Park City, UT October 21 st -24 th , 2008

1. NAFSA: Association of International EducatorsCrossroads in International EducationRegion II 2008 Connecting Study Abroad and U.S. Diversity Programs and Initiatives Park City, UT October 21st -24th, 2008 Leadership for the 21st Century: Multicultural Leadership Skills for a Diverse World Claudia M. Giannetti Study Abroad Advisor Denise A. Pappas Assistant to the Associate Provost for Multicultural Excellence

2. Why Explore the Connection between Study Abroad and Diversity? • Diversity & multiculturalism are what study abroad is all about. • Observe & experience differences; shifting of cultural and personal markers. • Bridge connections between diversity observations in other countries and • diversity issues in the U.S. • Knowing more about the U.S. & about how they themselves fit into the U.S. • demographic is actually good preparation for study abroad. Build Relationships Find Common Ground Allow for “Teachable Moments” Better insight into the Study Abroad Experience Maximize Students Experiences Bridge the Gap Between Diversity Issues

3. Bridging the Gap American Council on Education American Association of Colleges and Universities

5. Study Abroad at DU • Cherrington Global Program • Launched in 2004 • Unique among American colleges and universities • Open to all eligible juniors and seniors • No additional cost, beyond that of a term at DU • DU also pays student’s airfare to and from destination • Visa applications fee, required permits to study and insurance mandated by the host country or university • DU waives any application and program fees (some exceptions apply) • The Cherrington options span six continents • Represents first-rate institutions

6. IIENETWORK Open Doors Report: National Ranking Institutions by Undergraduate Participation in Study Abroad: Top 40 Doctoral/Research Institutions, 2005-06 Rank Institution UG Study Total UG Degrees Total UG Estimated % UG Abroad Conferred IPEDS Participation in SA • Yeshiva University, NY 650 865 75.1 • University of Denver, CO 623 992 62.8 • Dartmouth College, NH 627 1029 60.9 • Wake Forest University, NC 609 1003 60.7 • University of St. Thomas, MN 659 1089 60.5 • University of Notre Dame, IN 1194 2072 57.6 • Pepperdine University, CA 512 900 56.9 • Georgetown University, DC 937 1705 55 • American University, DC 745 1456 51.2 • Duke University, NC 740 1469 50.4

7. DU Undergraduate Participation Levels 2004-2005 1st Year of Cherrington Global Scholars

8. Center for Multicultural Excellence at DU The Center for Multicultural Excellence at the University of Denver is the primary office responsible for: • Promoting the inclusive excellence agenda for the campus. • Supporting Students of Color and GLBTIQ students. • Creating a welcome campus climate for all DU students, staff, and faculty.

9. Program Outcomes • Appreciation of culture of home & host country. • Deeper and more complex understanding of the study abroad experience. • Increase understanding of domestic and international diversity dynamics (world views, systemic oppression, multiple social identities & saliency. • Greater understanding of the concept of “Multicultural Leadership.”

10. Leadership for the 21st Century: Multicultural Skills for a Diverse World Agenda Introduction What’s My Hula Hoop? Stages & Changes U.S. Domestic Issues Taking Action Questions Assessment & Evaluations * How We Recruited Students * Returnees – Volunteers -Faculty Nominations- International Students

11. Introduction IMPORTANT! Set ground rules to ensure group becomes and remains a safe place for participants to share their reactions honestly. • Listen to others with respect • Use “I” statements • Speak about your own thoughts, feelings and experiences; not of others. • Listen without debating someone else’s experiences.

12. What’s My Hula Hoop? Underwater Sea Diver Culture Walk Saliency

13. World View Story Important! • Being pulled out of our water helps us see things with greater clarity. Underwater Sea Diver

14. Culture Walk • IMPORTANT! • We belong to multiple groups • Some groups are visible and others are invisible • Our identities exist within different contexts • There is a big difference between who you are as your • personal identity vs. who you are as your social identity

15. Saliency • Gender • Religion • Ethnicity • Status • Nationality • Disability • Age • Sexual Orientation • Salient identities are those identities which we are aware of and negotiate all the time • Non-Salient identities are those identities which we do not necessarily think about all the time Salient Non-Salient Important! Non-salient identities often create barriers that lead to lack of understanding.

