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During the 2010/11 academic year, 273,996 U.S. college and university level students opted to study abroad for academic credit (Institute of International Education, 2012). U.S. colleges and universities increasingly look to study abroad and other internationalization efforts as tools to prepare students to engage successfully in a global work environment (Stearns, 2008). However, not all college students participate in study abroad at equal rates. The typical participant is White, female, middle to upper middle class, and majoring in the humanities, social sciences, or business (Picard, Bernardino, & Ehigiator, 2009). As illustrated in Table 1, students of color are underrepresented in study abroad participation. The percentage distribution of African American students enrolled in U.S. higher educational institutions increased from 12.7% in 2005 to 14.5% in 2010, but the rate of study abroad participation grew at a slower rate, from 3.5% in the 2005/06 academic year to 4.8% in the 2010/11 academic year. The Latino/a student population increased from 10.8% to 13% during this period, while study abroad participation grew from 5.4% in 2005/06 to 6.9% in 2010/11. American Indian/Alaska Native students have seen little change in overall enrollment in institutions of higher education or in study abroad participation. During this era Asian/Pacific Islander students participated in study abroad in relative proportion to their overall enrollment in higher education, and since 2008/09 have even participated in study abroad at a higher rate (7.9%) than their proportional enrollment in higher education (6%). The Asian/Pacific Islander category includes many ethnic sub-groups, however, and both study abroad participation and academic achievement varies considerably among these sub-groups (Doan, 2002; Van Der Meid, 2003). White students are overrepresented in study abroad participation, constituting 60.5% (2010) of the total population of students in U.S. post-secondary institutions and 77.8% (2010/11) of the study abroad population (Institute of International Education, 2012; National Center for Education Statistics, 2011). There have been only small changes in the proportion of students of color who participate in study abroad over the past decade, and these small increases are likely a product of increasing numbers of students of color enrolled in U.S. higher educational institutions rather than a direct result of efforts to counteract the underrepresentation of students of color in study abroad (Stallman, Woodruff, Kasravi, & Comp, 2010). With increased institutional and national emphasis on both the importance of study abroad and the need for diversification of participants, it is critical that the study abroad participation of students of color and other underrepresented students be more closely examined to learn if and how their pathways to study abroad and experiences differ from those of the more typical (and overrepresented) participant, a White woman. The NAFSA Guide to Education Abroad for Advisors and Administrators identifies a “clear need to examine policies and practices that are discriminatory

Inclusive Excellence and Underrepresentation of Students of Color in Study Abroad