Virtual Exchange Practices, Diversity, Equity, and Inclusion and the Historically Marginalized

Authors

  • Natasha Gordon-Chipembere Independent Researcher
  • Aileen Bumphus University of Texas at Austin
  • Gregory Vincent Talladega College
  • Eric Dieter University of Texas at Austin
  • Jinane Sounny-Slitine Independent Researcher
  • Javier Wallace Duke University

DOI:

https://doi.org/10.36366/frontiers.v36i3.791

Keywords:

DEI, historically marginalized students, SWANA, virtual exchange

Abstract

This paper presents data collected over a two-month period in summer 2021 from the Johns Organization (JO), a U.S.-based virtual exchange (VE) program that partners with South-West Asian and North African (SWANA) schools. The seven focus groups interviewed included VE scholars, JO staff, external VE evaluators, and SWANA-based JO staff. The research team’s questions focused on the impact of VE for historically marginalized people. The findings indicate an absence of any discussion/assessment relating to racial/ethnic identity, religious identity, LGBTQ2+ students, or students with disabilities. Also, most VE was found to be U.S.-focused and driven through the use of English. Most VE exchange programs were driven by project-oriented goals relating to STEM, intercultural dialogue, or global and international affairs or the UN’s Sustainable Development Goals. The major themes that emerged were: Sense of Belonging, Race/Diversity, English, U.S.-Centric Activities and Pedagogy, and Technology. 

Abstract in Spanish

Este documento representa la recolección de datos acumulados durante el transcurso de dos meses del verano 2021de la Organización Johns (OJ), un Intercambio Virtual (IV) con base en los Estados Unidos con escuelas afiliadas en Sur-Oeste Asia/ y en el Norte de África (SWANA). Los siete grupos de enfoque entrevistados incluye: eruditos de Intercambio Virtual, personal de OJ, los que evalúan el Intercambio Virtual, y el personal de OJ localizado en SWANA. El equipo de Investigadores enfocaron sus preguntas sobre el impacto del Intercambio Virtual (IV) de personas históricamente marginados. Las conclusiones indican la ausencia de cualquier discusión/evaluación relacionada con la identidad racial/étnica o identidad religiosa; de los estudiantes LGBTQ2+, o los estudiantes con discapacidades. También encontraron que los estudiantes en el Intercambio Virtual (IV) de los Estados Unidos fueron los más enfocados. Especialmente porque fueron motivados por el uso del idioma Inglés. La mayoría de los programas de Intercambio Virtual (IV) fueron impulsados por metas orientadas a proyectos relacionados con STEM, diálogo intercultural o asuntos globales internacionales o los Objetivos de Desarrollo Sostenible de la ONU. Los temas de mayor importancia que surgieron fueron: Sentido de Pertenencia, Raza/Diversidad, Inglés, Actividades Pedagógicas y Tecnológicas centradas en los Estados Unidos.

Downloads

Download data is not yet available.

Author Biographies

Natasha Gordon-Chipembere, Independent Researcher

Dr. Natasha Gordon-Chipembere is professor of African Diasporic literature. As a scholar on African enslavement, her first book was Representation and Black Womanhood: The Legacy of Sarah Baartman (Palgrave 2011). Her writing has been published in Essence along with a monthly series, “Musings from An Afro-Costa Rican” in the Tico Times. She is Senior Co-editor of the AfroLatin@ Diasporas Book Series. Her novel, Finding La Negrita was published by Jaded Ibis Press in September 2022. 

Aileen Bumphus, University of Texas at Austin

Dr. Aileen Bumphus is an educational professional focused emotionally intelligent and resilient servant leadership. A higher education leader with demonstrated success building PreK—graduate/professional pathways, she is skilled in diversity, equity, inclusive student success, program development, university collaborative partnerships and interglobal student leadership. She consults on projects addressing disparities in access, education, health, and wealth. Diverse Issues in Higher Education recognized her as one of 35 Top Women Who Have Made Significant Contributions in Higher Education.

Gregory Vincent, Talladega College

Dr. Gregory J. Vincent, J.D., is president of Talladega College, an HBCU in Talladega, Alabama. Previously, he was professor, executive director of the Education and Civil Rights Initiative, and program chair of the Ph.D. Senior Diversity Officer specialization at the University of Kentucky. He served as president of Hobart and William Smith Colleges in Geneva, New York, and vice president for diversity and community engagement at the University of Texas at Austin for 12 years.

Eric Dieter, University of Texas at Austin

Dr. Eric Dieter is Executive Director in The University of Texas at Austin’s Undergraduate College, overseeing college-to-career and postgraduate education preparation programs, including the U.S. Department of Education's McNair Scholars. He worked in DEI for fifteen years and has taught at a variety of levels for over twenty-five years. He earned a Ph.D. in rhetoric from UT-Austin, researching and teaching ways people understand and misunderstand each other in political, popular, and pedagogic spheres.

