PALE PEOPLE IN THE RAIN Perceptions of the UK Among American Minority Students

1. PALE PEOPLE IN THE RAINPerceptions of the UK Among American Minority Students Survey of Young, Aspirational Americans April 22-May 10, 2004

2. Contents Background and Methodology 2 Key Findings 8 Detailed Findings Ambitions and Challenges 16 Travel Abroad Experiences 23 Students’ International Perspective 29 Study Abroad Interests 34 Impressions of the UK 41 Study Abroad in the UK 46 Appendix A: Detailed Methodology 52 Appendix B: Profile of Respondents 58

3. Background and Methodology

4. Background • In seeking to expand its reach in the United States, the British Council USA has embarked on an ambitious and forward-looking strategy that recognizes the rapidly changing demographic profile of young Americans who are on their way toward roles of leadership and influence in the US. • Minority populations in the US, particularly African-American, Latino and Asian-American youth, are poised to become increasingly important segments of American society. For example: • Between 1990 and the most recent US census in 2000, the Latino population in the US increased by 58%, compared with an increase of only 13% for the total US population. • And these minority populations are relatively young—31% of African-Americans, 35% of Latino and 26% of Asian-Americans in the US are under the age of 18, compared with 23% of the non-Hispanic white population. • Elementary and secondary school enrollment in California offers a particularly striking example of shifting American demography. Statewide, about a third (34%) of all public school students are non-Hispanic white, while fully 45% are of Hispanic origin, 11% are Asian-American and 8% are African-American. • Texas, where 38% of all high school students are of Hispanic origin or ancestry, similarly reflects the growing influence of Latino populations in particular. • It is in this environment that the British Council USA seeks to achieve its goal of strengthening relationships with young, aspirational Americans by building an appreciation for the UK’s contemporary cultural, creative and scientific/technical innovation and diversity.

5. Background, continued • However, the findings of preliminary focus group research conducted for the British Council USA in 2003 among African-American, Latino and Asian-American college students and college-bound high school students suggested that exceptionally limited perceptions of the UK may predominate among this rising population of future civic, political and economic leaders. • As a result, the British Council USA commissioned extensive and targeted survey research intended to further examine awareness, perceptions and attitudes about the UK among a broader sample of these young minority populations. The key objectives in the design of the research were to: • Identify important areas of deficit in awareness, perceptions and attitudes toward the UK among African-American, Latino and Asian-American students who have high degrees of academic success and civic engagement. • Draw attention to the need and potential for engagement with this population of future leaders and influencers. • Secondary objectives were to identify the interests, wants, aspirations and agendas of these students, and to inform the design of initiatives to be targeted at these young people. • This report presents the findings of that research.

6. Methodology • The research commissioned by the British Council USA was conducted from April 22 through May 10, 2004, using an online, web-based survey protocol with: • African-American, Asian-American and Latino high school and college students in California and Texas, two states targeted because of their high incidence of minority student populations. • And, as a control, a comparative cross-section of students of all ethnicities in Massachusetts and Virginia, two states noted for their high concentrations of students and educational institutions. • Margins of error are specific to each racial/ethnic and control segment and range from ±3.2 to ±5.9 percentage points. • Qualified respondents in each targeted segment include: • High school students: • 510 African-Americans in California and Texas • 879 Asian-Americans in California and Texas • 921 Latinos in California and Texas • 535 control sample students of any race/ethnicity in Massachusetts and Virginia • College students: • 351 African-Americans in California and Texas • 269 Asian-Americans in California and Texas • 507 Latinos in California and Texas • 450 control sample students of any race/ethnicity in Massachusetts and Virginia

7. Methodology, continued • Participation in the survey was solicited through email invitations containing a “click-through” link to the survey site using sourced and verified lists of email addresses by ethnicity, state and grade-point average (GPA). The online, web-based survey methodology was particularly suitable for reaching both the high school and college student segments, where online access is nearly universal, and for assuring confidentiality and anonymity. • Sources used for the survey samples included: • The Center for Teen Insight of the National Research Center for College & University Admissions for college-bound high school students. • American Student List, a service of Euro RSCG, the most comprehensive US source of nearly five million “permission based” college student contact data with geographic, race/ethnicity and GPA indicators.

