Diversity Statement

“The recognition that people are equally complex, but different,
is the strongest antidote to bigotry that I know.” Milton Bennett

“We can't fight systemic racism very effectively if we don't have an intercultural mindset. If we don't see others as complex beings and their experiences as being just as valid as our own, even when very different, we're not going to be able to effectively address the inequities we don't personally experience.” Tara Harvey

An intercultural learning approach to promoting diversity, equity and inclusion (DEI)

My own experience

I am deeply aware of how my own experiences have given me an awareness of and sensitivity to diversity. I grew up bi-cultural in France, came to the U.S as an international student, lived and worked in Western Africa as a Peace Corps Volunteer, and tutored adult learners in basic literacy and English as a Second Language in rural upstate New York. These experiences have taught me the benefits and life-changing impact of stepping out of one’s comfort zone and encountering difference. I enjoy, and excel at, facilitating these invaluable experiences for others. I bring this perspective to everything I do and, in my work as an international educator, I seek to guide students towards this kind of awareness.

Diversity in practice

On a diverse U.S. college campus, diversity takes many forms from ethnicity and gender identity to socio economic origin and family background and everything in between. In regards to mobility, students differ in terms of past exposure to difference, comfort levels with challenge, and goals for study abroad not to mention their academic interests.

In my work at Colby and Sweet Briar Colleges, I have always tried to apply a diversity, equity and inclusion lens:

In my student-centered advising, I seek to empower the student to make decisions about what is best for them by asking questions, providing information, and prompting them to envision their experience and facilitate their goal setting. My ability to help students select the mobility experience best suited to their goals, circumstances, and needs has been one of my key strengths.
I have always made it a priority to conduct special outreach to students typically underrepresented in education abroad such as racial and ethnic minorities, low income or first-generation college students and athletes, STEM majors or male students. I proactively partnered with diversity offices, coaches and others on campus to offer special outreach and guidance materials to dispel some of the myths and misconceptions about study abroad. I partnered with alumni representing these student populations to channel their enthusiasm to engage their peers.
In creating or updating policies and procedures, I intentionally advocated for policies which promote accessibility through flexibility and financial inclusivity.

Intercultural learning and DEI

Research on study abroad has shown that intercultural learning and competence do not result simply by being in contact with, or even immersed in, a different culture (Vande Berg, M et al, 2009). It must be fostered through intentionally designed and facilitated experiential learning activities and opportunities for reflection. Such learning helps to build the empathy, communication and emotional intelligence skills our students need to be effective global citizens and leaders for the 21st century. This learning is also essential in fostering an inclusive environment across the continuum of difference on a U.S. campus. In this way, I see intercultural learning as a tool to bring about the awareness necessary to understanding DEI.

To this end, with training from Tara Harvey’s Facilitating Intercultural Learning course, I have designed and implemented intercultural learning activities to help students, faculty and colleagues discover the complexities of culture. With ongoing support from True North Intercultural’s coaching circle, I continue deepening my expertise in intercultural learning pedagogies while practicing my own intercultural skills.

Passion for virtual international and intercultural learning

Like many during the pandemic, I discovered, and enthusiastically embraced, the power of virtual international learning as a unique learning and teaching opportunity that is accessible, equitable and sustainable. I also believe virtual international exchange and internships offer the potential for deep intercultural learning, in addition to other workplace and technology skills. It provides the opportunity for meaningful engagement and collaboration between students and faculty from different parts of the world and facilitates participants’ learning during the cross-cultural encounter. This context also affords the space for them to reflect on building the self- and other-awareness that is fundamental to true intercultural competence.

During the past year, my professional development has focused on educating myself about best practices for conducting and managing virtual exchange courses and partnerships. Virtual international exchange demonstrates a commitment to diversity by expanding access to opportunities for international and intercultural experiences to those who might not otherwise be able to afford them.