When in Rome, Go to College? Racial Discrepancies Impacts Study Abroad

College is a simple word with powerful lingering effects. A word that can potentially dictate someone’s future; and ultimately determine the kind of job one might land. Parents may provide influential advice on why their children should go to college, and the answer usually falls in the line of “Have the best time of your life!;” “Become the first generation college student!;” or “it’s best to take advantage of the opportunity while it’s here!” However, social class discrepancies may deprive underrepresented students of continuing their academic pursuits; Furthermore, the unique opportunity to study abroad is constricted by the hierarchal impact of race and socioeconomic backgrounds.

In July 2019, database analyst and journalist, Mike Maciag published “White Communities, Black Students: Counties with the Biggest School Race Gap.” where the article databases highlight a harsh reality: excluded inclusivity among school districts.

Maciag researched why white students are less represented in public schools (even within their community), but Hispanics and blacks are over-represented. “One major factor is the size of private school enrollment, which strongly correlates with demographic discrepancies.” Furthermore, he explains “Charter schools also have greater racial discrepancies than traditional public schools, with a disproportionately high black enrollment compared to neighborhood population…” As Maciag continued to unfold more statistical studies, it revealed one important key point: affluent (typically Caucasian) families are able to afford better education for their children.

Presumably, the majority of these types of students are already ahead of the competition, therefore heightening the predisposition in racial motives when considering college enrollment.

Scott Jaschik interviewed authors Barrett J. Taylor and Brendan Cantwell to further discuss inequities among students and institutions (which are highlighted in their book “Unequal Higher Education: Wealth, Status and Student Opportunity”). Jaschik asked the authors how can colleges of low-income students receive more attention and money from their institutions. The authors replied: “The conventional answer is for all of us, those in higher education and the industry media, to end our obsession with exclusive privates and public flagships, and to start highlighting the contributions of other institutional types.” In addition to providing a strategic layout for resolving this common issue, the authors make one assuring claim “…what really matters is breaking the cycle of competition.”

Originally, the intention of this article was to provide positive insights on study abroad opportunities; but such features are only plausible to certain demographic groups. Consequently, studying abroad may not reinforce the successful career choices of all deserving students (according to nafsa.org, between 2016-2017,  minority students are still underrepresented in studying abroad. With Hispanics/Latino American and African American/Black being under 10.5 percent and Caucasians being at 70.8 percent of enrollment).

In the end, Educator David J. Smith, mentioned a notable quote from Mark Twain in “The Innocents Abroad” when he wrote about how studying internationally could unlock career success. Applying to nearly every study abroad college student, the quote states, “Travel is fatal to prejudice, bigotry, and narrow-mindedness, and many of our people need it sorely on these accounts.”

Written by Jakiria M. Williams. Edited by Kimberley Spinney.

Sources:

Governing: White Communities, Black Students: Counties With the Biggest School Race Gap.

Inside Higher Ed: Unequal Higher Education.

NAFSA: Trends in U.S. Study Abroad.

Forbes: Why Studying Abroad Could Be The Key to Career Success.

Featured and Top Image Courtesy of Jeffrey Smith – Creative Commons License