8. Methodology, continued • Screening criteria were designed to limit the qualified respondent base to: • College-bound high school juniors and seniors aged 16 to 18. • College students aged 17 and older enrolled in two- or four-year public or private colleges and universities. • A minimum grade-point average of B or better. • Active participation and involvement in civic organizations and school-based groups (beyond sports) that suggested the potential for future social influence and leadership. • An additional level of screening was conducted during data analysis to identify students with exceptional promise and focus in the fields of business, politics and civic engagement. Students in these categories were screened for a minimum grade-point average of A, strong intention to pursue post-graduate degrees and engagement in civic/volunteer activities. • All data presented in this report have been weighted by sex to ensure balanced representation based on the most recent US Census estimates of the total populations within each ethnicity in each of the targeted states among both the high school and college samples. • Detailed information on methodology and response rates are contained in the Appendix to this report. • The survey was designed and managed by Michaels Opinion Research, Inc., a New York City-based public opinion research firm with expertise in research about arts and educational issues and surveying youth, minorities and other difficult-to-reach populations.

9. Key Findings

10. Key Findings • In the Spring of 2003, the British Council USA commissioned a series of focus groups to explore the perceptions of the UK among promising minority students in the US. High school students in these groups were all college-bound and those in college were intent on post-graduate study and focused on determining or realizing their career goals. All maintained A-level grade point averages and demonstrated a strong commitment to civic participation. When asked what images came to mind when they thought about the UK, one Latino young man in Los Angeles replied, to laughter and agreement from his fellow students, “Pale people in the rain.” • Indeed the focus groups clearly suggested that perceptions of the UK may be extremely shallow among minority students poised to become potential leaders in their communities and the US overall. Study abroad, however, seemed an elusive goal to many. They were challenged by perceptions of high cost, but also limited by views that, while study abroad may enrich their lives, it would not necessarily enhance their future success. This preliminary research also indicated that if they were to study abroad as young minority students, particularly Asian-Americans and Latinos, they would likely pursue programs in countries that shared their cultural or ethnic heritage. The UK was not a top choice or even under consideration, most often because the UK was narrowly perceived as best suited for the study of literature or history and not a place to pursue the most advanced thinking in business, science, medicine or technology. • To further examine the prevalence of these perceptions of the UK, particularly as they may influence the UK as a destination for study abroad, a second wave of research, a quantitative survey, was conducted among a broader spectrum of students from four key US states: California and Texas, home to large populations of African-American, Asian-American and Latino students and, as contrast, the East Coast states of Massachusetts and Virginia, where a cross-section of students including a natural majority of white young people were interviewed.

11. Key Findings, continued Student Perceptions of the UK • The survey results strongly indicate that American minority students’ impressions of the UK cast it in an older, more traditional era. Indeed, though minority students strongly recognize the UK as a world leader and staunch ally of the US, they do not perceive it to be making significant contributions in other contemporary fields – not in business, science, technology or even music. • The research suggests that student knowledge of the UK beyond England is scant at best. Overall, most American students surveyed admit they can not name the four UK countries – two-thirds indicate they would probably name some of them, but not all, or they would erroneously include other countries in the mix. When rating their impressions of UK countries, students in all segments surveyed express the most favorable opinions of England (from 75% to 87%), but overall positive impressions of Northern Ireland, Scotland and Wales are considerably lower (from 32% to 52%). • Students from all segments hold strong perceptions – from 62% to 68% – that the UK is an “old, traditional” society, while fewer than half believe the phrase “modern and contemporary” strongly describes the UK. They consider the British intelligent and polite, but also conservative. • Moreover, American minority students do not perceive the UK to be culturally or ethnically diverse. In fact, at best only about one-third of minority college students surveyed believe the UK could easily be described as “diverse.” Furthermore, students are more inclined to believe that tolerance of differences is not an exceptionally strong attribute of the British people.

