Home > Resources > Standards of Good Practice – 6th Edition > 4.4. Guiding Principles: Equity, Diversity, and Inclusion

Standards of Good Practice for Education Abroad, 6th Edition

4. Guiding Principles

4.4. Equity, Diversity, and Inclusion

Each organization shall prioritize equity, diversity, and inclusion.

4.4.1. Each organization shall establish equitable and inclusive policies and procedures.

4.4.2. Each organization should emphasize equity, diversity, and inclusion in program design, implementation, goals, objectives, and outcomes.

4.4.3. Each organization should develop structures to examine, identify, and address systemic biases and deficiencies in its policies, practices, and programs.

4.4.4. Each organization should ensure equitable access to education abroad.

4.4.5. Each organization shall establish meaningful contacts and connections with diverse partners, employ and enroll diverse participants, and foster inclusive communities.

4.4.6. Each organization should design its programs to provide opportunities for students to interact with broadly diverse peers, personnel, and members of local communities.

4.4.7. Responsible parties should assess student learning related to portfolio and program learning goals and disaggregate data by student demographics such as gender, socioeconomic status, race, and ethnicity to check for equitable outcomes for all students.

Shall = minimum requirement | Should = recommendation | Can = possibility

Prompts for Self Assessment
  1. How do you prioritize equity, diversity and inclusion?
  2. How do you establish equitable and inclusive policies and procedures?
  3. How do you establish contacts and connections with diverse partners?
  4. How do students hear about education abroad and learn about how program offerings can support their goals and benefits their future?
  5. What are the different patterns of participation in your education abroad programs based on race/ethnicity, socio-economic status, gender identity, sexual orientation or physical/mental ability?
  6. How do you know that the programs offered are of interest to historically underrepresented and historically underserved students in terms of location, academic content, and length?
  7. What types of outreach efforts do you use to encourage historically underrepresented and historically underserved students to participate in education abroad?
  8. How do advising materials and resources intentionally address the needs and concerns related to the identities of historically underrepresented and historically underserved students?
  9. How do orientations and the experience on-site include discussions of diversity, equity, and inclusion/exclusion?
  10. How do responsible parties make an effort to identify resource opportunities regarding participation, assessment or research related to student diversity, equity and inclusion/exclusion issues in education abroad programs?
  11. How do the curricular and co-curricular programming, including assigned readings, excursions, and guest speakers include diverse perspectives and practice inclusive pedagogy?
  12. How do you ensure that personnel and participants are aware of what constitutes discriminatory behavior in context?

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