16. Intersections from Abroad Base model from Milton Bennett Attitudes towards Cultural Difference: From Ethnocentrism to Ethnorelativism ETHNOCENTRISM STAGE I: DENIAL STAGE II: DEFENSE STAGE III: MINIMIZATION ETHNORELATIVISM STAGE IV: ACCEPTANCE STAGES V&VI: ADAPTATION & INTEGRATION Source: Storti, Craig: Culture Matters- The Peace Corps Cross-Cultural Workshop, Peace Corps Information Collection and Exchange, T0087.

17. Perspectives “Down in the south of New Zealand they only have three channels of TV. Can you believe this? And their English is hard to understand. “I really thought it was hard to meet Americans but on the floor of my residence hall there were many people who played video games. The result is either I am in someone’s room or their in mine playing games. It’s been a cool experience because before I was only playing by myself, but now I seem to have lots of new friends. I cannot wait to tell my friends in Libya. “It seems to me that the way Americans treat minorities here is not that bad at all. Everyone has the chance to go to college and make a nice life. I think the people who complain are just lazy and unwilling to do the necessary things to succeed. I came to this country from East Timor and I’ve had to learn the language. My country is so much worst. What is wrong with these people?”

18. Connecting Your Travel Abroad/International Experience with U.S. Diversity • Does or has your travel abroad experience help(ed) you think differently about U.S. domestic diversity issues or issues in your home country? • Have you gained a better appreciation for U.S. diversity as a result of traveling abroad or studying in the U.S.? Have gained a better appreciation for diversity in your home country as a result of studying in the U.S.? • While traveling abroad, did you have any experiences related to race/ethnicity, sexual orientation, gender identity, gender expression, age, nationality, ability status, or religion that you would like to share? While studying here in the U.S. as an international student, have you had any experiences related to race/ethnicity, sexual orientation, gender identity, gender expression, age, nationality, ability status, or religion that you would like to share?

19. U.S. Domestic Issues Health Disparities * HIV/AIDS * Diabetes * Infant Mortality National Hate Crimes * Sexual Assault on Women * Racial Profiling * Hate Crimes Against the LGBTIQA Community • DU Statistics 2007 • Sexual Assault 4 • Weapons 2 • Sex Offenses 3 • Drug Abuse 45 • Liquor Violations 86

21. Students Taking Action Ana L. Leon Ana is originally from Mexico and she moved to the United States when she was ten years old. She graduated from the Center for International Studies at West High School where she had the opportunity to study abroad for one year in the French-speaking part of Belgium. She earned her bachelor’s degree in Science, Technology and International Affairs at Georgetown University School of Foreign Service. During her junior year in college, Ana went back to her native country to learn more about her own culture and Mexico’s contemporary social problems. While in Mexico, Ana volunteered with an organization that worked with young girls to get them out of the streets.   Ana’s interest in local and global well-being has led her to volunteer for nonprofits in Washington DC, Mexico and Denver. Ana also worked as a consultant in the nonprofit sector as a grant writer, fundraiser and managed state wide evaluation projects. Recently, she further developed her leadership skills by completing the Circle of Latina Leadership program. Currently, Ana is working on her master’s degree in Public Policy Analyses and working as a graduate research assistant for the DU Latino Center.

22. Evaluations

23. Evaluations • It’s very interesting to think about how different things are such a big part of • our identity and how they become more or less prominent depending on situations. (What’s My Hula Hoop) • This section (Stages and Changes) was good and I believe it needs to go further in depth. I think, whether privately or with groups, the students should really understand where they stand and why/explore it. • I was a bit overwhelmed with all of the facts relating to U.S. diversity Issues. Overall rating scale: 5- excellent and 1- poor

24. What Would We Do Different? • Define the role of “Leadership.” • Do we want this workshop to be a reflection of the convergence of Study Abroad experiences with U.S. Diversity issues. • Consider elements of workshop into a pre-departure workshop? • Allow students the opportunity to present several of their salient and non-salient identities to the groups. • Be more inclusive to include males for student panel. • Provide guidelines for panelists.

25. THANK YOU! Дзякуй Ngiyabona qagaasakuq Merci GA (wado) 谢谢 grazzii Paldies Shukran Mahalo mahadsanid Хвала лепо ευχαριστώ πολυ 谢谢 ďakujem tapadh leat obrigadu dalu Salamat faʼafetai Mesi մերսի Баярлаа ཐུགས་རྗེ་ཆེ་། Рахмет mauruuru