12. Key Findings, continued • According to the research results, minority student impressions are as positive for Italy and France (and nearly as positive for Spain) as they are for England (from 75% to 87%). Furthermore, cultural bonds intensify students’ positive perceptions of other countries: fully 88% of Latino students hold positive views of Spain and 80% of Asian-American students feel this way about Japan. Asian-American students are also more likely than other student segments to hold positive impressions of China, though views are significantly more tempered (54% positive among Asian-American students). • Moreover, Italy and France are students’ top choices for countries they’d most like to visit, and Japan ranks equally high among Asian-American students. England generally trails as a third or fourth pick and less than 1% of those surveyed express a primary desire to visit Northern Ireland, Scotland or Wales. • Among the sample of students from the East Coast states of the US, positive views of Australia equal those of England. Yet when this group of students identifies countries they’d like to visit, Australia surpasses England as their top choice by almost two-to-one. • The research finds that as many as three-fourths of these American minority students have experienced foreign travel, typically to a border country, but fewer than one-in-10 have visited the UK.

13. Key Findings, continued Consideration of the UK for Study Abroad • In the near term, the research findings indicate that students’ limited perceptions of the UK may negatively impact their consideration of the UK as a destination for study abroad. Generally, students don’t believe the UK will be the place to satisfy their academic interests, nor is it high on their lists of places they would consider. • The academic interests of these minority college students most often included business and economics, followed by medicine and science, engineering and the social sciences. Yet when asked which countries would offer the most advanced thinking in these subject areas, the UK surfaced only as the country best able to provide them with advanced thinking in the humanities – history or literature (from 37% to 50%). And even in this subject area, the US would attract nearly as many students as the UK. • Fully two-thirds of minority students believe US academic institutions are best suited to provide them with highly-developed approaches to business and economics, or medicine, chemistry and biology. More than half would look to French institutions for study abroad programs in art and design, and up to 75% would consider Japan for the latest thinking in technology and computer science. • Similarly, business is the top academic interest among the control sample of East Coast college students and they, too, expect to find the best academic programs in the US. These students are slightly more likely than minority students to identify “the humanities” as a major area of their academic interest (but only 12%) and again they agree with minority students that the UK would offer the best humanities education.

14. Key Findings, continued • Nevertheless, students in all segments say study abroad is doubtful for them because of the perceived added cost. In general, the rapidly rising expense of American college tuitions is, according to students, their greatest challenge in pursuing higher education. Still, even though at least one-in-10 are intent on study abroad and another one-in-four say they will try to make it happen, the research reveals again that the UK is unlikely to be under consideration. • Only 10% to 16% of students who plan to study abroad identify the UK as their top choice: four-in-10 Asian-American students would pursue study in Asia, while 25% of Latino students would select Spain and then Italy (21%). African-American students would look for programs in Africa, France, Italy and Spain before considering the UK. • Notably, Australia ranks as the first choice destination for study abroad among the East Coast control sample of college students (20%), while the UK and Italy share the second place ranking (13%). • Though nearly nine-in-10 students believe London would be a great city in which to attend college, negative perceptions of distance and climate are formidable drawbacks. Moreover, the vast majority of minority students strongly believe UK schools are expensive, mainly for the upper class and have high standards, with up to 60% of minority students believing they would not qualify for admission to British schools.

15. Key Findings, continued • When rating eight different factors for potential impact on their future success, all segments of students surveyed rate study abroad as least important (from 20% to 33%), while the vast majority say having good grades, contacts and networking, summer work experiences and civic engagement are of greater importance. • In the long-run, the research suggests that American students, minority students in particular, are not envisioning that the experiences and relationships they might establish as a result of study abroad in the UK could contribute to and enhance their own futures.

