterrents to U.S. undergraduate study abroad are lack of foreign language
proficiency, finance, demographic factors, anti-foreign and parochial attitudes, inadequate structures in
colleges and universities to foster and facilitate study abroad, unwarranted priority in some quarters to
graduate study abroad, and the lack of research and evaluation documenting impacts. Notwithstanding the
deterrents, undergraduate study abroad should be a growing priority, and prospects for strengthening it are
increasingly favorable. Nine recommendations to advance the field are set forth, most of which are aimed at
reducing or eliminating the deterrents described earlier. [BBB – Weaver bibliography].

Burn, B. B. and Others. (1992). Program review of study abroad, (ERIC Document Reproduction Service No
ED 355 893).
This evaluative study was conducted in 1992 and examined the study abroad programs at the nine campuses of
the Florida State University System. Data were obtained from self-studies conducted at each of the institutions,
as well as site visits and interviews. The researchers note the special challenges these universities face in catering
to a very diverse student population which includes a high percentage of part-time and commuter students, as
well as community college transfers and other traditional non-participants such as minority students and
students of business and engineering. The study presents an assessment and description of the programs at each
of the nine schools, highlighting the strengths and weaknesses. The outside consultants who conducted this
study make several general recommendations, which included improved coordination with community colleges,
increasing participation, enhanced administration and more effective management, systematic evaluation,
professional development for the study abroad administrators, and encouragement for students to consider
programs at institutions other than their own. [MC – Maureen Chao bibliography].

Council on International Educational Exchange. (1990). A national mandate for education abroad: Getting on
with the task, Report of the National Task Force on Undergraduate Education Abroad. (ERIC Document Reproduction
Service No. ED 331 340).
This report comes out of a task force established in 1989 with representatives from the National Association for
Foreign Student Advisors (NAFSA), the Council on International Educational Exchange (CIEE) and the
Institute of International Education (IIE). The task force focused primarily on the internationalization of the
undergraduate experience. The work of the committee resulted in five major recommendations, which are
detailed in this report. These recommendations are: (1) by the year 2000, 10% of U. S. college students should
study abroad; (2) there should be greater diversity in participating students, locations and program types; (3)
the study abroad experience should be integrated into regular degree programs in many different fields; (4)
52
factors that inhibit expansion of study abroad need to be addressed; (5) funding from private and public
sources needs to increase. A list of references and participating individuals and organizations is included in the
report. [MC – Maureen Chao bibliography].

Dessoff, A. (2006, March/April). Who’s not going abroad? International Educator, 15 (2), 20-27.

Furumoto, M., & Raphael, A. (2000). Diversity of experiences: Voices of PENN abroad participants.
Philadelphia, PA: Office of International Programs, University of Pennsylvania.
This booklet is a compilation of student comments about diversity and the study abroad experience. The
excerpts come from questionnaires completed by Penn Abroad alumni, and address issues that were of concern
and interest to the students both prior to their departure and upon their return. [OIP PENN].

Ganz, M.A. & Eastman, V.M. (1997). Promoting student diversity. In W. Hoffa & J. Pearson (Eds.),
NAFSA’s guide to education abroad for advisers and administrators (2nd ed., pp.183–200). Washington, D.C.:
NAFSA: Association of International Educators.

Goodwin, C. D. & Nacht, M. (1988). Abroad and beyond. Patterns in American overseas education, New
York: Institute of International Education
An Institute of International Education-commissioned study of the reasons for the rapid growth of U. S. college
student study abroad in the 1980s features case studies of effective programs and suggests ideas for planning
and evaluation of study abroad by U. S. colleges and universities. Focus is on the integration of international
study into scientific, professional, and graduate fields. Reasons for the growth include: young Americans want
to understand the world in which they live; foreign study gets less expensive as the dollar grows stronger;
America's views of other nations have softened; and foreign travel is now very familiar. Topics include: "the
point of it all" (educational and social goals and potential accomplishments, institutional and administrative
goals and potential accomplishments, and institutional renewal); "ways to do it" (total immersion, brief stays,
and U. S. facilities abroad); "tasks to be done" (for faculty, department, and central administration); "some
questions to consider" (appropriate approach, focus, reciprocity, etc. ) "innovation" (in the liberal arts, science
and technology, and graduate and professional); "where to go for help" (national organizations, models for a
modest beginning, the overall scene); and conclusions and recommendations (the object lessons at hand and
specific advice to campus officers). The appendix lists institutions visited in California, Illinois, Massachusetts,
New York, Texas, and Washington, D. C. An index is provided. [Author – Maureen Chao bibliography].

