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Marlyn Henning’s destiny to work abroad was predetermined when she enrolled in nursing school. She sacrificed her dream to work in fashion and design and missed years of her daughter growing up, working abroad, and financially supporting her family. 

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Marlyn Henning’s destiny to work abroad was predetermined when she enrolled in nursing school. She sacrificed her dream to work in fashion and design and missed years of her daughter growing up, working abroad, and financially supporting her family. 

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She started as a nurse in Saudi Arabia before giving birth to her daughter Angeli Gabriel, then migrated to the United States to work.

“Nursing was not my mother’s dream career at the time. As a teenager, she loved to draw and sew, and she even dreamt of a career in fashion and design. But my grandparents asked my mom to consider nursing. My grandparents had seen for other families that nursing helped provide the financial stability their family desperately needed.”

The chosen line is associated with the news report and Marlyn Henning’s story, as it echoes the situation of migrant, immigrant, and overseas Filipino workers.

The realities faced by Marlyn Henning and Arlyn Nucos are linked to the chosen line as workers, similar to them, sacrifice much of their lives to work abroad and financially support their families.

The portion of the selected line: “even if they mean nothing to the shore,” can be interpreted as workers seen as mere commodities, without seeing how much they give up to provide for their families.

This can also represent how becoming a citizen is a lengthy and tedious process when they simply seek better opportunities for themselves and their families.

REFERENCE:
Gabriel, Angeli. “My mother's journey as an overseas Filipino worker.” National Geographic, 11 May 2019, https://www.nationalgeographic.com/culture/article/my-mothers-journey-overseas-filipino-worker. Accessed 10 May 2021

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To pursue the scientific career she has dreamed of, Madame Marie needed to leave Poland. In Paris, it seemed that, as a foreigner and a woman, the academic world may prove to be challenging. But she's bound for greatness, and her story has been anything but her field of study, that is, "radioactive decay."

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To pursue the scientific career she has dreamed of, Madame Marie needed to leave Poland. In Paris, it seemed that, as a foreigner and a woman, the academic world may prove to be challenging. But she's bound for greatness, and her story has been anything but her field of study, that is, "radioactive decay."

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In Russian-occupied Poland, Maria Sklodowska had to put her career on hold to support her sister in her medical studies in Paris. Five years later, she followed her sister's footsteps.

As an immigrant, Maria is faced with challenges of making a name in the French academe dominated by men. Surviving in a tiny attic room with little heating in winter, she studied in the reputed Sorbonne and graduated with two degrees in Mathematics and Physics.

She met her partner in the laboratory and in life, Pierre Curie, in Paris. They became a formidable duo in studying the new chemistry they uncovered. They won the Nobel Prize in Physics after, making Marie the first Nobel laureate.

All seemed to be going well until Pierre died in an accident. She took over Pierre's position to become the Sorbonne's first female professor. She further made significant contributions in the field she coined. In 1911, she won again a Nobel Prize, now in Chemistry, making her the only woman to win in two sciences.

As an immigrant and as a woman, the challenge was two-fold, but Madame Marie was persistent and hardworking. Marie's prowess continues to inspire more women into pursuing science and breaking boundaries.

And today, many more are like Madame Marie Curie - women immigrants who are barred from pursuing education in other places, from pursuing their dreams. Like Marie Curie, many scientists and innovators too were immigrants, and when given the chance, they ultimately paved way for innovation.

REFERENCE:
Sutton, Mike. "Marie Curie: The migrant chemist." Royal Chemistry of Society, 3 Nov. 2017, www.chemistryworld.com/features/marie-curie-the-migrant-chemist/3008087.article. Accessed 10 May 2021.

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In 1979, Sergey and his family left the U.S.S.R. to immigrate to the United States as one of the last Jews allowed to leave before the Gorbachev era. Had it not been for their immigration to the United States, Sergey would have not been presented the opportunities that would grant him access to an environment suitable for innovating and changing the online world as we know it. 

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In 1979, Sergey and his family left the U.S.S.R. to immigrate to the United States as one of the last Jews allowed to leave before the Gorbachev era. Had it not been for their immigration to the United States, Sergey would have not been presented the opportunities that would grant him access to an environment suitable for innovating and changing the online world as we know it. 

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Moreover, if they never left the U.S.S.R. at that time, it would have vastly influenced how he is as a person today not only because of his environment, but also because of his identity as a Jew.

"He picked up the ugly details of the anti-Semitism they faced bit by bit years later, he says. Nevertheless, he sensed, early on, all of the things that he wasn’t: He wasn’t Russian. He wasn’t welcome in his own country."

Today, he is known as an immigrant boy who dropped out of Stanford to pursue business with his long-time friend Larry Page and also one of the co-founders of Google.

Though he has contributed an immense amount of convenience in the area of data and information gathering, these are achievements that one could possibly say would not matter had his family not immigrated to the United States.

Nevertheless, he is known in modern society as one of the most powerful and influential people for his endless contributions as a co-founder of the famous search engine Google.

