Maria D. Flores
Stanford University
for Project for Learning Abroad, Training, and Outreach (PLATO)

Introduction

Latin@s in the United States are a heterogeneous population made up of people from different national and cultural origins. As a group, Latin@s are a growing population in the U.S. In 2006, there were about 44.3 million Latin@s, 14.8% of the total 299 million living in the United States (U.S Census, 2006a). The top five states that have the highest concentration of Latin@s are California, Texas, Florida, New York and Illinois. Consequently, there is an increase of Latin@s enrolled in higher education institutions. In 2000, Latin@s who are citizens of the U.S., ages 18 to 24, had a higher enrollment rate compared with the general Latin@ population in this age group (NCES, 2003). The increase in Latin@ enrollment can be attributed to both population growth and increasing proportions of the population enrolling in colleges and universities. For example, in 1980, Latin@s represented 4% of students enrolled in colleges and universities. In 2000, Latin@s comprised 10% of the total enrollment (NCES, 2003). In 2002 the number of students increased, 10.4% of all 2002 undergraduate students were Latin@ (NCES, 2004). As a result, higher education institutions are experiencing a change in the demographics of the student population. As educators and administrators, we need to ensure that Latin@s are informed of the various opportunities that are available at their college campus, including study abroad programs.

The participation rates of Latin@s in study abroad are dismal. According to the Open Doors Report of 2007, only 6.3 % of the reported 223,534 students who study abroad are of Hispanic origin (Open Doors, 2007). The reason for their limited participation can be attributed to students of color experiencing barriers that prevent them from entertaining the idea of studying abroad. The barriers for students of color to study abroad can be both real and perceived (Woodruff et al., 2004). Students can find an education abroad opportunity to be too expensive or may not have been aware of such an opportunity. The barriers can also be a matter of perception. For example, students can perceive a study abroad opportunity to be expensive, difficult to coordinate and too foreign (Woodruff et al., 2004). In the case of the Latin@/Chicano community, it may not be culturally acceptable or encouraged to study in another country. Some students, on the other hand, may seek to study abroad in order to find out more about their cultural heritage.

The reasons to study or not study abroad can be quite varied. I understand first-hand the many factors that can influence this decision. I am a product of study abroad. As a Latina, transfer student and first-generation student, initially I did not think to participate in study abroad due to lack of information. I thought as a transfer student there would not be enough time for me to fit in a study abroad opportunity. Through a friend, however, I found out that there was a possibility for me to study abroad. My friend encouraged me to speak to the study abroad advisor on my college campus. My study abroad advisor was helpful, informative and encouraging. We worked together to find a program that suited my needs and found funding opportunities. Later, I became a study abroad advisor myself and tried to emulate the positive attitude and professionalism I encountered in my study abroad advisor.

When I became a study abroad advisor at the UCLA Education Abroad Program, I had the opportunity to work with a diverse group of students, including Latin@ and transfer students. I found firsthand the importance of understanding the needs of the students in order to better assist them when planning a study abroad opportunity. Drawing from my experiences and the literature on Latin@ students, I hope to shed light on the needs of this student population. Hopefully, by addressing the students’ needs, we can further our mission of encouraging Latin@s to participate in study abroad programs.

Diversity of the Latin@ Population

First of all, it is important to understand the diversity that exists among Latin@s. The Latin@ population is a group composed of various nationalities. The terms Latin@ and Hispanic are often used interchangeably. Chicanos are a subset of the Latin@ population, who are of Mexican decent. For the purpose of this paper I will use the term Latin@ to also include Chicanos. In the United States, within the Latin@ population, 65.6% are of Mexican descent, 8.6% have Puerto Rican origins, 14.2% are from Central and South America, 3.7% are Cuban, and 8.0% are categorized as having other Hispanic origins (U.S Census Bureau, 2006b).

Not only are there differences in nationalities among Latin@s, but there also differences in their reasons for migration. For example, the motivating factors for migration can be attributed to political reasons and/or immigrants seeking economic opportunities (Torres, 2004). Some who migrated to the U.S. may have had a different social status in their home country than in the U.S. The different migration patterns and socioeconomic backgrounds highlights the differences that exist among the Latin@ population in the U.S. Because the backgrounds of Latin@s are varied, it is important that we recognize Latin@ students are not a homogenous group.

Due to the diversity that exists among Latin@s in the U.S., the students also have different needs when entering higher education institutions. Because students come from families with different migration patterns, socioeconomic backgrounds, and educational levels, the parents of these students may want different educational outcomes for their children. Some parents may have acquired a high level of education in their home country whereas some parents may have had limited educational opportunities. Some families may value the importance of a college degree whereas some parents would rather their children have a job right after high school. As educators and administrators, it is important we understand the differences that exist among Latin@s in order to identify and address their individual needs. Through this understanding, we can best serve the students and identify the appropriate resources to help them consider the various opportunities at the college campus, including studying abroad.