Institute of International Education. (date unknown). "Best practices" Tactics to increase access to
international scholarship programs by women and other under-represented groups. New York: Institute of
International Education. [On-Line]. Available:
http://www.iie.org/Content/NavigationMenu/Research_Publications/Best_Practices/Best_Practices.htm.
The ideas in "Best Practices" were collected in the course of a study by the Institute of International Education
(IIE), with Ford Foundation funding, to promote greater participation by developing country women in
international scholarship programs. We believe many of the points are applicable to other under-represented
groups as well. Some of the "tactics" included seem quite obvious; they form the core of any basic checklist of
steps to insure equal access. During the study, however, we found that even some of these basic steps were not
followed by some major scholarship programs. Your additional suggestions and feedback are warmly invited,
so that the list of "best practices" includes the widest input from experts in the field. Send your comments by
email to: bestpractices@iie.org or by mail to: Room 800, 809 UN Plaza, New York, NY 10017. [IIE].

Jamison, A. (2001). Diversity issues in study abroad. Providence, RI: Office of International Programs,
Brown University. [On-Line]. Available: http://www.brown.edu/Administration/OIP/files/faqs/public-
pdf/diversity_st_abroad01.pdf
This is a collection of quotes by Brown University students about their experiences abroad. The quotes were
gathered through a survey of study abroad students returning from either spring semester/full year 1999-2000
or fall semester 2000-2001 abroad. The survey directly addressed issues of diversity in study abroad including
ethnicity, heritage, sexual orientation, religion, minority/majority issues, physical appearance, and language. It
was designed to elicit thoughtful and honest responses from participating students. [Author].

53
 Ludwig, M. (2000, Fall). The next ten years: Trends affecting study abroad participation for U.S. students.
International Educator, 9 (4), 34-40.
Research on patterns of study abroad participation show that significant changes have occurred in the past few
years, not only in the preferences and intentions of students but also in the program characteristics themselves.
Analyses of trends and factors affecting study abroad in the future indicate that the redefinition of study abroad
has perhaps just begun. This article reports the findings of a NAFSA study pointing to coming changes in the
population of students likely to participate in study abroad experiences. It presents some considerations
regarding ways institutions of higher education can address the changing student needs. [KP].

McCormack, W. (1966). New directions in study abroad: Opportunities for students in the professional
schools. Journal of Higher Education, 37, 369-376.

Noronha, J. (1992, Winter). International and multicultural education: Unrelated adversaries or successful
partners? In M. Adams (Ed.), Promoting diversity in college classrooms: Innovative responses for curriculum, faculty
and institutions (pp. 54-58). San Francisco: Josey-Bass.

Open Doors Report on International Educational Exchange - Open Doors is the only comprehensive and
accurate information resource on the international students in the United States and U.S. students abroad. IIE
has been conducting a survey on study abroad flows since 1985/86. For the purpose of Open Doors, study
abroad is narrowly defined as only those students who received academic credit from a U.S. accredited
institution of higher education after they returned from their study abroad experience. (Students who travel
and take courses without credit transfers are not reported in Open Doors, nor are students who are enrolled
overseas for degrees from non-U.S. institutions.) Open Doors data also reports participation rates based on
ethnicity. [IIE-Open Doors/DJC]. http://opendoors.iienetwork.org/

Perdreau, C. (2000). Building diversity into study abroad programs. In M. Tillman (Ed.), Study abroad: A
21st century perspective (pp. 23-27). Stamford, CT: American Institute for Foreign Study Foundation. [On-Line].
Available: http://www.aifs.com/aifsfoundation/21century.htm