For one cannot grow and self-actualize in an environment where one feels restricted to speak, think, and even be their true self.

REFERENCES:
"Sergey Brin Archives." The Immigrant Learning Center, July 2020, https://www.ilctr.org/entrepreneur-hof/sergey-brin/#:~:text=As%20a%20boy%2C%20Sergey%20Brin,to%20escape%20institutional%20anti%2DSemitism.&text=In%201979%2C%20at%20the%20age,allowed%20to%20leave%20the%20U.S.S.R. Accessed 10 May 2021.

"Sergey Brin Biography." Biography, 11 Aug 2015, https://www.biography.com/business-figure/sergey-brin. Accessed 10 May 2021.

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As a topnotcher in the Philippines, Jao Jundam sought higher education in Australia, dreaming of a chance for a better future. Clinging in this dream, he cleaned toilets, sold fish, grilled barbeques, and other side hustles to sustain his school and living expenses abroad. 

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As a topnotcher in the Philippines, Jao Jundam sought higher education in Australia, dreaming of a chance for a better future. Clinging in this dream, he cleaned toilets, sold fish, grilled barbeques, and other side hustles to sustain his school and living expenses abroad. 

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Through hardwork and determination, Jundam graduated with his masters and stable job as a nurse later on.

It is a reality that nurses in the Philippines are overworked yet underpaid resulting in plenty going abroad. Jao understands this struggle and chooses to study abroad.

Yet, going abroad does not guarantee an easy life. There's the higher cost of living, the feeling of homesickness, and even cultural barriers from the different place.

The glory of studying abroad always comes with sacrifices and the burdens of adapting to a new environment while missing the familiar place of home. And Jao experienced all of this is in his stay abroad.

The story of Jao Jundam being a topnotcher in the Philippines and having to experience such hardships in another country sheds light on the actual difficulties of student migrants abroad. The honor of being able to study or work abroad also comes with the trials of a new environment, however, with persistence and perseverance like Jao, goals of being successful in a foreign land can be achievable.

REFERENCE:
IDP Philippines editor. “Confessions of a Filipino Nurse in Australia.” Idp.com, IDP Philippines, 4 Feb. 2020, www.idp.com/philippines/blog/confessions-of-a-filipino-nurse-in-australia/. Accessed 10 May 2021.

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Overseas Filipino workers help to improve their families' lives, but often with great sacrifice

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A worker at RealTime Laboratories in Carrollton, Tex., prepares samples for covid-19 testing on Wednesday. (Cooper Neill/Reuters)

Ubadah Sabbagh is a neuroscientist at the Fralin Biomedical Research Institute at VTC, Virginia Tech, and an Early Career Policy Ambassador at the Society for Neuroscience.

I took a stroll the other day through my research institute, passing by six labs in one hallway. Of course, we aren't operating at full capacity - most people are home because of covid-19 restrictions. But I did a mental tally of my colleagues working in each lab. Fifty-eight percent of the scientists in that one hallway are immigrants from at least eight countries, including me.

As the nation grapples with a new recession, deals with a resurgence of covid-19 and reckons with systemic racism, the war on immigration continues. The Trump administration is now ending visa programs - including ones for skilled immigrants - under the pretext of staving off the economic impact of the coronavirus pandemic and saving jobs for the American worker. This move will be catastrophic to the U.S. scientific enterprise at a time when we should be strengthening it with investments of funding and talent, all while likely having no substantial effect on U.S. unemployment.

In April, while the government scrambled to address PPE and testing shortages, President Trump issued a presidential proclamation suspending entry of new immigrants, with the stated intention of mitigating the impact on job availability and economic recovery. Since then, several groups of lawmakers have pushed for further restrictions on immigration such as suspending all skilled-worker visas for at least a year and halting all Chinese nationals receiving visas to do scientific research at the graduate or postgraduate level.

Full coverage of the coronavirus pandemic

This week, Trump signed an executive order extending previous immigration restrictions and barring issuance of several work visas, including the H-1B, H-2B and J-1 programs. But immigrant scholars on some of these visas are crucial drivers of scientific research. An end to these programs, or even a long pause, won't help job-seeking Americans for two main reasons: STEM jobs have long experienced labor shortages even at times of major unemployment, and welcoming immigrant scientists and engineers creates thousands of new jobs for U.S. workers.

Most foreign-born scientists are on H-1B or J-1 visas. While researchers on J-1s appear to be exempt at this time, researchers on H-1Bs are not. There is little to no evidence that ending such programs would create jobs for native-born workers, especially in the short run. Yet there is plenty of data showing that it would slow economic growth and job creation in the long run. A decision to curb highly skilled immigration programs would be shortsighted and likely harmful to the economic, intellectual, moral and public health of this country.