Jinane Sounny-Slitine, Independent Researcher

Dr. Jinane Sounny-Slitine is a scholar-practitioner and researcher with extensive experience in higher education focusing on student success, student leadership, academic advising, program development, equitable policy creation, and Arab American college student experience. Dr. Sounny-Slitine is dedicated to dismantling systemic educational barriers affecting marginalized and minoritized students.

Javier Wallace, Duke University

Dr. Javier Wallace is a Postdoctoral Associate in the African and African American Studies Department at Duke University. He completed his Ph.D. at The University of Texas at Austin. Javier’s research revolves around race, class, gender, labor migration, nationality, and transnationalism of athletes from the U.S., Latin America, and the Caribbean. Additionally, he is the founder of Black Austin Tours and the co-founder of the social entrepreneurial projects—AfroLatinx Travel and BlackPackas.

References

Abouchedid, K., & Nasser, R. (2006). Info-bias mechanism and American college students' attitudes towards Arabs. International Studies Perspectives, 7(2), 204–212. https://doi.org/10.1111/j.1528-3585.2006.00240.x DOI: https://doi.org/10.1111/j.1528-3585.2006.00240.x

Awad, G., Hashem, H., & Nguyen, H. (2021). Identity and ethnic/racial self-labeling among Americans of Arab or Middle Eastern and North African descent. Identity: An International Journal of Theory and Research, 21(2), 115-130. https://doi.org/10.1080/15283488.2021.1883277 DOI: https://doi.org/10.1080/15283488.2021.1883277

Black, H.T., & Duhon, D.L. (2006). Assessing the impact of business study abroad programs on cultural awareness and personal development. Journal of Education for Business, 81(3), 140-144. https://doi.org/10.3200/JOEB.81.3.140-144 DOI: https://doi.org/10.3200/JOEB.81.3.140-144

Calhoon, J. A., Wildcat, D., Annett, C., Pierottie, R., & Griswold, W. (2003). Creating meaningful study abroad programs for American Indian postsecondary students. Journal of American Indian Education, 42(1), 46-57. http://www.jstor.org/stable/24398471

Crossman, J., & Clarke, M. (2010). International experience and graduate employability: Stakeholder perceptions on connection. Higher Education 59(5), 599-613. https://doi.org/10.1007/s10734-009-9268-z DOI: https://doi.org/10.1007/s10734-009-9268-z

Czubaruk, K. (2019, October 17). The Belmont Report: What Is It and How Does It Relate to Today’s Clinical Trials? Cancer Support Community. https://www.cancersupportcommunity.org/blog/2019/10/belmont-report-what-it-and-how-does-it-relate.

De Wit, H. (2016). Internationalisation and the role of online intercultural exchange. In R. O’Dowd & T. Lewis (Eds.), Online intercultural exchange: Policy, pedagogy, practice (pp. 69-82). Routledge.

Fischer, K. (2019, March 28). How international education’s golden age lost its sheen. The Chronicle of Higher Education. https://www.chronicle.com/article/how-international-educations-golden-age-lost-its-sheen/?sra=true

Fischer, K. (2021). Today’s Global Campus: Strategies for Reviving International Enrollments and Study Abroad. The Chronicle of Higher Education Special Report. https://connect.chronicle.com/rs/931-EKA-218/images/TodaysGlobal%20Campus_InsideLook.pdf.

Glass, C.R., Godwin, K.A., & Helms, R.M. (2021). Toward greater inclusion and success: A new compact for international students. American Council on Education.

Helm, F. (2018a). Emerging identities in virtual exchange. Research publishing.net. https://doi.org/10.14705/rpnet.2018.25.9782490057191 DOI: https://doi.org/10.14705/rpnet.2018.25.9782490057191

Helm, F. (2018b). The long and winding road…. Journal of Virtual Exchange, 1, 41-63. https://doi.org/10.14705/rpnet.2018.jve.3 DOI: https://doi.org/10.14705/rpnet.2018.jve.3

Helms, R.M. (2020). Can Internationalization survive the coronavirus? Higher Education Today, March 4, 2020.

Hipple, E., Soltis, D., & Hyers, L. (2020). Queering study abroad: Web-based outreach to LGBTQ+ university students by study abroad programs. Frontiers: The Interdisciplinary Journal of Study Abroad, 32(2), 175-186. https://doi.org/10.36366/frontiers.v32i2.473 DOI: https://doi.org/10.36366/frontiers.v32i2.473

Jamal, A. A., & Naber, N. C. (2008). Race and Arab Americans before and after 9/11 from invisible citizens to visible subjects. Syracuse, NY: Syracuse University Press. DOI: https://doi.org/10.35632/ajis.v26i4.1375

Kelley, K. R., Prohn, S.M., & Westling, D. L. (2016). Inclusive study abroad course for college students with and without intellectual disabilities. Journal of Postsecondary Education and Disability 29(1): 91-101.

King, S. J. (2020). Ending denial: Anti-Black racism in Morocco. Arab Reform Initiative, 28.