Robinson, G. (2000, Spring). A guide to internationalizing the urban non-residential campus. The Phi Beta
Delta International review, 10, 49-63.
Non-residential students, for the most part enrolled in professional programs, are the fastest growing
population in American higher education. It is vital – for both career survival and the quality of life associated
with life-long learning – to assure that this group is getting a broad-based international education, usually
reserved for those who can afford a privileged education at the traditional universities. This essay brings
together a variety of strategies to help internationalize the urban non-residential campus, all of which connect
career training with an international education based on liberal arts values. It offers a guide to initiatives that
require little or no funding, but which work towards establishing an institutionalized international office
coordinating all international activities on the campus. Finally, the essay offers guidelines for assessment.
[Author]. This article address study abroad as a component of the overall internationalization of the urban
non-residential campus. [DJC].

Rubin, K. (2004, Winter). Going ‘home’ to study. International Educator, 13 (1), 26-33.

Scheid, M. (2000, Spring). The Impact of Diversity. In A.E. Fantini (Ed.), SIT occasional papers series:
Addressing intercultural education, training & service: About our institution (pp. 17-18). Brattleboro, VT: World
Learning, School for International Training, The Experiment in International Living. [On-Line]. Available:
http://www.sit.edu/publications/sitops_01.html.

University Center for International Studies. (2002). Access International Education Network: Resources on
under-represented groups in international education. University Center for International Studies, University of
Pittsburgh, PA. [On-line]. Available: http://www.ucis.pitt.edu/aie/.
AIE is an initiative of the University Center for International Studies at the University of Pittsburgh, funded by
the Ford Foundation. The goal of this project is to increase diversity in international education by facilitating
cooperation, benchmarking, comparative research and identification of best practices nationally and
54
internationally. For the purposes of this survey, we define diversity as the consideration of representation in
participation, policy, operations, and mission from all relevant demographic categories, including gender, age,
ethnicity, and physical challenge.

The primary objective is to identify projects, scholarship opportunities, publications and other resources aimed
at increasing diversity in international studies. This information is presented in searchable form on this website
to facilitate its use among institutions aiming to enhance participation of underrepresented groups in
international education. [Project].

The University Center for International Studies (UCIS) at the University of Pittsburgh is coordinating a
research project on participation in international education by racial minorities (African-Americans, Native
Americans, and Hispanics), disciplinary minorities (Engineering, Math & Computer Sciences), and disabled
students. The goals of this project are to overcome curricular constraints affecting student participation in
study and work opportunities abroad, to disseminate innovative models of overseas study and language/cultural
knowledge acquisition to institutions of higher education, and to create informational aids for department
advisors and faculty. During the scope of this project, the following items will be produced: (1) an initial data
survey and preliminary data analysis of under-represented groups in international education, (2) a literature
survey and annotated bibliography, (3) searchable on-line database of programs and projects, (3) a student
guide to opportunities and resources for under-represented groups, and (4) a list of Frequently Asked Questions
for Parents. [KG – NSEP Institutional Grant].

Walker, W. (1993). Study abroad and the professional programs: A status report on Germany, Switzerland,
and Austria, Unterrichtspraxis, 26 (2), 200-205.
This short article begins with an articulation of the general benefits and value of study abroad, and then
provides detail on the status of existing programs in Germany, Switzerland, and Austria. Two types of
programs are described: the first involves U. S. programs conducted by an American institution in one of these
three countries (with or without local partnership), and the second type entails the mainstreaming of American
students in an overseas institution. Statistics are provided on the number of programs, disciplines, site locations,
etc., and recommendations for ensuring a quality experience for U. S. students studying in these countries are
made (such as promoting housing options which allow students to integrate with the local culture and
experience language immersion). [MC – Marueen Chao bibliography].