A nationwide study by the American Enterprise Institute and New American Economy shows that for every 100 immigrants who come to the United States to earn their advanced STEM degree and stay to work here, 262 new jobs are created and filled by native-born workers. The benefits to U.S. workers don't come just from immigrants who are educated at U.S. institutions: The report also shows that adding 100 immigrants with advanced STEM degrees from foreign universities create an additional 86 jobs for native-born workers. When you look at data strictly from H-1B visa recipients, adding 100 H-1B skilled temporary foreign workers adds an additional 183 jobs for the native-born. Adding 100 H-2B less-skilled nonagricultural workers produces 464 jobs for native-born workers. Another study from the National Foundation for American Policy reports that increasing H-1B visa holders by just 1 percent in an occupation reduces that field's unemployment rate by about 0.2 percent and increases wages in the profession.

Whichever way you slice it, immigrant scholars (including those on H-1B visas) create and do not "steal" U.S. jobs. And senior administration officials know this. Ending these visa programs will stunt the United States' long-term economic growth and set us on the path of abandoning our place as a leader in education, science and innovation on the world stage. There is little reason for implementing an immigration policy with such long-term impacts based on short-term economic problems related to a pandemic.

But that's just the economic argument. Immigrants are valuable as people, regardless of their impact on U.S. science, and we should welcome the opportunity to enrich our communities with them. Perhaps one of the most troubling things about these policies is that they use the coronavirus pandemic as pretext for implementing anti-immigrant policies that the Trump administration has been seeking since Day One.

The way to emerge from a major economic and public health crisis shouldn't include rejecting scholars who are ready and willing to help. Science is better when we open our doors to curious minds from all over the world and harness their creativity, potential and ambition. The success of our scientific endeavor rests, in no small measure, on the dedication of exceptional immigrant researchers. This includes, by the way, discovering treatments for covid-19.

We scholars tackle tough and complicated questions in our labs. Rather than adding more clouds of fear and uncertainty to the lives of immigrant scientists working hard to answer those questions, the United States should be supporting their work and embracing them with open arms.

Letters to the Editor: Closing our doors to the best and the brightest

Henry Olsen: Trump's order banning immigration puts Democrats in a bind

The Post's View: Our best health-care reinforcements are tangled up in red tape

Dany Bahar: Suspending immigration would only hurt America's post-coronavirus recovery

Greg Sargent: Trump's new immigration ban is a scam. Don't pretend otherwise.

The Plum Line: If Joe Biden wins, immigration reform may actually be possible

Today's Headlines The most important news stories of the day, curated by Post editors and delivered every morning.

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Opinion | Science is better when we open our doors to immigrants

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Ubadah Sabbagh is a neuroscientist at the Fralin Biomedical Research Institute at VTC, Virginia Tech, and an Early Career Policy Ambassador at the Society for Neuroscience. I took a stroll the other day through my research institute, passing by six labs in one hallway.

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Ian Katsnelson, a leader of a pro-Israel group at the University of Illinois at Urbana-Champaign, was presented with what he saw as an "impossible" and discriminatory choice last month.

The Senate of the Illinois Student Government, or ISG, presented a resolution in support of the Black Lives Matter movement and racial justice, which members of other student organizations fully endorsed. Katsnelson said during a Sept. 23 Zoom meeting about the resolution that the statements supporting the movement were something he could "stand proudly behind," but additional language in the resolution prompted him to ultimately take a stand against it. The measure also stated support for the university to divest from companies that sell products and services to the Israeli government, including its police and military forces. Katsnelson, who is on the executive board of IlliniPAC, a campus group that advocates strengthening U.S.-Israel relations, called the resolution "anti-Semitism masked in a cloak of social justice."

"It is inherent to my identity as a Jew to stand with oppressed peoples," Katsnelson said during the meeting. "It is also inherent to my identity as a Jew to stand with the Jewish people and support the Jewish homeland ... This resolution provides me and other pro-Israel Jewish students with a Hobson's choice. I can support social justice, or I can support the continued safety and security of other Jews. But not both. I should not have to choose between supporting the right of the Jews to their homeland and the rights of all people to social justice in the United States."

The Senate resolution and a series of anti-Semitic incidents on the Urbana-Champaign campus are the subjects of a complaint by Jewish students filed with the U.S. Department of Education's Office for Civil Rights, or OCR, in which they claim that the university has failed to adequately respond to and protect Jewish students from harassment based on their Jewish identity. The complaint was filed under Title VI of the Civil Rights Act of 1964, which prohibits federally funded institutions from discrimination on the basis of race, color or national origin.

The law does not explicitly protect students from discrimination based on shared religion or ethnic identity, but OCR for many years has issued guidance to colleges and universities saying the law extends to discrimination against " students from any discrete religious group that shares, or is perceived to share, ancestry or ethnic characteristics," said Alyza Lewin, president of the Louis D. Brandeis Center for Human Rights Under Law, a legal advocacy institution that promotes the civil rights of Jewish people and is representing the Illinois students.

The Trump administration also issued a controversial executive order in December reiterating that the law protects Jewish students from anti-Semitism and some forms of anti-Israel speech. The order raised concerns among free speech and pro-Palestine advocates about students' and faculty members' ability to openly criticize Israel. Lewin noted that an OCR Title VI review of New York University similar to the Urbana-Champaign complaint was settled earlier this month and required NYU to add anti-Semitism to its nondiscrimination policy among other measures, but did not find any wrongdoing on the part of the university.

