An Annotated Bibliography Compiled and edited by

Video aims to increase minority awareness of international career opportunities, and is intended for high school and college audiences. Features on-site interviews with African-Americans, Latinos, Asian-Americans and Native-Americans who are working in international settings. [SECUSSA].

Over the past fifteen years the worldwide growth of U.S. study abroad locations, the increasing number of “heritage” destinations, and an increasing theoretical sophistication have troubled these general assumptions. The following paper, co-written by an American alumna of a U.S.-based study abroad program at the University of Ghana, Legon, and a U.S.-based American professor specializing in International and Black Atlantic Studies, will explore one particularly freighted instance of the end of such assumptions, by addressing the American student presence at the University of Ghana, Legon. Examination of the Legon case will, we hope, be valuable for all study abroad professionals, because the American student presence at Legon challenges all of the traditional assumptions noted just above. [Authors].

This SECUSS-L post is a brief summary of responses to a previous listserv post regarding a female student’s experience in Japan. This primarily deals with heritage seeking as the student’s mother is Japanese and she hade previously visited family in Japan. [DJC].

This paper identifies some of the reasons African-American college students in the rural South have low interest and participation rates in study abroad. The author provides a review of literature and, from this, draws forth influencing factors. Included in these is the cost to study abroad, distance, employment opportunities, educational status, and availability of information. The author theorizes that the low-income status of many black families in the rural South and the high cost of study abroad are major barriers for students. He also notes that insecurity due to minority status and the low levels of education typically attained also contribute to the problem, while a lack of information and communication about study abroad creates additional barriers for students. [MC – Maureen Chao bibliography].

This research seeks to investigate the reasons for lack of participation by African American students in study abroad programs. This study will be conducted by means of survey polling and the collection of primary research data. A major emphasis will be placed on the lack of participation by minority populations, specifically for African American students at the University of Pittsburgh. The objective is to highlight the importance of disseminating appropriate information directly to this population and building diversity into educational programs abroad in order to increase their participation. [KP].

U.S. college juniors studying at Hebrew University of Jerusalem conduct Jewish education internship projects. As seniors back home, they are placed in part-time religious education jobs. Of 24 interns, 58% worked full time in Jewish education after graduation; 7 were doing graduate work in education or Jewish studies or were studying in Israel. [SK – EDRS].

Many of us Black anthropology students and students from formerly colonized countries say that we are trying to "decolonize anthropology." We mean that we are trying to extend the field beyond the regional area where we conduct our research to include the academy, itself, as an object of anthropological inquiry. I see dangers of at least three sorts in being a Black anthropologist: the threat that we pose to the discipline; the endangered nature of our presence in the academy, and the danger we potentially face in the field unprotected from the benefits of white privilege. Let us examine the dangers in more detail. [Author].

Encourages minority students, along with all other populations at St. Olaf, to pursue study abroad programs which best fit their personal and academic needs; suggested methods are provided. [KP].

This ethnographic study centers on a five-week study abroad program in Spain. Approximately 35 undergraduate students were audio taped during their coursework, and 6 students were interviewed multiple times. Focus groups were used with the remaining students, and one of the instructors was also interviewed at length. Students were asked to describe their experiences in Spain and reflect on their meanings. Data were coded in order to identify themes. The article includes excerpts from the interviews, and it portrays the experiences of the one African-American participant at length. [MC – Maureen Chao bibliography].