Research on U.S. Students Abroad:

Bibliographies with Abstracts
Chao, M. (Ed.). (2001). Research on U.S. students abroad, volume II, A bibliography with abstracts 1988 –
2000. [On-Line]. Available: http://www.usc.edu/dept/education/globaled/ro/index.html .
In 1989, Henry Weaver edited the first version of Research on U.S. Students Abroad: An Annotated
Bibliography, which brought a range of research on study abroad together in one comprehensive document
available both in print and later online. The abstracts covered research through 1987. Philip Altbach published
Foreign Students and International Study: Bibliography and Analysis in 1989, which is also available online. In
2000, SECUSSA put out a call for these important works to be updated. The recently completed Research on
U.S. Students Abroad, Volume II covers research from 1988-2000.

There are many ways practitioners can benefit from accessing the bibliography and examining the valuable
research that has been conducted in the field of study abroad. Research results can be used to provide support
for campus advocacy efforts and budget struggles. Ideas can be garnered for new program planning and
development. Administrators can find assessment and evaluation tools that have been tested in the field.
Advisors can find useful information on marketing programs to non-traditional students. Many of the
documents also include addendums such as sample forms, course syllabi, survey instruments and
bibliographies.
55
Together the three bibliographies provide hundreds of references for articles, dissertations, papers, guides and
other documents related to study abroad, most documenting research studies. The majority of references also
include an annotation that provides a summary of the study or document. Both the original and updated
bibliographies are hosted by the Center for Global Education at the University of Southern California (USC)
and are located at http://www.usc.edu/dept/education/globaled. Search functions allow you to quickly find
relevant documents. For convenience annotations are classified into the following categories: Cross Cultural
Issues, Evaluations, Guides, Impact Studies, Language Acquisition, Miscellaneous, General Overviews,
Program Descriptions, Research and Theoretical Presentations. [SECUSSA].

Comp, D.J. (Ed.). (2003). Research on U.S. Students Abroad, Volume III, 2001 to 2003 with updates to the
1989 and Volume II Editions. Hosted on the University of Southern California Center for Global Education, Study
Abroad Research On-Line website. [On-Line]. Available: http://www.usc.edu/dept/education/globaled/ro/index.html
Continuing the very valuable works of Henry D. Weaver with colleagues and Maureen Chao, this annotated
bibliography covers education abroad research as well as noteworthy articles and presentations from 2001 to
present. This document also contains a significant number of additional resources and annotations of education
abroad research studies that are not currently included in the Weaver and Chao bibliographies. Comments
and revisions as well as copies of papers are invited and encouraged. Comments and submissions may be sent
to David Comp at dcomp@uchicago.edu. [Editor].

Weaver, H.D. (Ed.). (1989). Research on U.S. students abroad: A bibliography with abstracts. Council on
International Educational Exchange; Education Abroad Program, University of California; Institute of International
Education; and National Association of Foreign Student Affairs. [On-Line]. Available:
http://www.usc.edu/dept/education/globaled/ro/index.html.
Abstracts by Barbara B. Burn, Jerry S. Carlson, JÅrgen C. Kempff, Judith N. Martin, and John Useem. [DJC].
The literature on study abroad by students from the United States is published in widely dispersed sources.
Research on the effects of study abroad does not constitute a single coherent discipline. Rather it is an entity
that can be studied from a variety of viewpoints including anthropology, education, psychology and sociology.

The attempt of this bibliography is two-fold. First it is an attempt to bring together a comprehensive listing of
studies from all disciplines about United States students studying abroad. Second, it is an attempt to abstract
that literature and to set a framework for continued abstracting.

It is expected that the material will be updated about every two years. Corrections of this bibliography and
citations of additional work are invited. Copies of papers to be added to the collection are also invited. If
possible include an abstract of the work. Contact Henry D. Weaver, Systemwide Office, Education Abroad
Program, University of California, Santa Barbara, CA 93106.

Thanks are given to the abstractors listed above with special thanks to Jurgen Kemp for recording many of the
articles and to Judith Martin for reviewing and correcting the final manuscript. Responsibility for all errors
rests with the editor. [Editor].

56