16. DETAILED FINDINGS

17. Ambitions and Challenges

18. American minority students express strong intentions to pursue careers in business and medicine. • The vast majority of college students who participated in the survey, fully 90%, say they will continue their educations by obtaining post-graduate degrees such as master’s or PhDs, or degrees in medicine or law. • The academic interests of those minority students enrolled in college most often included: • Business and economics – 24% of Asian-American and 20% of African-American and Latino students. • Medicine and science – 23% of Asian-American, 19% of African-American and 20% of Latino students. • Engineering – 14% of Asian-American, 6% of African-American and 4% of Latino students. • Social sciences – 6% of Asian-American, 10% of African-Americans and 12% of Latino students. • Fewer than one-in-10 of the minority college students interviewed express academic interests in the fine arts, performing arts, humanities, foreign languages, education or law. • Similarly, business is the top academic interest of the control sample college students, but these students are more apt than minority student groups to mention “the humanities” as a major area of their academic interests (12%). • Across all groups, minority high school students rank medicine and science as their top areas of academic interest, followed by business and engineering.

19. Intention to Obtain A Post-Graduate Degree and Academic Interest Q: Do you plan to obtain a post-graduate degree, such as a master’s, Ph.D., medicine, law, etc.? Q: What is your major area of academic interest? College Students High School Students African- African- AmericanAsianLatinoControlAmericanAsianLatinoControl

20. All student groups surveyed believe grades and good contacts will be far more important to their future success than study abroad experiences. • More than three-fourths of both minority high school and college students believe good grades will play an important role in their futures, but as many or even more say “having good contacts and networking” are the keys to their ultimate success. • In fact, African-American and control sample college students rank having good contacts as most important to their futures (80%), while Asian-American and Latino students believe good grades are just as important. • More than 60% of minority students think summer work experiences at companies and organizations will have a positive influence on their careers and more than half believe scholarships and awards will play a role. • Minority high school students (in all groups) are far more likely than those already in college to believe that awards and scholarships are important to their future success. • Study abroad is rated as significantly less influential on future success by all student groups, with about one-quarter of African-American and Latino students believing it’s important and one-third of Asian-American students expressing this viewpoint. • Notably, Asian-American students (44% of those in college and 40% of those in high school) are more likely to believe that “luck” will be more important to their career success than attending school in a foreign country.

21. Factors Considered Most Critical to Future Success Q: Which of the following do you believe will be most important to your future career success? College Students High School Students African- African- AmericanAsianLatinoControlAmericanAsianLatinoControl Good college grades 76% 77% 75% 73% 82% 83% 83% 79% Good contacts/networking 80 77 73 80 65 68 60 67 Summer work experiences at good companies/organizations 65 72 63 72 70 72 66 72 Receiving scholarships/awards 56 42 55 38 72 64 70 50 Community service/volunteer activities 58 53 57 46 59 61 58 54 High scores on standardized tests 31 39 35 27 45 52 46 38 Luck 18 44 23 29 20 40 22 34 Studying abroad/attending school in a foreign country 22 33 25 20 26 32 29 32 Other12 17 8 12 13 17 10 11

22. According to American minority students, escalating tuition costs are the greatest challenge they face in pursuing a college education. • American students surveyed, regardless of their racial or ethnic backgrounds or region of residence, say the rapidly rising cost of college tuition is posing the greatest challenge to their pursuit of degrees in higher education. • Fully two-thirds or more of students at both the high school and college level say the high cost of a college education is their top challenge. • Nearly as many students, over 50%, also indicate concerns about the financial burden that tuition costs are placing on their parents. • More than half of the students surveyed also say getting good grades is among their greatest educational challenges, with Asian-American students at both the high school and college levels being particularly sensitive to achieving academic excellence. • In fact, Asian-American college students say getting good grades is a slightly greater challenge to them (65%) than the high cost of college tuition (62%). • African-American and Latino college students, in contrast, are far more likely to cite tuition fees as among their greatest challenges (61% and 70%, respectively), than they are to cite grades (43% and 45%). • Minority high school students, as well as their counterparts in the control sample groups, also feel sharply challenged by the stiff competition they face for college admissions. • Asian-American high school students are those most apt to say they feel pressure about college admission competition (68%), while significantly fewer (about four-in-10) African-American and Latino students cite this as a great challenge for them.

