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Invisible Identities
Promoting and Protecting Diverse Identities in Study Abroad
Brett M. Chin, Babson College
Darren R. G...
Who are we? Who Are You?BabsonCollege
• Babson Park,
MA
• 2,000
undergrad
• 27% students
go abroad
• Business
Administrati...
Agenda
Overview of Topic
Disclosure
Becoming Comfortable with these Topics
Expectation Management/Cultural Advising
Case S...
Overview of Topic
The ADA defines a person with a disability as:
has physical or mental impairment that substantially limi...
Why Invisible Identities?
Learning
Disabilities
46.4%
Mental
Disability
27.9
Physical
Disability
5.9%
Sensory
Disability
3...
Brief Overview of the ADA/Section 504
Requires that organizations
receiving US federal dollars
not discriminate against
in...
Learning Disabilities
About 2% of college
students have a learning
disability
Nearly 50% recorded
disabilities in study
ab...
Study Abroad Considerations for Learning Disabilities
Relationship with partner/provider abroad
Culture of host country re...
Mental Health
Today’s college students
receive more help for mental
health than ever before.
10-15% in the mid 80’s to
33-...
Study Abroad Considerations for Mental
Health
Native language-speaking counselor
Relationship with partner/provider abroad...
Food Allergies
15 million Americans have food allergies – no cure
Food allergies among children increased about 50%
betwee...
Study Abroad Considerations for Food Allergies
Living accommodations (separate kitchen)
Bringing Epipen
Prepare airline
In...
Encouraging Disclosure Before Going Abroad
Website for students
and families
Study Abroad 101
Presentations
Pre-Advising
Q...
Website for Students and Families
What information do you
have on your websites
for students and families
regarding “invis...
Study Abroad 101 Presentations
Information
Session about
studying Abroad
Research
Different
Programs
Different
Learning St...
Academics
Housing
Cultural
Community
Engagement
Professional
Student
Support
Services
Components of a Program
Direct enrol...
Advising
Pre-Advising Questionnaire/Intake Form
• Which of the following factors may affect your program location or choic...
After Being Accepted To Go Abroad
Checking in with
other Offices
• Send all the names of students approved to go abroad to...
Pre-Departure Orientation – Health & Safety
Presentation
Mental Health
• Advise talking to study
abroad advisor and
counse...
Becoming Comfortable with these Topics
Stock Questions
Is there anything else about your identity
(or you) that might impa...
Educating Yourself and Your Colleagues
Meet with your Office of
Disability Services,
Counseling Center, and
Health Center
...
Practicing Awkward Questions
Practice!
• Introduce yourself to someone
near you.
• Ask them a question from the
next slide...
Example of Questions to Ask
• Do you have any dietary
restrictions that you’ve had to
navigate in Berlin?
• Who do you go ...
Follow Up!
You’ve gained their trust, don’t lose it
Keep your information appropriately confidential
Ask permission if you...
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...
Group Programming
Programming for
populations with
invisible identities
Access Abroad
workshop at
Brandeis University
Take...
Managing Expectations/Cultural Advising
Cultural Advising = Working with Partners
Both are necessary as concrete working knowledge of local particularities for al...
CIEE: collaborative approach = partners
sending institution
• Study abroad office
• Disabilities office
• Health center
• ...
Managing Expectations: Inclusion: Accessibility,
Acceptability, Efficacy, Quality
Pro-active approach which balances the d...
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 ...
Helpful Resources
• Abroad with Disabilities, www.abroadwithdisabilities.org
• Ahoontrakul, “Studying Abroad with a Food A...
Invisible Identities
Promoting and Protecting Diverse Identities in Study Abroad
Brett M. Chin, Babson College
Darren R. G...
Invisible Identities: Promoting and Protecting Diverse Identities in Study Abroad
Invisible Identities: Promoting and Protecting Diverse Identities in Study Abroad
Invisible Identities: Promoting and Protecting Diverse Identities in Study Abroad
Invisible Identities: Promoting and Protecting Diverse Identities in Study Abroad
Invisible Identities: Promoting and Protecting Diverse Identities in Study Abroad
Invisible Identities: Promoting and Protecting Diverse Identities in Study Abroad
Invisible Identities: Promoting and Protecting Diverse Identities in Study Abroad
Invisible Identities: Promoting and Protecting Diverse Identities in Study Abroad
Invisible Identities: Promoting and Protecting Diverse Identities in Study Abroad
Invisible Identities: Promoting and Protecting Diverse Identities in Study Abroad
Invisible Identities: Promoting and Protecting Diverse Identities in Study Abroad
Invisible Identities: Promoting and Protecting Diverse Identities in Study Abroad
Invisible Identities: Promoting and Protecting Diverse Identities in Study Abroad
Invisible Identities: Promoting and Protecting Diverse Identities in Study Abroad
Invisible Identities: Promoting and Protecting Diverse Identities in Study Abroad
Invisible Identities: Promoting and Protecting Diverse Identities in Study Abroad
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Invisible Identities: Promoting and Protecting Diverse Identities in Study Abroad

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How often have you heard about a student struggling abroad who could have been helped if advised sooner? We've seen an increase in the number students exploring study abroad who have "invisible identities" not often discussed. In this session, presenters will discuss the opportunities and challenges in advising, resources, and on-site support for such students with mental-health issues, learning disabilities, dietary restrictions, and allergies. Presenters will discuss the importance of early disclosure, planning, and partnerships for long-term inclusion, from university and provider perspectives.

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Invisible Identities: Promoting and Protecting Diverse Identities in Study Abroad

  1. 1. 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
  2. 2. Who are we? Who Are You?BabsonCollege • Babson Park, MA • 2,000 undergrad • 27% students go abroad • Business Administration only BrandeisUniversity • Waltham, MA • 3,600 undergrad • 40% students go abroad • Private liberal arts w/ research & science focus StetsonUniversity • DeLand, FL • 2,500 undergrad • 12% students go abroad • Private liberal arts CIEESeville • Seville, Spain • 1,000 students • Study Abroad • High School • Gap year • Teach in Spain
  3. 3. Agenda Overview of Topic Disclosure Becoming Comfortable with these Topics Expectation Management/Cultural Advising Case Studies Questions
  4. 4. 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”?
  5. 5. 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
  6. 6. 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
  7. 7. 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_edabro ad%20Michele%20stats%20article.pdf
  8. 8. Study Abroad Considerations for Learning Disabilities Relationship with partner/provider abroad Culture of host country regarding disability Pre-existing accommodations
  9. 9. 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
  10. 10. 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?
  11. 11. 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
  12. 12. 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
  13. 13. 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
  14. 14. Website for Students and Families What information do you have on your websites for students and families regarding “invisible identities”?
  15. 15. Study Abroad 101 Presentations Information Session about studying Abroad Research Different Programs Different Learning Styles
  16. 16. 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?
  17. 17. 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
  18. 18. 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
  19. 19. 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
  20. 20. 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
  21. 21. 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.
  22. 22. 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.
  23. 23. 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?
  24. 24. 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
  25. 25. 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
  26. 26. Group Programming Programming for populations with invisible identities Access Abroad workshop at Brandeis University Takeaways
  27. 27. Managing Expectations/Cultural Advising
  28. 28. 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
  29. 29. 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
  30. 30. 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
  31. 31. Case Studies Examples Break into groups & discuss Share with the larger group
  32. 32. 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?
  33. 33. 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
  34. 34. 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?

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