BLACK STUDENTS AND OVERSEAS PROGRAMS:
BROADENING THE BASE OF PARTICIPATION

Council on International Educational Exchange

Published by the Council on International Educational Exchange, 1991.

 

Table of Contents

Introduction
Jon Booth

Opening Address of the 43rd International Conference on Educational Exchange
Johnnetta Betsch Cole

Minority Access to International Education
Holly M. Carter

International Comparative Approaches to the Problems of Underrepresented Groups
Gus John

The River Falls Experience: Custom-Designing Study Abroad
Robert B. Bailey III

The Spelman Experience: Encouraging and Supporting Minority Students Abroad
Margery A. Ganz

Students Speak for Themselves: Experiences in Scotland
Kelly Tucker

Students Speak for Themselves: Experiences in Costa Rica and the Dominican Republic
Kathryn Dungy

Appendix I: Information and Ideas on Underrepresented Groups in Overseas Programs

Appendix II: Increasing Participation of Ethnic Minorities in Study Abroad

Appendix III: Study, Work, and Travel Abroad: A Bibliography

Introduction

The origins of this book lie in a subject that is of central concern to higher education in the United States today: how to deal effectively with diversity issues. Diversity has been an area of concern in international education for several years. One of the four general recommendations of the 1988 CIEE report, Educating for Global Competence: The Report of the Advisory Council for International Educational Exchange, was as follows:

Special efforts should be made to identify and encourage both students from underrepresented academic and social groups and students with leadership ability, to incorporate study abroad in their academic programs, and to do so in a greater range of subjects.

In the 1990 report, A National Mandate for Education Abroad: Getting On With the Task, the following statement is made:

Efforts to expand the number of undergraduates who study abroad must address the lack of diversity among them. Traditionally, American study abroad students have come from affluent, middle or upper class, white, professional families rather than the broad spectrum of American society.

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