23. Greatest Challenges In Pursuing A College Education Q: As a student, what do you think are the greatest challenges you face in pursuing your college education? College Students High School Students African- African- AmericanAsianLatinoControlAmericanAsianLatinoControl High cost of college tuition 61% 62% 70% 62% 69% 66% 76% 63% Not being a financial burden to your parents 58 54 59 49 62 60 65 53 Getting good grades 43 65 45 53 44 66 41 51 Balancing work and school 58 52 61 49 36 40 40 43 Competition for college admissions 20 33 22 16 43 68 45 47 Finding a college that embraces [race/ethnicity] students 32 20 20 22 36 22 20 30 Other 9 18 11 12 15 20 11 11

24. Travel Abroad Experiences

25. American minority students have experience traveling abroad, but few have been to the UK. • More than four-in-10 American students participating in this research study have traveled outside the United States, though for many this involved trips to the border countries of Canada and Mexico. • Fully 57% of Latino students (high school and college) have visited Mexico; another 7% have been to Canada. • Among Asian-American students, about 25% have visited Canada and just over that level have visited Mexico (25% of high school students and 31% of college students). • Furthermore, fully 60% of Asian-American students say they have already traveled to Asia, with Japan ranking first as the one country they would most like visit in the future. • The majority of African-American students (from 54% to 61%) say they have not traveled outside the US. Among those who have, visits have been scattered across many continents – most often North America (19% Mexico and 10% Canada) and Western Europe (16%). • Fewer than one-in-10 minority students overall say they have traveled to England. Asian-American high school students are the most likely to say they have been to England (11%), with Latino high school students the least likely (2%). Slightly more of the East Coast control samples of high school and college students report having been to England (13% and 14%, respectively). • Experience with other UK countries is significantly lower, with only 3% or fewer saying they have traveled to Northern Ireland or Scotland.

26. Travel Experiences Outside of the United States Q: Have you had the opportunity yet to travel outside the United States?

27. Travel Experiences Outside of the United States, continued Q: Where have you visited? BASE: Total Sample [multiple responses]

28. Moreover, students place no real priority on visiting the UK. • When asked to identify which country they would most like to visit, students in all segments are likely to opt for France and Italy (up to 18%), while 8% at most (Asian high school students) would choose England. • Moreover, only a handful of students surveyed (less than one-half of 1%) say they would like to visit Northern Ireland, Scotland or Wales. • Reflecting ties to their cultural and ethnic backgrounds: • Asian-American students are those most likely to express an interest in visiting China, Japan, Vietnam and other Asian countries. • Latino students are most often attracted to Spain and countries in Central and South America. • And African-America students are more likely than others to want to visit Africa. • 26% of African-American college students would choose a country in Africa if they had the opportunity to travel abroad.

29. Where Students Would Want To Visit Q: If you could choose one foreign country to visit, what country would it be? College Students High School Students African- African- AmericanAsianLatinoControlAmericanAsianLatinoControl

30. Students’ International Perspective

31. Most American minority students hold highly favorable views of England, but positive perceptions of Italy and France surpass those of other UK countries. • Students were presented with 13 different countries and asked to rate whether they hold favorable or unfavorable opinions of each one. In response, England, France and Italy score the highest overall positive ratings among minority student groups: • From 75% to 87% for England (positive opinions are shared across groups) • From 76% to 91% for Italy (Latinos hold intensely positive opinions) • From 74% to 83% for France (positive opinions are shared across minority groups, but control sample students are far less positive – 68% overall and only about 30% “very favorable”) • Spain is another country that receives strong overall net positive ratings, but mainly from African-American, control sample and, especially, Latino students: fully 88% of Latino students in high school and college hold favorable attitudes toward Spain. • Net positive ratings for other UK countries are vastly different: • The low positive ratings for Northern Ireland, Scotland and Wales are all provided by African-American college students (32%-38%), while the high positive ratings are all awarded by control sample college students – 52% for Northern Ireland, 57% for Wales and 62% for Scotland. • Both Japan and China score best with Asian-American students: • Japanreceives net favorable ratings of 80% or more, while China receives net favorable ratings of 54% among both high school and college Asian-American students. • Fully 87% of control sample college students hold favorable attitudes toward Australia, including 56% saying their attitudes are “very favorable.” Minority student groups’ positive ratings of Australia range from a low of 64% among African-American college students to a high of 79% among Latino and Asian-American college students.

