invisible identities: promoting and protecting diverse identities in study abroad
TRANSCRIPT
Invisible Identities Promoting and Protecting Diverse Identities in Study Abroad
Brett M. Chin, Babson College Darren R. Gallant, Brandeis University Paula Hentz, Stetson University Morgan Reiss, CIEE Seville Study Center
Who are we? Who Are You? Ba
bson
Col
lege
• Babson Park, MA
• 2,000 undergrad
• 27% students go abroad
• Business Administration only Br
ande
is U
nive
rsity
• Waltham, MA • 3,600
undergrad • 40% students
go abroad • Private liberal
arts w/ research & science focus
Stet
son
Uni
vers
ity
• DeLand, FL • 2,500
undergrad • 12% students
go abroad • Private liberal
arts
CIEE
Sev
ille • Seville, Spain
• 1,000 students • Study Abroad • High School • Gap year • Teach in Spain
Agenda
Overview of Topic
Disclosure
Becoming Comfortable with these Topics
Expectation Management/Cultural Advising
Case Studies
Questions
Overview of Topic
The ADA defines a person with a disability as: has physical or mental impairment that substantially limits one
or more major life activities
has record of such impairment; or
is regarded as having such impairment
What are “invisible identities”?
Why Invisible Identities? Learning
Disabilities 46.4%
Mental Disability
27.9
Physical Disability
5.9%
Sensory Disability
3.8%
Other Disabilities
16%
BREAKDOWN OF DISABILITIES
• Students with disabilities consists of approximately 9% of most college campuses
• Number of students with disabilities studying abroad have nearly doubled since 2006
Source: http://www.miusa.org/resource/tipsheet/opendoorstats
According to 2013 National Survey on Student Engagement
Brief Overview of the ADA/Section 504
Requires that organizations receiving US federal dollars
not discriminate against individuals with disabilities
and provide reasonable modifications
Protects people with disabilities from discrimination in
employment, public modifications, transportation,
telecommunications and activities of state and local
government
To what extent are we responsible to uphold
Section 504/ADA? - Depends on each country and the site abroad - Work with partners abroad to determine feasibility
Learning Disabilities
About 2% of college students have a learning
disability
Nearly 50% recorded disabilities in study abroad are learning
disabilities
Students should already be registered with
Accommodations Office on home campus
Source: http://www.miusa.org/sites/default/files/documents/resource/NAFSA%20International%20Educator%20marapr09_edabroad%20Michele%20stats%20article.pdf
Study Abroad Considerations for Learning Disabilities
Relationship with partner/provider abroad
Culture of host country regarding disability
Pre-existing accommodations
Mental Health
Today’s college students receive more help for mental
health than ever before.
10-15% in the mid 80’s to 33-40% today
95% of college counseling center directors surveyed said that the number of students with significant
psychological problems is a growing concern
70% of directors believe that the number of students with
severe psychological problems on their campus has increased in the past
year
Study Abroad Considerations for Mental Health
Native language-speaking counselor
Relationship with partner/provider abroad
Culture of host country regarding disability
Do they already see a counselor?
Have experience mental health problems in the past?
Food Allergies
15 million Americans have food allergies – no cure
Food allergies among children increased about 50% between 1997 and 2011
8 foods account for 90% of all reactions: milk, eggs, peanuts, tree nuts, soy, wheat, fish, and shellfish
Source: https://www.foodallergy.org/facts-and-stats & http://www.internationalstudentinsurance.com/blog/2012/10/studying-abroad-with-a-food-allergy.html
Study Abroad Considerations for Food Allergies Living accommodations (separate kitchen)
Bringing Epipen
Prepare airline
Insurance
Research food customs
Communication
Key phrases in the language of host country
Encouraging Disclosure Before Going Abroad
Website for students and families
Study Abroad 101 Presentations
Pre-Advising Questionnaire/Intake
Form Advising After Being Accepted Pre-Departure
Orientation
Website for Students and Families
What information do you have on your websites
for students and families regarding “invisible
identities”?
Study Abroad 101 Presentations
Information Session about
studying Abroad
Research Different Programs
Different Learning Styles
Academics
Housing
Cultural Community Engagement
Professional
Student Support Services
Components of a Program
Direct enrollment, study center, courses in host country
language, concentration classes
Homestay, international or local peer roommates
Language, customs, food, religion, politics
Internships, business visits, networking
Writing center, counseling, academic accommodations,
medical clinic
Athletics, student clubs, volunteering
Which components will most influence your program
choice?
Advising
Pre-Advising Questionnaire/Intake Form • Which of the following factors may affect your program location or choice? • Dietary or travel restrictions • Disability services and accommodations
• Please indicate any topics that you might want more information about as it relates to your preparations form studying abroad • Dietary needs/restrictions • Disability considerations • Medications abroad • Mental health abroad
Meeting with the student • Ask about how the different components of the program will impact some of their different
identities
After Being Accepted To Go Abroad
Checking in with other Offices
• Send all the names of students approved to go abroad to • Academic Advising • Counseling center • Community Standards/Judicial Office • Health Center
Health & Wellness Form
• All students going abroad fill out a Health & Wellness Form • Food allergies/restricted diet (vegetarian, vegan, gluten-free, etc.) • Mental Health • Medications/Taking medications abroad • Require assistance for mental health, emotional, learning, or physical impairments
Pre-Departure Orientation – Health & Safety Presentation
Mental Health
• Advise talking to study abroad advisor and counselor
• What resources do you utilize to remain healthy and well in the US/home campus?