The Urbana-Champaign students and their representatives decided to make the complaint public on Oct. 23, due to what they say is the university's inaction since the institution's administrators became aware of the students' allegations earlier this year, according to a press release from the Brandeis Center. The incidents cited in the complaint span back to 2015 and include the alleged vandalization of Jewish symbols on campus, swastikas found in several locations and "persistent harassment" of students for their pro-Israel stances, said a summary of the incidents provided by the Brandeis Center.

Lauren Nesher, a senior at Urbana-Champaign and a member of the IlliniPAC executive board, said in an email that she and other Jewish students have been called "Nazis," "white supremacists" and "genocide supporters" by other students while working at an informational table about Jewish people and Israel. Nesher is the granddaughter of a Holocaust survivor and said that the incident was "terribly upsetting."

"This made me feel beyond unwelcome and unsafe on campus because of the scary rhetoric from my peers," Nesher wrote. "Students have the right to free speech, but once the speech becomes threatening or makes Jewish students feel excluded, the university has the responsibility to voice their support with the Jewish community and condemn anti-Semitism."

One of the most recent incidents listed in the students' complaint claims that an ISG senator suggested excluding Jewish students from participation on a committee if they affiliate with Chabad or Hillel, two Jewish student organizations that have chapters on campuses across the country and offer religious and Jewish identity activities and support services. An ISG senator who is Jewish and pro-Israel stepped down from her position on Oct. 14, according to the complaint. In her resignation letter, the student called the Senate "a forum to spew anti-Israel, anti-Semitic hate speech, directly in the face of Jews."

Lewin said that Jewish students at the university are being pressured to "shed a part of their Jewish identity" -- their support for and connection to the state of Israel -- while participating in organizations such as student government. And if students express outward support for Israel, they are branded as "colonizers," "racists" or supporters of "apartheid," which Lewin said is a contemporary form of anti-Semitism that is increasingly prevalent on college campuses.

"That's today's anti-Semitism," she said. "What we see on campuses like UIUC is in addition to the vandalism and swastikas, you have this constant bombardment, demonization and ultimate exclusion of students who share their Jewish identity."

Robin Kaler, associate chancellor for public affairs for Urbana-Champaign, said in an emailed statement that the university "has been engaged in a long, meaningful and what we believed was a collaborative discussion about the concerns raised by" those involved in the students' civil rights complaint since it was made aware of the allegations. The university is "disappointed" and it is "disheartening" that the students and their representatives have come out publicly about the complaint amid this discussion, Kaler wrote.

"We are absolutely committed to an inclusive university community where everyone feels welcome," she wrote. "One of our core institutional values is ensuring that people of all faiths, ethnicities, national origins and viewpoints can live, learn and thrive. We will never tolerate bigotry, racism or hate, and we condemn acts and expressions of anti-Semitism."

Urbana-Champaign has not been contacted by the Department of Education regarding the OCR complaint but was asked over the summer for a response to an identical complaint made to the Higher Education Commission, the organization that accredits the university, Kaler wrote. The commission "determined that the allegations raised in the complaint do not indicate substantive noncompliance with their requirements and that no further review would be conducted," she wrote.

Lewin noted that after the ISG Senate resolution that urged the university to divest from businesses that support Israel, Robert Jones, the university's chancellor, issued a statement that said the resolution "includes several points on which we can agree" but also "includes language that we cannot and will not support." Jones recognized the position that some students were put in when asked to vote in favor of the resolution, but he also cited the university's responsibility to uphold students' freedom of speech and the student government's power to pass nonbinding resolutions on topics of its choice.

"It is unfortunate that a resolution before the group tonight was designed to force students who oppose efforts to divest from Israel to also vote against support for the Black Lives Matter movement," Jones's statement said. "We find ourselves in the difficult position of defending speech and expression, so we can talk together about difficult circumstances and have uncomfortable conversations. We must always balance that with our need to create a community where it is safe to live, learn and work."

But Lewin was disappointed that the statement did not explicitly call the language on the resolution anti-Semitic or mention Jewish students. The first step to college administrators adequately responding to anti-Semitism is identifying it outright in all of its "current manifestations," which includes efforts to divest funding from Israel, she said.

"The answer to anti-Semitic speech is never to do nothing," Lewin said. "Just like the answer to racist speech is never to do nothing ... The university should use its own speech. It should respond to that speech and educate people as to why it's anti-Semitic."

Some students at the Sept. 23 resolution meeting, including those affiliated with the campus chapter of Students for Justice in Palestine, or SJP UIUC, an organization that advocates for Palestinian liberation and supports the boycott, divestment and sanctions movement against Israel, argued that racial injustice against Black people in America aligns with injustices by the Israeli government against Palestinian people. Sophia Giakas, a student who spoke on behalf of SJP UIUC during the Zoom meeting, said the argument "isn't about religion" and "supporting Israel in itself is anti-Semitic because a settler-colonial state goes against the religion it claims to uphold."