Latin@s and Family

As mentioned earlier, the proportions of Latin@s in higher education are slowly increasing. As educators and administrators, it is important that we take into account the salient cultural characteristics that exist among the Latin@ population to best serve them. Although there are many differences among Latin@s, they do have one important aspect in common, the value of family. It is important to understand that family plays an integral role in the lives of Latin@ students. Families can influence college choice, motivation and integration of the student into campus communities (Ortiz, 2004).

Latin@s tend to identify their family as the source of their economic and emotional security and support (Grossman, 1984). Latin@s possess “familism”, which is defined as the strong emotional and value commitments to family life (Vega, 1995). Studies indicate that parents try to influence their child’s college choice by encouraging them to attend nearby universities so that they can remain close to home. In some cases, choosing a school away from home takes a strong emotional toll on Latin@ students (Ortiz, 2004). Students living away from home do not partake in all the family events that they normally would be a part of if they remained close to home.

Because family plays an important role in the lives of Latin@ students, it is important that we are sensitive to this phenomenon. Parents not only influence the student’s decision to attend a university, choice of university, and level of emotional and financial support, they can also influence the student’s decision to participate in certain activities on the college campus. Among these activities, study abroad can be an option parents may decide to encourage or discourage. In my role as a study abroad advisor, some students expressed their parents’ lack of support in their decisions to study abroad. On a few occasions, I had to speak to students’ parents on the phone or in person to address their concerns. For the most part, taking the time to speak to the parents helped them understand the services and support we provided for our students while abroad. Also, I shared my experiences as a Latina who studied abroad and recalled the fears and doubts my parents had as well. By drawing on my experiences as a student, I was able to let the parents know that their fears were commonly found among other parents as well. In turn, this reassured them and they felt more comfortable with the idea of their children participating in a study abroad experience. In truth, not all parents changed their mind after speaking to me; however, in some cases it did serve as an effective tool.

While I was able to share my own experiences with the students’ parents, administrators and educators can share a variety of resources with parents. For example, arranging a meeting with another Latin@ student who studied abroad and is willing to speak to the parents can be an effective way to alleviate the anxieties Latin@ families can encounter. By identifying the unique needs of Latin@ students, we can better address them and slowly overcome the barriers students may face when deciding whether to participate in study abroad.

Latin@ Students Abroad

Although we can agree that there are many reasons why students should be encouraged to study abroad, it is important to acknowledge that not all students will have the same experiences when studying in a foreign country. As educators and administrators, we need to recognize that a student’s race can affect the student’s experience abroad (Talburt & Stewart, 1999). As Latin@s, students can be treated differently than their white peers when living in a foreign country. In my capacity as a study abroad advisor, students reported various forms of biases they encountered while abroad. In this section I will draw from the experiences students shared with me in my capacity as a study abroad advisor. Also, I will share my personal experiences as a Latina student abroad.

Latin@ students in the United States may face racism due to physical appearance, their socioeconomic backgrounds, or the fact that they may speak with an accent (Grossman, 1984). Abroad, students can also face various forms of biases. Some students may feel they are being stared at. Countries with a homogenous population may not be familiar with students of color. Suddenly, the student may feel alienated, even more so than in the U.S. In some instances, this may not be a case of racism or a form of malice but simply curiosity. This is especially the case in countries where people of color are not the norm. As members of the international community, it is important that we emphasize to students that they may encounter such attitudes while abroad.

As I reflect on my own experiences as a Latina student in Germany, I can recall the multiple times I was questioned where I was from. My overall response to this question was that I was American, or better yet Californian. However, people would continue to inquire where I was “really” from. I consistently had to tell them I was American but my family was originally from El Salvador. My identity as an American did not seem correspond to their idea of what an American should look like. More often than not, I had to remind them that Latin@s in the U.S. can also be American. In fact, I often reminded them that Americans do not mean people need to be blonde or white, but instead we come in different colors. In retrospect, I felt their questions were primarily driven by curiosity and not by bigotry.

Some students, on the other hand, may prefer to study in a Spanish-speaking country or their heritage country. For some Latin@ students, they want to study in a country that has a familiar culture, because they may feel this would be an easier transition. In part, this can indeed be the case. Some students reported that studying in a Spanish-speaking country was an easy transition. For example, the students were familiar with the language, food, culture and music. The students felt connected with their Latin@ roots.

However, other Latin@ students may encounter different attitudes when studying in either country of origin or another Spanish-speaking country. Some of my former students reported they were not considered Latin@ but instead “American” while living abroad. This is a contrast to the many times they are labeled as Latin@s as opposed to simply American while living in the U.S. Such experiences can affect the way they identify themselves. The students may be labeled as “American” because of the way they dress and/or their command of the Spanish language, whether they speak it poorly or with an American accent. In the case of students who do not speak the language at all, they may be accused of not being a true “Latino” since they cannot speak the language hence they are simply accused of being “Americanized.” In turn, this can be a stressful time for students as they may have been excited to explore the roots of their families and suddenly encounter that they may not feel “at home.” Once again, it is vital for educators and administrators to prepare students for the various possible challenges students of color may face while abroad.

