Identity and Diversity Abroad

The Center for Global Education (CGE) is committed to supporting its diverse student population throughout their study abroad journey.  Our team is dedicated to increasing the accessibility of international opportunities to students from underrepresented groups, in addition to supporting students of diverse identity-groups and learning differences to successfully navigate their experiences abroad.  We believe in the transformative power of study abroad and encourage students to experience different cultures, viewpoints, and  ways of living, as this will ultimately contribute to better cross-cultural understanding and self-awareness in our interconnected world.

Our student-focused advising plays an integral role in our diversity and inclusion work.  Study abroad staff provide resources and guidance for students to prepare themselves for their study abroad experience.  Historically, we acknowledge that study abroad has been too exclusive/inaccessible to students and has been a driver of inequity.  Our efforts are actively working to address this.  Our staff has worked alongside Diversity Abroad in various capacities through a Global Partnership, Diversity Abroad Conferences, and Participation on Task Forces.  We can facilitate discussion about important topics, themes, and perspectives which allow us to better advise our students from underrepresented groups.  Resources can help students understand:

  1. They belong in a study abroad program as much as any other student
  2. The role that study abroad plays in shaping students' personal growth and identity as sometimes students' identities change while they study abroad, and
  3. How to make study abroad possible!

We encourage students to inform their study abroad advisor about their identities as each of our advisors is an ally to diversity, equity, and inclusion.  We will assist in finding a study abroad program that best fits a student's needs, dreams, and goals.  CGE is committed to working with study abroad host universities, partners, and programs that share our values when it comes to access, diversity, equity, and inclusion, and how that factors into our student advising and experience.

Below you will find identity-specific resources from various sources including AIFS, IES, Diversity Abroad, and students, that highlight how you can have the best experience abroad while navigating your identities. We do our best to update these sources, but recognize that there may be incomplete or outdated information. If you have suggestions or comments, we welcome them to studyabroad@usfca.edu.

 

picture 1: black male-presenting student flashes a peace sign in Costa Rica. Picture 2: female-presenting student poses in front on Eiffel Tower. Picture 3: female-presenting student poses in USF jacket in front of the Big Ben Clock.

             

The Center for Global Education is committed to supporting students with disabilities in order to ensure that the opportunity to study abroad is inclusive and accessible to all. It is important to recognize that the attitudes, perceptions, laws, and resources surrounding accessibility may vary depending on where you plan to go. Questions were modified from AIFS social identity resources.

QUESTIONS TO CONSIDER

General

  • What is my host culture's attitude toward individuals with disabilities? How do they define disability?
  • Are there any laws and/or protections for people with disabilities in my host country?
  • What accessibility barriers might I encounter and how will I handle them?
  • What types of accommodations might I need while abroad in order to have a successful experience? Does my host university have a disability services office or a point of contact designated to address accommodations needs?
  • If I utilize academic, medical, psychological, or other resources at my home institution, will I also utilize resources abroad? Where can I find the resources I need? What is the financial cost of these resources and what does my insurance cover?

Transportation

  • What is the physical environment and terrain like of my host university? Does it meet my accessibility needs?
  • What are the overall conditions of the public sidewalks and street pavements?
  • How accessible are places in my host country? How much do physical accessibility aspects like distance across campus, public transportation, weather, etc. matter to me?
  • Is public transportation (bus, train, etc.) available and accessible?
  • When necessary, will covering costs of private taxis be feasible due to inaccessible public transportation?

Housing

  • Are there accessible housing options that are close to classes? If there are dining areas, laundry rooms, and study areas, are these accessible as well?
  • What are the sleeping arrangements like in my program?
  • Are there accessible bathrooms and shower facilities? How close are they to my room?
  • Are there elevators available in my housing facility?
  • Are local businesses (banks, shopping centers, markets, grocery stores) accessible? How close are they to my housing accommodations?

Academic Accommodations

  • How different is the academic environment? Is there flexibility for longer test time, reduced workloads, mandatory excursions, etc.?
  • Does this program fit my learning style?
  • How are the courses formatted? What type of coursework will be required?
  • What academic accommodations does my host university offer?
  • Who can I contact to request accommodations for my classes?

Medical

  • How will I handle refills of my prescription medication? Is my prescribed medication legal and available in my host country?
  • Will I need additional documentation to travel with any particular medications or supplies? Will I be able to travel legally with these supplies?
  • What types of medical care are available? Will I be able to access necessary medical care or medication abroad?
  • Where can I seek medical care? How close is it to my housing accommodations?
  • Are replacement parts for medical devices readily available in the event of loss or damage?