32. Favorability Ratings of 13 Countries Q: Please indicate whether you have favorable or unfavorable impressions of the following countries. College Students High School Students African- African- AmericanAsianLatinoControlAmericanAsianLatinoControl

33. Among a group of 10 powerful nations, Britain ranks first, just above Japan and China, as a world leader in the minds of these American minority students. • Students place Britain at the top of their lists as a nation that qualifies as a world leader. In fact, from 67% to 85% of those surveyed credit the UK with world leadership. • Yet, it is particularly notable that younger minority and control sample high school students are more apt than their college counterparts to rate Britain as a world power. • Furthermore, minority college students are less apt than the control sample college students to consider Britain a world leader. • Asian-American college students are slightly more likely to rate Japan as a world leader than they are to provide this attribute to Britain – 69% to 66%, respectively. And China is not far behind, with 60% of these minority students rating it a world leader as well. • Overall, 40% or more of African-American and Latino students consider France a world leader, but Asian-American college students tend to disagree, with only 27% putting it on their list. • A dramatic demonstration of the changing times and post-Cold War era is the low ranking of Russia as a world leader – with a high of 34% of Latino high school and control sample students to a low of only 13% of Asian-American college students considering Russia a world leader.

34. Ranking of 10 “Powerful” Nations Q: Of the countries listed below, which ones do you consider to be world leaders? Take into account anything you feel is important. [multiple responses] College Students High School Students African- African- AmericanAsianLatinoControlAmericanAsianLatinoControl

35. Study Abroad Interests

36. Though most American students have experience and interest in travel to foreign countries, few say they are likely to study abroad. • Among the students participating in this survey, who include high academic achievers with strong involvement in community service, very few say they will “definitely” study abroad while attending college. • Among the minority college students surveyed, only 10% of African-American, 15% of Latino and 17% of Asian-American students say they will “definitely” study abroad. Another one-fourth of students in all groups say they might study abroad, while from 50% to 60% say it is not likely. Control sample college students responded similarly. • The outlook for overseas study is even more pessimistic among minority high school students – more than 60% do not anticipate participating in a study abroad program. • When asked to describe the major reasons why they wouldn’t choose or be able to study abroad, students from all groups cited the cost – from 62% of African-American to 72% of Latino college students say they “can’t afford it.” • The desire to be near friends and family was the second key reason deterring students from overseas study and, not surprisingly, concerns about separation from family and friends was more acute among high school students than among college students. • Most students did not cite language proficiency or concerns about personal safety as factors diminishing their interest in study abroad, though one-in-five African-American college students did admit that they wouldn’t feel safe outside the US.

37. Intentions to Study Abroad and Major Deterrents Q: What is the likelihood that you will study abroad? Q: What are the major reasons you wouldn’t choose or be able to study abroad? College Students High School Students African- African- AmericanAsianLatinoControlAmericanAsianLatinoControl Too Expensive 62% 65% 72% 60% 59% 58% 67% 54% Wouldn’t want to leave family/friends 23 27 31 23 33 42 34 34 Don’t feel it’s safe outside the U.S. 20 10 8 7 13 10 10 10 Just not interested 15 16 10 16 21 24 17 19 Don’t want to live in a non-English speaking country 9 7 3 6 16 13 7 14 Interferes with sports you play 3 2 3 7 13 2 6 10 Other 17 32 17 27 17 22 16 27