A statement posted to the SJP UIUC Facebook account said that the "resolution about upholding human rights should not be controversial" and said the organization was displeased with the university's response.

"The language administration chose to use is very indicative of their stance on Palestinian human rights and on their views of the integrity of the Palestinian women that worked on this resolution for months," the SJP UIUC statement said. "Nowhere in the statement was there any concern or regard from administration for the safety of its students that were threatened by Zionists that opposed this bill."

Meanwhile, the Jewish students who filed the complaint with the Department of Education say they feel threatened by the actions of SJP UIUC, the student government and the repeated anti-Semitic symbols posted on campus and other actions they say have occurred on the campus for several years. Katsnelson said in an email that being openly Jewish on campus is "exhausting."

"Being a Jew at UIUC comes with immense hate and hostility," he wrote. "As a senator on student government I've experienced shocking examples of antisemitism first hand ... Jewish students are scared to admit that they're Jews. They literally talk about 'coming out' as Jewish because a lot of people hide that they're Jewish for fear of harassment. Universities should do everything they can to address and prevent anti-Semitism especially since we know how rapidly it's increasing."
Note: This article was updated to reflect a correction of the acronym for the Students for Justice in Palestine chapter at the University of Illinois, Urbana-Champaign. The correct acronym is SJP UIUC.

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Jewish students at University of Illinois allege anti-Semitic environment

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Ian Katsnelson, a leader of a pro-Israel group at the University of Illinois at Urbana-Champaign, was presented with what he saw as an "impossible" and discriminatory choice last month. The Senate of the Illinois Student Government, or ISG, presented a resolution in support of the Black Lives Matter movement and racial justice, which members of other student organizations fully endorsed.

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Research Article: 2017 Vol: 21 Issue: 1

Keywords

Globalization, Internationalization, Study Abroad, Barriers, Study Abroad Intent.

Introduction

Universities have responded to stakeholder interests of educating and preparing students with a global perspective for careers in today's globalized world. Increasingly greater emphasis is placed on study abroad as a 'high-impact' experiential learning mode as foundation for creating a global perspective (Hackney, Boggs & Borozan, 2012; Schnusenberg, de Jong & Goel, 2012). As a result many U.S. universities now include international education as a requirement to address the global competence priority (Gardner, 2005).

In the 2014-15 academic years nearly 290,000 U.S. students studied abroad, up nearly 150% in 10 years (IIS, 2014; Zhuang, 2015). College freshmen report high levels of intent to study abroad, up to 63%, yet the percent of graduates who study abroad is only 14.3%, representing only about 1% of all U.S. college students (Pope, 2014; IIS, 2014, Zhuang, 2015). Clearly there is a serious disconnect between freshman intent and degree completion students actual participation. There has been significant research into the entering student attitudes toward study abroad and barriers to student participation later in students' academic careers. This paper examines the relationship between intent to study abroad and some of the previously researched barriers to study abroad.
Study Abroad Intent
Student attitudes towards study abroad has a rich history of research with studies finding that women are more likely to declare an intent, show a willingness and actually participate in study abroad (Kim & Goldstein, 2005; Stroud, 2010; Hackney, Boggs & Borozan, 2012). Kim and Goldstein (2005) found that this increased intent, interest and participation was related to women being less ethnocentric, more open-minded and less intercultural communication apprehensive. Miller (2008) found that students whose parents had earned a university degree had higher participation levels in study abroad. Parents are an obvious influencer on student's choices in higher education, from the desire to earn a degree, university choice and field of study to co-curricular activities.

Many studies have found that household income influences student's participation in study abroad (Dessoff, 2006). Study abroad presents an additional cost to the already high cost of higher education and may act to increase student loan debt for many students. Business students believe that study abroad is expensive and want grants to help with the cost (Presley et al., 2010). The relationship between household income and intent to study abroad has had mixed results in research. Contrary to previous research, Stroud (2010) found that household income had no correlation with intent to study abroad, while Salisbury et al. (2010) found that low-income women were less inclined to study abroad while no such relationship existed for men. While it is unclear whether household income affects the intent to study abroad, studies have found that low income students are underrepresented in actual participation (Relyea, Cocchiara & Stoddard, 2008).
Study Abroad Barriers
Dessof (2006) cites institutional barriers to explain why most of the 1% of U.S. students studying abroad is skewed towards more well-off institutions and students. Gordon (2014) cites financial concerns as the number one barrier to student participation in terms of not only the direct cost of study abroad but also the opportunity cost (of lost wages) which can be significant for commuter students. Other barriers include lack of family and or friends support, administrative and academic barriers and finally low levels of internationalized professors. (Gordon, 2014; Kowk & Arpan, 2002). Hackney, Boggs and Borozan (2012) found the business student willingness to study abroad was influenced by personal, location and situational variables and further that completing an international business class had no effect.