Kolm, A., de Nooijer, J., Vanherle, K., Werkman, A., Wewerka-Kreimel, D., Rachman-Elbaum, S., & van Merriënboer, J. J. G. (2022). International Online Collaboration Competencies in Higher Education Students: A Systematic Review. Journal of Studies in International Education, 26(2), 183-201. https://doi.org/10.1177/10283153211016272 DOI: https://doi.org/10.1177/10283153211016272

Lee, J. A., & Song, J. (2019). Developing intercultural competence through study abroad, telecollaboration, and on-campus language study. Language Learning & Technology, 23(3), 178-198. http://hdl.handle.net/10125/44702

Lee, J.A., & Green, Q. (2016). Unique opportunities: Influence of study abroad on Black students. Frontiers: The Interdisciplinary Journal of Study Abroad, 28(1), 61-77. https://doi.org/10.36366/frontiers.v28i1 DOI: https://doi.org/10.36366/frontiers.v28i1.380

Li, X., & Haupt, J. (2021, February 13). Could ‘distance TNE’ become a growth area after COVID-19? University World News. https://www.universityworldnews.com/post.php?story=20210210074621731

Link, T. C. (2016). Strategies and challenges for creating an inclusive study abroad program. Journal of Postsecondary Education & Disability, 29(3), 293-298.

Malinowski, D., & Kramsch, C. (2014). The ambiguous world of heteroglossic computer-mediated language learning. In A. Blackledge & A. Creese (Eds), Heteroglossia as practice and pedagogy (pp. 155-178). Springer. https://doi.org/10.1007/978-94-007- 7856-6_9 DOI: https://doi.org/10.1007/978-94-007-7856-6_9

Marouan, M. (2016). Incomplete Forgetting: Race and Slavery in Morocco. Islamic Africa, 7(2), 267-271. https://doi.org/10.1163/21540993-00702002 DOI: https://doi.org/10.1163/21540993-00702002

Masterson-Algar, A., Jennings, B., & Odenwelder, M. (2020). How to run together: On study abroad and the ASD Experience. Frontiers: The Interdisciplinary Journal of Study Abroad, 32(1), 104-118. https://doi.org/10.36366/frontiers.v32i1 DOI: https://doi.org/10.36366/frontiers.v32i1.436

Mesch, G.S., Talmud, I., and Kolobov, T. (2013). Explaining digital inequalities in Israel: Juxtaposing the conflict and cultural perspectives. In M. Ragnedda and G. Muschert, The Digital Divide: The Internet and social inequality in international perspective, (pp. 221-236). London: Routledge.

Naber, N. (2000). Ambiguous insiders: an investigation of Arab American invisibility. Ethnic and Racial Studies, 23(1), 37-61. https://doi.org/10.1080/014198700329123 DOI: https://doi.org/10.1080/014198700329123

NAFSA: Association of International Educators (2008). Strengthening study abroad: Recommendations for effective institution management for presidents, senior administrators, and study abroad professionals. Retrieved from http://www.nafsa.org/_/file/_/final_imsa_taskforce.pdf

Naser, S. (2021). Addressing the invisibility of Arab American issues in higher education. Counseling Today. https://ct.counseling.org/2021/02/addressing-the-invisibility-of-arab-american-issues-in-higher-education/

National Survey of Student Engagement (NSSE). (2007). Experiences that matter: Enhancing student learning and success. Indiana University Center for Post-Secondary Research.

O’Dowd, R. (2016). Learning from the past and looking to the future of Online Intercultural Exchange. In R. O’Dowd & T. Lewis (Eds.), Online intercultural exchange: Policy, pedagogy, practice (pp. 273-293). Routledge.

O’Rear, I. L., Sutton, R. L., & Ruben, D. L. (2012). The effect of study abroad on college completion in a state university system. Working paper downloaded from https://www.academia.edu/3073570/The_Effect_of_Study_Abroad_on_College_Completion_in_a_State_University_System

Strayhorn, T.L. (2019). College Students’ sense of belonging: A Key to educational success for all students (2nd ed.). Routledge. https://doi.org/10.4324/9781315297293 DOI: https://doi.org/10.4324/9781315297293

White, B., & Lee, J. J. (2020, April 18). The future of international HE in a post-mobility world. University World News. https://www.universityworldnews.com/post.php?story=20200417105255362

Downloads

Published

2024-11-22

How to Cite

Gordon-Chipembere, N., Bumphus, A., Vincent, G., Dieter, E., Sounny-Slitine, J., & Wallace, J. (2024). Virtual Exchange Practices, Diversity, Equity, and Inclusion and the Historically Marginalized. Frontiers: The Interdisciplinary Journal of Study Abroad, 36(3), 25–55. https://doi.org/10.36366/frontiers.v36i3.791

Issue

Vol. 36 No. 3 (2024): November 2024

Section

Research Articles

License

Copyright (c) 2024 Natasha Gordon-Chipembere, Aileen Bumphus, Gregory Vincent, Eric Dieter, Jinane Sounny-Slitine, Javier Wallace

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.