38. Asian-American and Latino students would opt to study abroad in countries that share their cultural heritage. UK countries are not top-of-mind considerations. • The research clearly indicates that American minority students would be most likely to pursue a study abroad program in a country that shares their language or cultural heritage: • More than four-in-10 Asian American students say a country in Asia would be their first choice of a place to attend a study abroad program, with Japan being the top destination for at least a fifth. • Spain would be the first choice of Latino students – 25% of Latino college students and 23% of Latino high school students. Italy ranks second for them (21% and 17%, respectively). • African-American students would be drawn to many countries, but 15% of college students would select a country in Africa, 15% would choose France and 12% each would opt for Spain or Italy. African-American high school students also select these countries, but their top choices are France (18%) and England (16%). • Overall, only about one-in-10 of the college minority students surveyed say Britain would be their first choice if they could study abroad. Interest in Britain is just marginally higher among high school students in all segments (about one-in-seven express interest). • Even among those college students who say they plan to study abroad, only between 10% and 16% choose Britain as their top choice. • The top choice for study abroad among the control sample of college students is Australia (20%), while control sample high school students are divided between England (17%) and Australia (16%).

39. Top Choices for Study Abroad Q: If you had the opportunity to study abroad or attend college for a short period outside the U.S., where would be your first choice?

40. Countries perceived as having rich cultural histories, being “fun” places or having a desirable climate attract minority students interested in studying abroad. • Students identify a number of factors that are influencing their top choices of where to study abroad, but a strong majority in all segments say they want to pursue studies in a country with a rich cultural history and a place that is “fun.” • Asian-American students also place more importance than other student segments on studying abroad in a country that is “influential.” • Latino students place importance on the cultural history of a country, but also indicate, along with other segments, that it is far less important to them to study in a country that shares their cultural heritage…though Spain is still their top choice. • Students who opted for England did so most often because of its rich cultural history and because language will not be a barrier. • France and Japan are attractive to students most often because of their cultural histories and perceptions that each country would be a fun place to study. Add desirable climate to these attributes and students are drawn to Italy. • Spain appeals to students on the widest range of factors: rich cultural history, being “fun,” no language barrier, a shared ethnic/cultural heritage and a desirable climate. • Australia also scores particularly well on three factors: it will be fun, language is not a barrier and it has a desirable climate.

41. Reasons for Study Abroad Choices

42. Impressions of the UK

43. American students easily admit they don’t know which countries comprise the UK and they tend to view the UK as an old, traditional society. • Over two-thirds of the students surveyed in all segments say that if pressed to name the four UK countries, they would have named some but not all correctly, or would have mistakenly included other countries. • Fewer than one-in-five Latino or African-American students assert they could correctly identify the four UK countries. A quarter of Asian-American and a third of control sample students also claim they could name all four. • Not surprisingly, student perceptions of the UK are driven by their impressions of England – the only UK country they would be likely to visit. When students were probed in previous qualitative research for their perceptions of the other three UK countries, impressions were shallow or stereotypical – Northern Ireland is associated with violence, Scotland with kilts and Wales with Catherine Zeta-Jones. • Students from all segments hold strong perceptions (from 62% to 68%) that the UK is an old, traditional society and a friend of America. • And relatedly, fewer than half believe the phrase “modern and contemporary” aptly describes the UK “very well.” • Moreover, less than one-third of students strongly believe “technology leader” can be easily assigned to the UK and, surprisingly, only about one-third are highly confident that the UK can be safely considered a “source of innovative music.” • African-American college students are the least likely to strongly believe the UK is contributing new sounds to the music scene (22%). • Students also do not hold strong impressions that the UK is culturally or ethnically diverse (one-third or less).

44. Awareness and Impressions of the UK Q: If you had been asked to name the four UK countries, would you have named them all correctly, named some, but not all or would you have included other countries that you believed were a part of the UK? College Students High School Students African- African- AmericanAsianLatinoControlAmericanAsianLatinoControl Named all four correctly 14% 23% 17% 37% 16% 22% 17% 33% Named some, but not all 71 65 70 56 68 67 69 59 Would have included others 15 13 13 7 17 10 13 7 Q: Using the scale below how does each of the following phrases describe your impressions of the United Kingdom overall? 10=Describes the UK very well 0=Does not describe the UK at all College Students High School Students PERCENT “VERY WELL”=10 - 8 African- African- AmericanAsianLatinoControlAmericanAsianLatinoControl

