1. Recruitment, Racism, and Development
Rachel Seavey

2. The purpose of the paper was to identify
ways Study Abroad Professionals could
support African-American students
studying abroad in countries that pose a
higher risk for encountering racism and
discrimination.

3.  Experiences of African-American SSU students
abroad
 Personal observations made while studying
abroad in Ireland and Italy
 Conversations with SSU staff faculty who have
avoided visiting certain countries due to a fear of
encountering racism
 Current events transpiring in countries where
SSU students are applying to study abroad

4.  Cultural Immersion
 Foreign language mastery
 Cross cultural communication skills
 Increased autonomy, confidence and
independence
 International networking
 Marketability to future employers
(Bohrer, 2013; Fischer, 2010)

5. “The flow of technology, knowledge,
people, values, ideas, capital, goods,
and services across national borders”
(As cited in Gürüz, 2008)

6.  Students are pursuing degrees in other countries
 Faculty are accepting positions around the world
 Countries like South Korea and Saudi Arabia are
creating „world-class universities‟ to compete with
institutions in the U.S.
 Study abroad programs, satellite campuses, and
international campus partnerships are rapidly increasing
 Rise of international research and cross-border scientific
collaboration
-Ben Wildavsky, author of The Great Brain Race: How Global Universities
Are Reshaping The World.
(As cited in Alberts, 2010)

8. U.S. students are being
encouraged by to study abroad
in BRIC countries in order to
gain a competitive edge upon
graduation

9.  Hispanic populations are predicted to double from 53.3
to 128.8 million.
 The population aged 65 and older will more than
double
 Asian populations are projected to more than double,
from 15.9 to 34.4 million
 The black population will increase from 41.2 to 61.8
million
 Minorities, now 37% of the U.S. population, will
comprise 57% of the population
(United States Census Bureau, 2012)

10. As of 2009, 29.9 % of Americans aged 25 to 29
had obtained at least a bachelor‟s degree
When broken down by race…
 58% of Asian Americans
 36% of whites
 18% of African Americans
 12% of Hispanics
 10% of American Indians
(Kim, 2011, American Council on Higher Education)

11. In 2010-2011, 78% percent of study abroad students
were white, 7.9% were Asian, 6.9% were Hispanic and
4.8% were black or African-American.
(As cited in Sand, 2013)

12.  Financial reasons and lack of financial aid
 Family obligations and work responsibilities
 Pressures to move through college quickly and
start a career
 Fears of encountering racism abroad
 A lack of minority faculty leading study abroad
programs
 A presumption among faculty and staff that
minority students lack interest in study abroad
(Dessoff, 2006, Salisbury, M., Paulsen, M., & Pascarella, E., 2011)

14. In 2009, a BBC article reported that nearly 60% of black and
African people living in Russia's capital, Moscow, disclosed that
they had been physically assaulted in racially motivated attacks
while 80% had been verbally abused
(BBC News, 2009)

15. “AIFS welcomes minority students on all programs but it
is essential for all minority students who go to St.
Petersburg to be aware that they must exercise caution
during their stay in Russia. Attitudes in Russia towards
minority groups differ greatly from those in the USA. In
recent years there have been isolated attacks in St.
Petersburg on students of African and Asian appearance.
Therefore minority students should always travel as part of
a group and should take special care in the evenings.”
(American Institute for Foreign Study, 2013)

16. Black Identity Development model (Jackson, 1976)
5 stages of development:
 Naïve:
 Acceptance
 Resistance
 Redefinition
 Internalization
Most students of color are transitioning between the
acceptance and resistance stage when studying abroad.
(As cited in Wijeyesinghe, 2012)

18. Helps Student of Color
 Reject stereotypes learned in the U.S.
 Examine their identity as an American
 Develop within their cultural, racial, and ethnic identity
 Foster a greater degree of intercultural sensitivity
 Experience a greater sense of achievement
Helps Class
 Work more effectively in and with diverse groups
 Reflect upon race, oppression, status, and identity
Host Country
 Educates population and helps reject stereotypes through exposure
(Brux and Fry, 2010; Talburt et. al, 1999)

19.  Intentionally recruit diverse students on study
abroad programs
 Offer information sessions that explore racism
abroad and invite study abroad alumni of color
share their experience
 Include African American faculty and staff
during the study abroad process and experience
 Incorporate discussions of race, culture, and
privilege into the study abroad experience
(Dessoff, 2006; Hu, 2012; Talburt and Stewart, 1999)

20.  Globalization has resulted in an increased pressure for
institutions of higher education to send students to study
abroad abroad, particularly in non-traditional countries
 These countries pose higher risks that students of color will
experience racism while abroad, which can severely hinder a
a student during their identity development
 In order to combat racial disparities among study abroad
participants and to ensure the safety and wellbeing of all
students, student affairs professionals must intentionally
utilize best practices when supporting African-American
students studying abroad

21. Bohrer, I. (2013). 10 Reasons Why You Should Study Abroad in College - Benefits & Challenges. Money
Crashers. Retrieved from: http://www.moneycrashers.com/reasons-why-study-abroad-benefits/
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17, 2010. Retrieved from: http://chronicle.com/article/Study-Abroad-Gets-an-Image/124979/
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More Diverse Nation a Half Century from Now. Dec 12, 2012. Retrieved from:
https://www.census.gov/newsroom/releases/archives/population/cb12-243.html
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October23, 2013. Retrieved from: http://www.usatoday.com/story/news/nation/2013/10/23/boost-
minority-students-study-abroad/3171991/

22. Dessoff, A. (2006). Who‟s Not Going Abroad? International Educator: March/April 2006 Retrieved from:
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Applying an Integrated Student Choice Model to Explore Differences in the Factors that Influence White
and Minority Students‟ Intent to Study Abroad. Research in Higher Education. March 2011, Vol. 52 Issue
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BBC News (2009) Africans „Under Siege' in Moscow. BBC News. August 31, 2009. Retrieved from:
http://news.bbc.co.uk/2/hi/8230158.stm
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Petersburg, Russia.
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Constraints. Journal of Studies in International Education, 14(5), 508-527. doi:10.1177/1028315309342486
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Higher Education, 29(5), 6.