Pope (2014) proposed that today's students' desire for individual growth is a critical motivational factor for study abroad intent and that the individual growth motivation was further moderated by gender, parents' educational level, prior international experience, age and household income. Fitzsimmons, Flanagan and Wang (2013) found that financial constraints, employment status, relationship status and pressure to graduate were all factors which serve to create this disconnect between intent to study abroad and actual participation. Zauberman and Lynch (2005) postulated that the intent to participation decline is due to a time lag effect. Students and people in general, will often state an intention in the distant future assuming that by that future date the time and resources to carry out the intention will be available. For college freshman the idea of an international trip or study abroad is a future intention that academics, finances, family, employment and other factors in the two to three year time between the freshman and junior or senior year interfere.

Gordon (2014) investigated 9 barriers in a comparison of U.S. and European students as reported by study abroad coordinators and counsellors. Study Abroad coordinators and counsellors reported higher U.S. student concerns for barriers of finances, family, friends, career relevance, university support and course availability, but lower concerns for fear, destination and grade conversion (Gordon, 2014). Goldstein and Kim (2006) found that non-study abroad students expressed significantly higher concerns for completing the chosen major, but no differences between participating and non-participating students in terms of intolerance of ambiguity, travel experience, graduating on time, future employer's perceptions, income, race/ethnicity or major.

Method

A survey was developed and administered to 155 undergraduate students enrolled at moderately selective, medium sized public university during the 2015-2016 academic years. Participation was voluntary.

The survey was composed of questions aimed to assess student intent to participate in international study opportunities and likely barriers to participation. Seven point Likert-scaled items were written to assess student perception of the importance of barriers to participation in an international study program. This choice allows for data that are more easily and richly analysed than the ranking method used in the Magellen Survey (2012). The International Study Expectancy Scale (ISES) (Goldstein and Kim, 2006) was used to measure intent to participate in a study abroad experience.

Goldstein and Kim (2006) developed the International Study Expectancy Scale (ISES) to assess student attitudes and concerns about study abroad, specifically addressing expectations in relations to social and personal development domains. ISES Consists of 10 Likert-type items and resulted in a Cronbach's alpha of 0.80. Questions regarding barriers to study abroad were constructed based on the 9 barriers cited in Gordon's (2014) study of study abroad coordinators and counsellors.

Sample

The sample in this study consisted of a convenience sample of n=155 undergraduate students. The participants had a median age of 21 and only four students over the age of 30. 51% were male (49% female) and almost 90% reported no spouse or dependents. Approximately 52% indicate that they have travelled to another country. However, students studying business represented a disproportionate amount of the sample size. 72.3% were enrolled in the School of Business and Technology, 9.7% in School of Arts and Sciences, 5.8% in School of Education and Psychology, 3.9% in School of Health Sciences and 8.3% in other majors. Median semester hours completed was 78 (Q1=42, Q3=103) indicating that the majority of the students were at least halfway through their second year of college.

Assumptions

The main assumptions of the study were: (a) the responses were in fact those of the participants; (b) the data were the actual needs of the participants; and (c) the surveys were completed independently by each participant. It was also assumed that the participants answered honestly.

Limitations

The study had several limitations. The interpretations of the survey questions may have affected the participants' responses. The environment in which the participants completed the survey also may have interfered with the level of concentration exhibited by each respondent. The participants may have answered according to how they would like to be compared to how they actually felt about certain survey statements.

Delimitations

This study was delimited to students at one institution and therefore restricted to a relatively low number of participants. Data were collected using a survey instrument with a Likert-type scale with limited open-ended response items.

Data Collection

The questionnaire was a 44-item instrument that took most students less than 20 min to complete. The survey consisted of closed-end questions, Likert-type items and a few open-ended demographic questions (e.g. "What is your age based on your last birthday?"). The items were designed to elicit information about demographics, intent and barriers to participation in international study abroad experiences.

Results and Discussion

This section contains a counts and percentages for each response category for the questions concerning barriers to student participation in international study abroad experiences and analysis of Pearson correlations between the barriers and ISES scale which measures intent to study abroad.
Frequency Analysis
Frequency and percentage of responses by category are shown in Table 1. Monetary barriers appear to greatly impact student's ability or to study abroad. Costs, both in the costs associated with international travel and the costs of lost wages appear to have a significant impact on whether or not students decide to study abroad. The cost of international study and lost wages barrier items have similar response profiles with more than 35% of the responses in the "agree" and "strongly agree" categories and more than 55% in the "somewhat agree", "agree" and "strongly agree" categories. The "getting time off from work" barrier is not greatly different.

Table 1: Responses To Barrier Question

Barrier (Abbreviation)

Strongly Disagree

Disagree

Somewhat Disagree

Neutral

Somewhat Agree

Agree

Strongly Agree

n

Somewhat Agree, Strongly Agree

Agree, Strongly Agree

However, students are likely to be more interested in studying abroad if the financial burden is decreased. Approximately 78% of the respondents ("somewhat agree", "agree" and "strongly agree") indicate that they would be more interested if the university provides financial support. This factor is likely to significantly influence student's decisions to study abroad with 61% of the responses to this item reported in the "agree" and "strongly agree" category. Similarly almost 81% of the respondents at least "somewhat agree" that they are impressed with the variety of international experiences offered by MSSU.