45. The British are strongly viewed as being intelligent, polite people …perhaps a tad conservative…and generally tolerant of differences. • American minority students ascribe a range of positive attributes to the British people, most often that they are: • Intelligent – more than half of students in all segments believe the word “intelligent” describes the British “very well.” • Polite – Asian-American students and Latino high school students are particularly likely to believe the British are polite (54%). In contrast, only one-third of African-American college students (36%) feel politeness is a strong characteristic of the British people. • Conservative – the majority of students surveyed perceive the British to be conservative and more than 40% say “conservative” describes the British people “very well.” • For a range of other descriptors, students are inclined to say they describe the British people “somewhat well” including: • Tolerant of differences – 60%-67% somewhat, 29%-37% very well. • Snobby – 54%-61% somewhat, 27%-35% very well. • Uptight – 56% somewhat, 27%-38% very well. Latino college students are those most likely to say “uptight” describes the British. • Arrogant – 53%-62% somewhat, 25%-38% very well. Across segments, college students are more inclined than their high school counterparts to consider the British arrogant.

46. Impressions of British People Q: Using the scale below how does each of the following phrases describe your impressions of the British people? 10=Describes British people very well 0=Does not describe British people at all College Students High School Students PERCENT “VERY WELL”=10-8 African- African- AmericanAsianLatinoControlAmericanAsianLatinoControl

47. Study Abroad in the UK

48. Students would be most likely to pursue study in the UK in only one of seven academic subject areas…the humanities. • Across all segments surveyed, students believe the UK is the country best able to provide them with the latest or most advanced thinking in the humanities – history or literature. Still, almost as many believe they could pursue superior studies in this subject area in the US as well. • For top-notch humanities education, from 37% (African-American college students) to 50% (Asian-American college students) believe the UK would offer them the best education. About one-third of students, however, think the US would instead provide the most advanced thinking in the humanities. • The only other subject areas where the UK is considered to offer advanced thinking are politics and international relations. Still, only about one-quarter of students in all segments say they would pursue study in the UK because they think it would offer the latest thinking in these subject areas, while more than twice that level of minority students, 56% or more, believe the US leads in these areas of study. • According to students, US academic institutions will provide the most advanced or state-of-the-art thinking in these academic areas: • Business or economics (66% to 77%) • Medicine/chemistry/biology (67% to 75%) • Humanities (24%-36%) • Engineering (30-49%) • For art and design, the majority of students would flock to France (from 57%-67%). • For technology and computer sciences, Japan is considered the place to pursue the most state-of-the-art education (59%-75%).

49. Negative perceptions of UK colleges and universities may strongly inhibit student interest in UK study abroad programs. • Student impressions of British universities and colleges are decisively negative across a number of different variables that may influence the choice of the UK for a study abroad program. • Importantly, among these minority students only about three-in-10 strongly believe British colleges are culturally or ethnically diverse. • Rather, minority students are inclined to believe British schools are expensive (69%-78%) and mainly for the upper class (54%-65%). • There are also strong impressions that standards are high at British schools (69%-78%), and as many as 60% of minority students don’t believe they would qualify for entrance. • In fact, Asian-American students, who are more likely than other student segments to have visited England, to hold favorable opinions of or to express an interest in study in the UK, are those most likely to believe they would not meet British university entrance standards – 60% of Asian-American high school students and 52% of Asian-American college students hold this viewpoint. • In contrast, only 37% of the control sample college students feel they might fail to qualify for British colleges. • Students also feel British educational institutions do not readily embrace new and creative ideas, although Latino students are slightly more optimistic about the receptiveness of British colleges to new thinking.

50. Impressions of British Colleges and Universities Q: Using the scale below how does each of the following phrases describe your impressions of British colleges and universities? 10=Describes very well 0=Does not describe at all College Students High School Students PERCENT “VERY WELL”=10-8 African- African- AmericanAsianLatinoControlAmericanAsianLatinoControl