International education in the United States is explored from its historical context to the contemporary constructs of the industry. Recent statistical insight from the Institute of International Education (IIE) Annual Open Door Report illustrates a very clear inequity within the participant demographic profiles. Considering that personal development outcomes associated with international education are resoundingly positive in nature and include intercultural competence, international leadership, cultural intelligence, intercultural communication, global citizenship, environmental citizenship, foreign language skills, long-term career success, and self-efficacy, this disparity within participant demographics is concerning. Throughout the modern history of international education, these outcomes primarily serve higher-income students, the majority of who are white, female, and without disability, and those studying education, social sciences, or business. Using a Delphi consensus research method, a panel of experts was assembled and developed a series of diversification strategies to increase accessibility and participation from traditionally underrepresented demographics within international education programming. These findings include making diversity part of the organizations overall mission, working towards equal representation in leadership, more fundraising opportunities and scholarships, reducing the cost through work-study and home-stay programs, and focused outreach and marketing.
|Commitee:||Garcia, Violeta, Mitten, Denise|
|School Location:||United States -- Arizona|
|Source:||MAI 55/06M(E), Masters Abstracts International|
|Subjects:||Educational leadership, School administration, Education|
|Keywords:||Delphi consensus research method, Diversification strategies, International education, Study abroad|
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