• What services/resources will you need to stay healthy and well abroad?
Food Allergies
• Talk to your doctor • What medications will
you need if you have an allergic reaction?
• Research where you are going
Medications
• Make sure medications is legal in country abroad
• Make sure that you that you have enough of the medication to last for the entire time you are abroad • If not, how can you get
a re-fill? • Resources - ISOS
Becoming Comfortable with these Topics
Stock Questions Is there anything else about your identity
(or you) that might impact your experience abroad?
Have you thought about how the services you’ll receive abroad will be
different?
Do you know if they offer the same services you receive on campus?
Since starting at Home University, what have been some of the challenges that
you’ve overcome?
Normalizing the conversation
What has your office done to already bring up these identities before the student enters your office
Education
Educating Yourself and Your Colleagues Meet with your Office of
Disability Services, Counseling Center, and
Health Center
What are common issues/topics they discuss with
students?
Learn the Lingo
Abroad with Disabilities: www.abroadwithdisabilities.org
miusa.org
Example: student with a disability, not a disabled
student
Learn the campus atmosphere, get involved
in the conversation
At Brandeis there is a lot of talk about mental health issues due
to the high stress and performance pressure on
students.
More common for student to open up about their mental
health concerns.
Practicing Awkward Questions
Practice! • Introduce yourself to someone
near you. • Ask them a question from the
next slide. • Please respond openly but also
feel free to tell a different version of the truth.
• Listen.
Example of Questions to Ask • Do you have any dietary
restrictions that you’ve had to navigate in Berlin?
• Who do you go to for help with managing big transitions or changes?
• Do you receive any academic accommodations for your classes?
• When you travel is there medication you make sure you have with you?
Follow Up!
You’ve gained their trust, don’t lose it
Keep your information appropriately confidential
Ask permission if you feel it’s necessary to share this information outside the office
Remember their name, not their condition
Reading the Room
It’s good to rely on the student to self-disclose this information but what if it’s not on their radar or they don’t see you as trust-able.
Don’t judge and ensure them that they don’t have to tell you anything more than they’re comfortable
Every student is different Not a collective identity
Remind them it’s helpful for you to know so you can advise them better
Activist & complacent students
Group Programming
Programming for populations with
invisible identities
Access Abroad workshop at
Brandeis University Takeaways
Managing Expectations/Cultural Advising
Cultural Advising = Working with Partners Both are necessary as concrete working knowledge of local particularities for all sites/regions/nations is a practical impossibility for university advisors & vice versa.
socio-economic cultural practical political LEGAL Institutional medical institutional religious
CIEE: collaborative approach = partners
sending institution
• Study abroad office • Disabilities office • Health center • Risk manager/legal • Professors • International students
host institution
• External/foreign office • Disabilities office • Student unions/orgs • Health/social services • Professors
external partners
•Civic associations/org •Hosts/dorms •Legal, medical, nutritional, psych •MIUSA, NACUA, NCLD/LDA, NIMH/NAMI
Managing Expectations: Inclusion: Accessibility, Acceptability, Efficacy, Quality
Pro-active approach which balances the desire or need to manage expectations with the ultimate goal of INCLUSIVENESS
Online materials
Pre-departure advising even with on-site
staff if necessary
Forms which encourage/elicit
disclosure
Outreach to capture those students who
might not have disclosed
Collaborative institutional
approach (resources, financial…)
Complex issues require creative solutions, but
ultimately benefits ALL
parties
Case Studies
Examples
Break into groups & discuss
Share with the larger group
Case Studies Food allergy: A student discloses during advising that they have an “extreme nut allergy” who wants to study abroad in Asia but doesn’t trust the food processing systems. How do you support the student? Learning Disability: The student wants to do a direct enrollment and has a learning disability but is concerned about having the necessary academic accommodations provided in the host institution. How do you support the student? Mental Health: A student is abroad and is struggling with a pre-existing mental health condition that haven’t previously disclosed. How do you support the student? • How would you find out about the student’s “invisible identity”? • How would you work with the partner? • How do you currently serve the student now? • How would you like your office to address these identities in the future?
Helpful Resources • Abroad with Disabilities, www.abroadwithdisabilities.org • Ahoontrakul, “Studying Abroad with a Food Allergy.”
http://www.internationalstudentinsurance.com/blog/2012/10/studying-abroad-with-a-food-allergy.html. International Student Insurance. 6 Oct 2012
• Association for University and College Counseling Center Directors, http://www.aucccd.org/
• Food Allergy Research & Education, https://www.foodallergy.org/facts-and-stats. • Michele, “Tracking Students With Disabilities Who Study Abroad.”
http://www.miusa.org/sites/default/files/documents/resource/NAFSA%20International%20Educator%20marapr09_edabroad%20Michele%20stats%20article.pdf
• National Network: Information, Guidance, and Training on the Americans with Disabilities Act, https://adata.org/learn-about-ada
• “Statistics on U.S. College-Level Study Abroad Students with Disabilities.” http://www.miusa.org/resource/tipsheet/opendoorstats
• “Your Rights Under Section 504 of the Rehabilitation Act.” https://adata.org/learn-about-ada
Invisible Identities Promoting and Protecting Diverse Identities in Study Abroad
Brett M. Chin, Babson College Darren R. Gallant, Brandeis University Paula Hentz, Stetson University Morgan Reiss, CIEE Seville Study Center
Questions?