Safety concerns are another factor that impacts the interest level of studying abroad. About one third (32.9%) of the respondents at least "somewhat agree" that they would be concerned about their personal safety. However, student's families appear to influence this safety factor even more. Almost 68% of survey respondents at least "somewhat agree" that their family would be concerned about their safety.

Finally, student's concerns about academic success and social needs may also influence the decision to study abroad. Approximately 17% of the respondents at least "somewhat agree" that an international experience would result in a lower GPA. Students are also concerned about travel companions. Close to 72% of respondents at least "somewhat agree" that they would be more apt to participate in an international experience if friends or acquaintances participate in the study abroad program as well.
Correlation Analysis
Table 2 contains Pearson correlations between barriers and Intent to Study Abroad ISES). None of the correlations are strong, though several are statistically significant. A few observations are listed in the following paragraphs.
Correlations between Barriers
There are 10 barrier items which yields 45 pairwise comparisons. More than half of the correlations are significantly different than 0 at the 0.10 level (or higher). As indicated in the survey responses, students are very concerned with the financial impact of studying abroad. The correlation between lost wages and time off from work barriers is the largest single correlation (0.638). It should also be noted that the only other correlation greater than 0.5 is between an individual's concern for their personal safety and their family's concern for their safety (0.505).

Family's concern for safety barrier and concern that international educational experience will affect GPA barrier items are each correlated with eight barrier items. Cost and concern for personal safety barriers are significantly correlated with seven barrier items. Four other barriers are correlated with six barrier items.
Correlations between Barriers and ISES Scale
Given that there are 11 barrier items, there are 11 pairwise correlations between barriers and ISEES. Nine of these correlations are significant at the 0.10 level with six significant at the 0.01 level of significance. These are listed in descending order by absolute magnitude in the Table 3.

TABLE 3:
Ranking Of Absolute Value Of Correlation With Intent To Study Abroad (N=155)

I am impressed with variety of international experience available to me at the university (Variety)

?0.317

?0.000

More interested if university provides financial support (Usupp)

?0.243

?0.002

I like going on short trips by myself (Shorttrip)

?0.231

?0.004

Interest in international travel measured by ISES is positively correlated with more university financial support, liking short trips alone and being positively impressed with MSSU's international experiences. ISES is negatively correlated with concern that an international study experience will negatively impact GPA, personal concern for safety, cost, family concern for safety, family responsibilities and lost wages barriers.

Recommendations For Action and Further Study

Discussion

The purpose of the study was to provide information to help increase international study rates for undergraduate students-particularly business students. Using the information gathered from this study, educational institutions will better understand what impacts a student's decision to study abroad. As one might expect cost of the experience, loss of wages while participating in the international experience and getting time off from work are important barriers to participation. While previous studies of areas such as household income have shown mixed results, this may be a function of how and which questions are asked (Dessof, 2006; Presley et al., 2010: Stroud, 2010; Relyea, Cocchiara & Stoddard, 2008). The students surveyed are clearly more interested in international study if the university provides financial support. Students are likely to see study abroad experiences as a worthwhile investment if they know that their university is investing into the experience as well. Interest in international travel as measured by ISES is significantly correlated with the university providing financial support.

Students are also concerned about visiting countries alone. Most are more interested in an international experience if they can go with people they know. Universities can counteract this by ensuring that ample social interactions and group meetings between the participants are organized before the trip begins so that students do not feel they are traveling with strangers. Finances are a big deal and group experiences are likely to be attractive to students. Barrier statistics and correlational analysis indicates that students aren't so concerned about international experiences negatively affecting their GPA.

Students are not very concerned about their personal safety while participating in an international study experience, but agree that their family would be concerned. Interest in international travel is related to concern for safety. In the current climate, addressing these needs is even more important in order to prevent students from refraining from study abroad due to safety concerns. Addressing concerns for student safety is important for the students and their families. This can be achieved by maintaining open communication and transparency between students and trip organizers and proactively addressing and educating students about safety concerns while studying abroad.
Conclusion and Implications
Studying abroad is considered by many students to be a capstone of the college experience. However, only a small percentage of students study abroad. Although many students intend to study abroad when first entering college, many barriers prevent these students from doing so.

This study identified the most influential barriers to studying abroad and proposed solutions to remedy these barriers. The most significant barriers stem from financial worries, fear of traveling alone, concerns for safety. Financial support for international study experiences is very important to students. University funding to assist with cost is necessary as students are concerned with both the cost of the experience and the opportunity cost of lost wages.

Trip and experience planning and marketing to students and even their families are very important. The experiences must be such that fears of both students and their families are minimized. Group trips are likely to be successful for our students due to the likely reduction in fear and gain in comfort from traveling with people who are not strangers.

By identifying and proactively addressing these concerns, universities will be able to encourage more students to study abroad.

