Diversity Competence within Faculty-Led Study Abroad Programs
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Abstract
Previous studies have noted the positive role studying abroad has played in the lives of students; however, there are clear disparities in the structure of faculty- led study abroad programs that limit students’ ability to fully maximize the usefulness of these experiences. Focusing on the role of faculty leaders in study abroad programs, this paper critically examines extant literature related to student experiences studying abroad. Through our examination of existing research, we conclude that it is essential for faculty to be more competent in relation to diversity and be aware of their positionality and the intersecting identities of their students before departing to the host country. We argue this prerequisite creates a more equitable and optimal learning experience for students.
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