Resources

On Campus Support

  • Student Disability Services-6
  • Counseling and Psychological Services: Best for pre-trip planning. While you're abroad, you can call the all-line number but will be charged international rates. Our office along with CAPS recommends you use the International SOS supplemental insurance which is specific for students traveling abroad.

The Center for Global Education is committed to supporting students with mental health needs in order to ensure that the opportunity to study abroad is inclusive and accessible to all. Remember that all your life experiences will be great training for any difficulties you might face while abroad. You have the means to navigate this experience successfully, and doing so will better prepare you for your career and life ahead. Questions and resources gathered from AIFS social identity resources and IES social identity resources.

questions to consider

General

  • How is mental health and wellness viewed at my host institution, host country, and host culture?
  • What types of accommodations might I need while abroad in order to have a successful experience? Does my host university have a disability services office or a point of contact designated to address accommodations needs?
  • If I utilize academic, medical, psychological, or other resources at my home institution, will I also utilize resources abroad? Where can I find the resources I need? What is the financial cost of these resources and what does my insurance cover?
  • I’m currently working with a mental health care provider. Will I be able to continue my sessions over a virtual platform?
  • How do I cope with transitions? How will I navigate culture shock?
  • How will I practice self-care while abroad?
  • What support systems are necessary to help me overcome feelings of stress, loneliness, and anxiety?
  • Are there support groups at my host institution or organizations or groups in my host community?  

Medical

  • How will I handle refills of my prescription medication? Is my prescribed medication legal and available in my host country?
  • Do I regularly utilize medication to maintain your mental health? If so, is the medication legal in my host country? If not, is there an alternative medication or treatment that my doctor can prescribe? Can I bring enough of the medication with me? If so, what is the legal amount of medication that I can bring?  
  • What types of medical care are available? Will I be able to access necessary medical care or medication abroad?
  • Where can I seek medical care? How close is it to my housing accommodations?

Resources

On Campus Support

  • Student Disability Services
  • Counseling and Psychological Services: Best for pre-trip planning. While you're abroad, you can call the all-line number but will be charged international rates. Our office along with CAPS recommends you use the International SOS supplemental insurance which is specific for students traveling abroad.

Although a social identity for many U.S. college students, first-generation status is not as common at universities abroad, so you will likely not find support specifically for that aspect of your identity. The Center for Global Education is committed to supporting first-generation students through the entire study abroad process and journey. Questions and resources gathered from AIFS social identity resources and IES social identity resources.

questions to consider

  • What is my inspiration for going abroad? This can include heritage reasons, a book or movie you enjoy, or wanting to explore your major or minor in a different context.
  • Do I need to get a passport? The steps to follow and application can be found online. We can offer assistance with this process as well. 
  • Have I ever flown on a long-haul flight? 
  • Do I need to secure extra funding? Talk with us and the financial aid office to understand how your financial aid package will apply to a study and/or internship abroad and what additional funding sources exist on campus and online. Keep in mind that scholarship deadlines often fall before program deadlines, so start planning as soon as possible. 
  • What sort of support structures will help me be most successful throughout the study/internship abroad experience? 
  • How will I introduce the idea of studying/interning abroad to my family? How will I continue the conversation if they are not supportive at first? 
  • What other intersections of my identity may take the foreground if my first-generation status is not recognized in the host country (race, citizenship, first language, gender, sexuality, religion, etc.)? 

Resources

On Campus Resources

Exploring a new culture while studying abroad as part of the LGBTQIA+ community offers both unique opportunities and challenges. To assist and support you on this journey, the Center for Global Education curated resources from AIFS and IES focusing on sexual orientation and gender identity. 

questions to consider

  • What is the social attitude towards the LGBTQIA+ community in my host country? 
  • What are laws and cultural norms surrounding relationships and dating in my host country? 
  • How do I currently express my identity and how will I express it abroad?
  • Certain locations and environments may make me feel safer if you conceal a part of my identity. How will this impact my overall experience? 
  • What are the laws and protections regarding sexual orientation and gender identity in my host country? 
  • How are current events shaping the way my gender identity and sexual orientation are interpreted by the host community? 
  • Are there any advocacy organizations, LGBTQIA+-friendly establishments, business or events on my host campus or in my host community? 
  • What type of living/housing accommodations will make me feel most comfortable and safe? If I live with a host family, do I want to specifically request a family that is known to be supportive of LGBTQIA+ students? 
  • Do I regularly utilize any health or counseling services at home, and will these be available and covered by insurance abroad? 
  • My gender presentation is different from my legal sex, or I'm in the process of transitioning: what types of support will I need with travel, immigration, and documents? 
  • If I find something to be offensive, harmful, hurtful or insensitive, what would my reaction be in your home culture and how would it be in the host culture? Is there anything about my reactions that needs to change or tools I need to explore to navigate the culture I'm in? 

