This project sought to increase the diversity and inclusiveness of study abroad programs at small private co-ed universities in the US. According to the Institute of International Education (2105), students of color represent only 25.7 percent of all American undergraduate study abroad participants. Given the noted benefits of study abroad, such as intercultural competency, global awareness, and personal development, it is important for all students to have an equal opportunity to participate in global education experiences. However, a variety of barriers impede the involvement of many minority students. The purpose of this project was to develop a best practices manual to provide study abroad departments at small, private institutions of higher education with resources to minimize the barriers to study abroad and increase recruitment and retention of underrepresented students in global education programs. This project highlights best practices to make each stage of study abroad from pre-departure through return more inclusive for underrepresented students.
","abstract_html":"<p>This project sought to increase the diversity and inclusiveness of study abroad programs at small private co-ed universities in the US. According to the Institute of International Education (2105), students of color represent only 25.7 percent of all American undergraduate study abroad participants. Given the noted benefits of study abroad, such as intercultural competency, global awareness, and personal development, it is important for all students to have an equal opportunity to participate in global education experiences. However, a variety of barriers impede the involvement of many minority students. The purpose of this project was to develop a best practices manual to provide study abroad departments at small, private institutions of higher education with resources to minimize the barriers to study abroad and increase recruitment and retention of underrepresented students in global education programs. This project highlights best practices to make each stage of study abroad from pre-departure through return more inclusive for underrepresented students.</p>","abstract_has_math":false,"creators":["Schulze, Whitney L"],"institution":null,"degree_name":"Master of Arts in International and Multicultural Education (IME)","degree_level":"Project/Capstone - Global access","degree_discipline":"International and Multicultural Education (IME)","degree_department":null,"school":null,"contributors":["Dr. Onllwyn C. Dixon"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-05-20T07:00:00Z","date_published":"2016-05-20T07:00:00Z","updated_at":"2026-07-24T05:43:31Z","subjects":[],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/capstone/347","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Onllwyn C. Dixon"]},{"key":"dc:creator","label":"Author","values":["Schulze, Whitney L"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-22T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["International and Multicultural Education (IME)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Project/Capstone - Global access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in International and Multicultural Education (IME)"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/capstone/347"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This project sought to increase the diversity and inclusiveness of study abroad programs at small private co-ed universities in the US. According to the Institute of International Education (2105), students of color represent only 25.7 percent of all American undergraduate study abroad participants. Given the noted benefits of study abroad, such as intercultural competency, global awareness, and personal development, it is important for all students to have an equal opportunity to participate in global education experiences. However, a variety of barriers impede the involvement of many minority students. The purpose of this project was to develop a best practices manual to provide study abroad departments at small, private institutions of higher education with resources to minimize the barriers to study abroad and increase recruitment and retention of underrepresented students in global education programs. This project highlights best practices to make each stage of study abroad from pre-departure through return more inclusive for underrepresented students.
"]},{"key":"dc:title","label":"Title","values":["Best Practices for Increasing Diversity in Study Abroad: A Manual for Small Private Co-Ed Universities in the United States"]}]}],"canonical_facts":{"dc:contributor":["Dr. Onllwyn C. Dixon"],"dc:creator":["Schulze, Whitney L"],"dc:date.available":["2016-05-22T07:00:00Z"],"dc:description.abstract":["This project sought to increase the diversity and inclusiveness of study abroad programs at small private co-ed universities in the US. According to the Institute of International Education (2105), students of color represent only 25.7 percent of all American undergraduate study abroad participants. Given the noted benefits of study abroad, such as intercultural competency, global awareness, and personal development, it is important for all students to have an equal opportunity to participate in global education experiences. However, a variety of barriers impede the involvement of many minority students. The purpose of this project was to develop a best practices manual to provide study abroad departments at small, private institutions of higher education with resources to minimize the barriers to study abroad and increase recruitment and retention of underrepresented students in global education programs. This project highlights best practices to make each stage of study abroad from pre-departure through return more inclusive for underrepresented students.
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