A comprehensive approach to diversity in study abroad programs

We develop and nurture long-term relationships with a diverse range of stakeholders. By building trust and fostering collaboration, we create a more inclusive and supportive environment for all. However, many diversity efforts in education abroad still rely on scholarships as the primary means of promoting inclusion.

While scholarships play a crucial role in making study abroad opportunities accessible, relying solely on scholarships can be problematic and potentially counterproductive.

I write this essay to share what has been successful for us at ISEP Study Abroad, where 60% of our students identify as a member of an underrepresented group, numbers that far exceed the averages reported in Open Doors.

Many diversity efforts in education abroad operate on the assumption that financial barriers are the primary obstacle preventing underrepresented students from participating. Consequently, as recently reported by The PIE News, substantial resources are poured into scholarship programs.

When enrolment numbers don’t immediately rise, well-meaning leaders must be cautious to avoid the colonial and paternalistic patterns that have characterised diversity and inclusion efforts in higher education. This type of dynamic reinforces power imbalances and fails to address the underlying issues of access and equity.

If scholarships alone could help achieve greater inclusion, this would be reflected in the data, which is not the case. For example, African Americans make up 14% of students in US higher education and only about 5% of study abroad students. The reductive approach our field has taken is not working. 

Scholarship programs must be accompanied by relationship building activities. Angel Geller, a Native American ISEP Alumni who presented at the 2019 Diversity Abroad conference, said “funding for programs is very difficult” but money alone won’t help Native American students study abroad. “One of the saving graces for me [was] having another Native American on my program…my situation would feel totally different if I came abroad and didn’t have other Native Americans [with me].”  

She added: “The second thing besides funding to get Indigenous students to study abroad is to go abroad and know they’re not going to be alone.” At ISEP we use focus groups, webinars, pre-departure orientation and other tools to connect students to peers going abroad and recent alumni who may share a similar background.

Without providing access to information and tools to build support systems, scholarships tend to reach those who are already somewhat advantaged within underrepresented groups because they have these resources. 

Therefore, the same subset of underrepresented students is often approached by multiple institutions, leading to a concentration of resources distributed among a relatively small pool of students. Meanwhile, many other students remain invisible to the Education Abroad field, and the broader goal of expanding access to truly marginalised populations remains unmet.

At ISEP Study Abroad, 60% of our students identify as a member of an underrepresented group, exceeding the averages reported in Open Doors. This experience, for example, aided us during conversations with students from ISEP member, Morehouse College, when we listened to African American students highlight the need for culturally relevant support systems, mental health resources, and family connections. When students receive these resources upfront, we believe they foster a sense of community.

There is no question that social marginalisation is frequently intertwined with economic exclusion. However, students from economically disadvantaged backgrounds often face many barriers beyond financial constraints, including limited access to information, mentorship, and preparatory experiences essential for studying abroad.

Cultural and social barriers, such as lack of representation and cultural sensitivity, further hinder their participation. Families may have safety concerns, and students may face community pressure to stay home. This is precisely how ISEP Study Abroad’s approach to relationship-building matters.

In one of ISEP’s summer programs in Greece, an African American student limited his engagement with the other US students on the program, which included a majority of white women. When asked why he was withdrawn and not active, we learned his mother had told him to avoid interacting with fellow students, particularly white women, because of the racism his family had experienced.

After our team, the parent, the student, and the host institution engaged in an honest conversation about race and gender in the US, the student achieved the successful education abroad experience he deserved, including making friends with locals and fellow US students.

Language barriers and health concerns also play a significant role. Moreover, visa and immigration issues can present daunting challenges, especially for undocumented students or those with complex immigration statuses. Parents of underrepresented students want to understand whether their son or daughter will be safe.

Without providing access to information and tools to build support systems, scholarships tend to reach those who are already somewhat advantaged within underrepresented groups

Racialised violence in the US is a real phenomenon, and predominantly white education abroad staff are not equipped to understand and respond sensitively to these concerns. By building relationships with colleagues of colour, offering webinars and demonstrating an openness to hard conversations, we reduce fear and anxiety.

This work is far more important than simply reducing the financial barrier with a scholarship opportunity on a website. When we reduce legitimate fears and concerns to “we gave you a scholarship,” we fail to see the student. We only see the need.

To create meaningful and lasting change, ISEP Study Abroad is committed to a long-term, relationship-based approach. Key to this approach is recognising that diversity efforts must go beyond transactional exchanges and focus on building genuine, sustained relationships. This means engaging with communities, understanding their unique needs and challenges, and co-creating solutions that are responsive and respectful.

It also involves a commitment to ongoing dialogue and feedback, ensuring that our initiatives remain relevant and effective. This iterative and long-term approach involves learning from our mistakes and making changes along the way.

At the same time, understanding the economics of social exclusion is important. While scholarships can be a valuable resource for fostering inclusivity, a commitment to everyday affordability, long-term relationship building, and a culture of deep listening are even more important factors. 

To truly advance inclusivity, we must adopt a more holistic approach that addresses the broader social and economic factors contributing to exclusion. At ISEP Study Abroad, we are building trust-based partnerships that foster genuine collaboration and mutual benefit. By doing so, we are creating a more equitable and inclusive environment where all students can access and benefit from the transformative experience of studying abroad.

About the author: Dr John S. Lucas is President and CEO of ISEP Study Abroad, the world’s largest exchange network of more than 350 post-secondary institutions in over 60 countries. Previous leadership roles include provost and executive vice president at the School for International Training, associate vice president of academic programs at IES Abroad, and center director in Barcelona and Alicante for CIEE. He holds a PhD and MA in Spanish Linguistics from Penn State University, where he was an Edwin Erle Sparks Fellow in the Humanities. He also holds an MA in management from SIT. Dr. Lucas is the current chair of the board of the forum on education abroad. He publishes widely and has held adjunct faculty roles at Georgetown University and the Universidad de Alicante, Spain. He speaks Spanish, Catalan, French, and German.