References

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Student Expectancy and Barriers to Study Abroad

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Research Article: 2017 Vol: 21 Issue: 1 Globalization, Internationalization, Study Abroad, Barriers, Study Abroad Intent. Universities have responded to stakeholder interests of educating and preparing students with a global perspective for careers in today's globalized world.

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NEWS: “Overseas Filipino workers help to improve their families' lives, but often with great sacrifice.” 

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NEWS: “Overseas Filipino workers help to improve their families' lives, but often with great sacrifice.” 

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"It's one of the Philippine provinces that has the most number of households in the country dependent on overseas labour for income... The Philippines is a major labor exporting country which is why its government lobbies overseas for policies geared towards the protection of migrant workers"

Many Overseas Filipino Workers (OFW) face many dangers in foreign lands, but remain mum of it, keeping their focus on providing for their families. This is the reality of migrants like OFWs now - they travel to distant lands and sacrifice a great deal of blood, sweat, and tears, all done for the family they've left behind in their homeland.

REFERENCE:
Youtube, uploaded by CNA, 4 Jan. 2020, https://www.youtube.com/watch?v=-PlCWzOmpzs. Accessed 10 May 2021

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OPINION: "Science is better when we open our doors to immigrants."

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OPINION: "Science is better when we open our doors to immigrants."

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We scholars tackle tough and complicated questions in our labs. Rather than adding more clouds of fear and uncertainty to the lives of immigrant scientists working hard to answer those questions, the United States should be supporting their work and embracing them with open arms.

The world today are faced with problems that need brilliant minds. Science is indeed better when we open doors and provide opportunities to curious minds from all over the world. We might not now, the next Marie Curie is just on our doorstep, knocking. But just as how the Ninth Line echoed it, their knowledge, skills, and determination mean nothing to these new shores, for still pervasive systems favor injustice and hatred.

REFERENCE:
Sabbagh, Ubadah. The Washington Post, 26 Jun. 2020, www.washingtonpost.com/opinions/2020/06/25/science-is-better-when-we-open-our-doors-immigrants/. Accessed 10 May 2021.

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NEWS: Jewish Students Claim Civil Rights Violations

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NEWS: Jewish Students Claim Civil Rights Violations

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“The answer to anti-Semitic speech is never to do nothing,” Lewin said. “Just like the answer to racist speech is never to do nothing … The university should use its own speech. It should respond to that speech and educate people as to why it’s anti-Semitic.”

Jewish people and other minority groups away from their native lands still face prejudice and discrimination even up to this date. Racial supremacy does nothing but divide the people, and in the academe, no one should feel inferior for who they are as a person. Being avenues of academic freedom, it is also in in universities and the like where people, especially immigrants, can express themselves freely while also protecting the rights of others to do so too.

REFERENCE:
Anderson, Greta. Inside Higher Ed, 26 Oct. 2020, https://www.insidehighered.com/news/2020/10/26/jewish-students-university-illinois-allege-anti-semitic-environment. Accessed 11 May 2021

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ARTICLE: Student Expectancy and Barriers to Study Abroad

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ARTICLE: Student Expectancy and Barriers to Study Abroad

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Studying abroad is considered by many students to be a capstone of the college experience. However, only a small percentage of students study abroad. Although many students intend to study abroad when first entering college, many barriers prevent these students from doing so.

Financial and security reasons continue to trample on the dreams of those who wish to study and chase their dreams in distant lands. It takes collaborative efforts of educational institutions, governments, and the people to further make safer and secure spaces for migrants. "... even if they mean nothing to the other shore.." - immigrants face harsh realities that strip them into a state of worthlessness, but this can only be eradicated if we take fundamental understanding of our shared humanity.

REFERENCE:
Vernon, Alex; Moos, Chris; & Loncarich, Holly. "Student Expectancy and Barriers to Study Abroad."

Academy of Educational Leadership Journal, vol. 21, no. 1, 2017, https://www.abacademies.org/articles/student-expectancy-and-barriers-to-study-abroad-6694.html. Accessed 11 May 2021.

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PHOTO SOURCE:
"Angeli Gabriel and her mother, Marlyn Henning," National Geographic, 2019 May 11, www.nationalgeographic.com/culture/article/my-mothers-journey-overseas-filipino-worker. Accessed 11 May 2021.

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PHOTO SOURCE:
"Portrait of Marie Curie," Fine Art America, www.images.fineartamerica.com/images-medium-large-5/portrait-of-marie-curie-underwood-archives.jpg. Accessed 11 May 2021.

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PHOTO SOURCE:
Steve Jennings. "Sergey Brin," Getty Images for MerchantCantos, Biography.com, 2019 May 11, https://www.biography.com/business-figure/sergey-brin. Accessed 11 May 2021.

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PHOTO SOURCE:
Jundam, Jao. "Jao Jundam" Pep.ph, 2020 May 29, https://www.pep.ph/lifestyle/extraordinary/151659/jao-jundam-nurse-a3830-20200529-lfrm. Accessed 11 May 2021.