Minority Student Participation in International Programs

Abstract

The increasing focus on international education among postsecondary administrators and policymakers in recent decades has resulted in considerable growth of student-participants in study abroad programs (Friedman 2005; Green et al. 2008; Institute of International Education 2017; Lincoln Commission 2005), and of student-enrollments in foreign languages (Brod and Huber 1997; Furman et al. 2010; Huber 1992). The transformational powers and effects of international education are frequently observed to manifest themselves in higher college completion and graduation rates (e.g., O’Rear et al. 2012; Redden 2012; Sutton and Rubin 2010) and in such functional aspects as self-efficacy, personal growth, global awareness, cultural awareness, intercultural adjustment, cross-cultural communication, and foreign language skills (e.g., Black and Duhon 2006; Carlson et al. 1990; Doyle 2009; Hadis 2005; Ingraham and Peterson 2004; Savicki et al. 2004). However, 80% or so of those who participate in study abroad programs are White and upper middle class (Brux and Fry 2010). There is a gross underrepresentation in study abroad programs of Black students and students of other racial/ethnic minorities, as well as those of low socioeconomic status (Penn and Tanner 2009; Simon and Ainsworth 2012).