Two weeks ago, I attended the Fulbright Pakistan Fall Seminar 2015, at the University of Kentucky. The seminar began with the organiser saying, “2:15 means 2:15, this is the U.S., not Pakistan.” We were told during numerous sessions that our primary goal was to make American friends and to not be “disruptive” in classrooms. Continue reading
On October 1, 2015, University World News reported that the number of students studying abroad from the United States will increase by at least 77,000 students annually over the next five years as a result of the support provided to the Institute of International Education’s (IIE) Generation Study Abroad Initiative. By 2020, IIE hopes this number will increase to 600,000 students studying abroad each year.
As the number of students studying abroad increases, the institutions facilitating these programs must also increase their awareness of what effect study abroad programs may have, what potential exists for improvement of this growing educational option, and start asking harder questions about the experience, such as for whom this opportunity is really open. Particularly in an increasingly globalized world where the skills gained from studying abroad are increasingly marketable, is the study abroad experience becoming a status symbol contributing to the growing wealth distribution gap?