resources

General

Student Perspectives

We know as a student of color, you're wondering how your experience abroad might be different from other students. At the Center for Global Education, we're committed to preparing you for your location and how your identities come into play. Questions and resources gathered from AIFS social identity resources and IES social identity resources. 

questions to consider

  • What is the demographic of my host community? What are the racial and ethnic majority or minority groups in my host country? Which groups have power and privilege? How does this compare to my home country, and how might these affect how I'm perceived in the host country? 
  • What is the racial and ethnic history of my host country? How are people that share the same or a similar racial, ethnic, or national identity treated? 
  • Are there stereotypes about the different aspects of my identity in my host country? 
  • Are there laws or attitudes in my host country that affect aspects of my racial, national, or ethnic identity? 
  • How are current events shaping the way my race and ethnicity are interpreted by the host community? 
  • Has my host family housed students of my race or ethnicity before? Will there be other participants with the same racial or ethnic background in the program and/or accommodations? What support does the host university offer to visiting participants who hold my identity? 
  • Will I be part of the racial or ethnic majority in my host country? How will that experience differ from my experience at home? 
  • What other intersections of my identity may take the foreground if my race or ethnicity is not in the minority (citizenship, first language, gender, sexuality, religion, etc.)? 
  • Who should I contact if I do face racial or discriminatory incidents?
  • Does my program have support staff that will understand and help me through any racial or discriminatory incident I may face?

Resources

 

At the Center for Global Education, we recognize that having the ability to continue to practice your faith is important. Be mindful that the different cultural norms around faith, spirituality, and religion that you encounter abroad may be less inclusive than you may expect or be used to. Whether you're looking to practice your faith or learn about new ones, we encourage you to research your host location and consult with us to ensure you are well-prepared for your experience. Questions and resources gathered from AIFS social identity resources, IES social identity resources, and UCSC Global Learning.

questions to consider

  • What are the dominant religions in my host country? How similar or different are they to my own beliefs? Will I be part of the majority or minority religion?
  • Does religion heavily influence the government and legal system in my host country? What are the laws regarding faith, spirituality, and/or religion?  
  • Is it safe to practice my religious or spiritual beliefs in my host country/culture? Can I wear religious clothing or other outward displays of my spiritual/religious beliefs? 
  • Is my host country/culture accepting of other religions and spiritual practices?  
  • Will I be able to practice my dietary habits in the host country? What provisions do I need to make or questions do I need to ask as you prepare for my program?  
  • In what ways can I respect and learn from the other religious and spiritual practices that are present in my host country/culture?  

resources

DACA & tps-holding students

The University of San Francisco's Center for Global Education is committed to supporting its diverse student population throughout their study abroad journey. If you are an undocumented student with DACA or are a TPS holder, then please carefully research the process into studying abroad early into your time at USF and work closely with your study abroad advisor. Information gathered from UCSC Global Learning, IES Abroad, and UC Berkeley Undocumented Student Program.

Advance Parole

To apply for permission to travel, you must already be approved for DACA or TPS. Students with pending initial DACA/TPS applications are not eligible- you cannot simultaneously apply for initial DACA and advance parole. 

Before and while you apply for advance parole, we encourage you to consult with an attorney about your individual case. It is important to consider the potential legal, practical, and personal effects of travel. Please be sure to disclose to an attorney any of the following that apply to you, as they may affect your ability to travel:

  • Prior order of deportation/removal or case in immigration court
  • Criminal convictions (even if the crime did not affect DACA eligibility)
  • Immigration fraud or misrepresentation to a government official
  • Prior departure(s) from the U.S. followed by entry/ies without permission
  • DACA renewal timeline: Plan to be in the U.S. to apply for renewal and for your biometrics appointment and do not travel abroad during the time your DACA expires until you receive approval of your renewal

Before/After Advance Parole

Before you apply for advance parole, you should meet with a study abroad advisor to identify the program and semester you will be studying abroad. Due to the long processing time of the advance parole, you may have to submit a USF pre-application earlier than required.

Once you are approved to study abroad and receive advance parole, you will need to research the student visa requirements for your intended host country. In total, you will need at least the following documents in order to leave and reenter the United States:

  • A valid passport from your country of origin that is valid for at least 6 months after the end of your program
  • A copy of your DACA or TPS approval 
  • Both advance parole documents
  • Evidence of reason for trip abroad- USF Acceptance Letter
  • Student visa/s for the country/ies you are entering
  • State I.D. or driver's license
  • Your attorney's business card with contact information

We encourage you to meet with an attorney to discuss possible travel and use the resources provided to make an informed decision.

Resources

Alternatives to International Study Abroad