Tips for Advising and Recruiting Latin@ Students

In order to best serve Latin@ students, it is important to identify programs that understand and work with the Latin@ student populations, such as TRIO programs on campus. Also, we can work with these programs to gain access to this student population by attending their campus open houses or other events. When creating brochures and other marketing materials, it is important to create literature that speaks to the Latin@ student community. For example, including testimonials from former Latin@ students who studied abroad can be useful tool to reach out to other Latin@ students. Due to the importance of family among the Latin@ population, when possible, we can attend Parent Orientation and inform parents about study abroad opportunities.

Among other recruitment practices, it is important to identify majors/minors popular with Latin@ students, in order to work with those departments to promote study abroad. Along those same lines, identify courses where you can make classroom visits. Students can respond well to their peers and it is helpful to keep a list of returnees who are willing to serve as mentors/peer advisors that can share their experiences.

We are not alone in this mission. Within the study abroad community we can collaborate with other institutions to create a strong network of support for Latin@ students. Most importantly, institutions need to have comprehensive websites and literature that addresses the students’ and parents’ concerns about studying abroad. With the proper support we can continue to encourage more Latin@ students to seek opportunities abroad and to thrive in these international settings.

References

• Grossman, Herbert (1984). Educating Hispanic Students: Cultural Implications for Instructions, Classroom Management, Counseling and Assessment. Illinois: Charles C. Thomas Pub.
• Guerrero, Ernesto (2006). The Road Less Traveled: Latino Students and the Impact of Studying Abroad. Doctoral Dissertation, University of California Los Angeles.
• National Center for Education Statistics. (2003). U.S. Department of Education. Status and Trends in the Education of Hispanics 2003-2008.
• National Center for Education Statistics (2004). Digest of Education Statistics. Washington, DC: U.S. Department of Education, 2005.
• Open Doors. (2007). Report on International Education Exchange.
• Ortiz, V. (1995). The Diversity of Latino Families. In R.E. Zambrana (Ed.), Understanding Latino Families: Scholarship, Policy and Practice (pp. 18-37). Thousand Oaks: Sage Publications.
• Ortiz, A. (2004). Promoting the Success of Latino Students: A Call to Action. In A.M
• Ortiz (Ed.), Addressing the Unique Needs of Latino American Students (pp. 89-98). San Francisco: Jossey-Bass.
• Talburt, S., & Stewart, M. A. (1999). What's the Subject of Study Abroad?: Race, Gender, and "Living Culture". The Modern Language Journal, 83(2), 163-175.
• Torres, V. (2004). The Diversity Among Us: Puerto Ricans, Cuban Americans, Caribbean Americans, and Central and South American. In A.M Ortiz (Ed.), Addressing the Unique Needs of Latino American Students (pp. 5-16). San Francisco: Jossey-Bass.
• U.S. Census Bureau (2006a). Hispanics in the United States Presentation: 2000-2006.
• U.S. Census Bureau (2006b). The Hispanic Population in the U.S. 2006: U.S. Census Bureau, Current Population Survey, Annual Social and Economic Supplement. Ethnicity and Ancestry Statistics Branch, Population Division.
• Vega, W. (1997). In R.E. Zambrana (Ed.), Understanding Latino Families: Scholarship, Policy and Practice (pp. 3-17). Thousand Oaks: Sage Publications.
• Woodruff, G., Doan, T., Hoff, J., Hall, R. Troup, P. and Hernandez, R. (2004). Students of Color and Study Abroad Internationalizing the Curriculum Conference University of Minnesota, Twin Cities Paper.

Writer's Bio

Having been born in El Salvador and moving to the United States at the age of eight, gave Maria D. Flores the opportunity to experience different cultures and education systems at a young age. Additionally, growing up in the Greater Los Angeles area gave her the opportunity to study with students from diverse nationalities. All of these experiences sparked her interest in multiculturalism and international education. While in community college, Flores decided to work abroad for a summer in the Black Forest, Germany. She then decided to pursue a Bachelor of Arts in Comparative Literature and German Studies at the University of California, Los Angeles. While enrolled at UCLA, she studied abroad through the University of California Education Abroad Program in Goettingen, Germany for an academic year. Upon graduation, Flores accepted a position as a full-time International Programs Assistant and then International Programs Counselor position at UCLA Education Abroad Program from 2003 to 2007. In 2008, she completed her Masters of Arts at Stanford University School of Education in the field of international comparative education. Currently, she is the Coordinator for Study Abroad Programs at San Francisco State University.