Minority Student Participation in International Programs and Activities: Attitudes, Obstacles, and Future Directions

UNCF SPECIAL PROGRAMS CORPORATION

INSTITUTE FOR INTERNATIONAL PUBLIC POLICY

2007

This report was produced under U.S. Department of Education, award number P017A050048-06

to the United Negro College Fund Special Programs Corporation, 2750 Prosperity Avenue, Suite

600, Fairfax, Virginia 22031.

The mission of the U.S. Department of Education (ED) is to ensure equal access to education and

to promote educational excellence throughout the nation. ED supports solutions to emerging

problems in postsecondary education and promotes the highest quality education for all learners.

With a portfolio of more than $90 million in federal programs, the United Negro College Fund

Special Programs Corporation (UNCFSP) mission is to ―organize and deliver educational

support services‖ such as capacity building, technical assistance and workforce development

programs to minority serving institutions of higher education. UNCFSP, a spin-off of the United

Negro College Fund (UNCF), is an independently established 501(c) 3 nonprofit organization

with the broad mandate of serving not only Historically Black Colleges and Universities

(HBCUs) but all domestic minority institutions, including Hispanic Serving Institutions (HSIs),

Tribal Colleges and Universities (TCUs), and Other Minority Institutions (OMIs), as well as

institutions of higher education (IHEs) abroad.

Abstract

The United Negro College Fund Special Programs Corporation completed a study that examined

undergraduate minority student participation in international education activities and programs at

Historically Black Colleges and Universities (HBCU‘s). The study addressed two research

questions: (1) What are the existing international education activities and programs attitudes of

minority undergraduates attending HBCUs? (2) What factors impact (i.e. promote or hinder) the

participation of minority undergraduates attending HBCUs in international education activities

and programs? 1,346 students from 62 HBCUs completed a survey; seven focus groups were

conducted on five college campuses to supplement the survey data. The study found that HBCU

student attitudes towards international education activities and programs are highly positive

identifying academic, personal, and future career benefits. Obstacles to greater participation in

international education activities and programs included financial issues, fear and safety

concerns, not fulfilling graduation requirements, and lack of knowledge of opportunities. Final

recommendations to increase student participation in international education included (1)

Sustaining Student Interest, (2) Increasing Student Motivation, Awareness and Participation, (3)

Strengthening Study Abroad Programs, (4) Increasing Focus on Critical Languages, (5)

Increasing Focus on Male Students, (6) Learning Lessons from Successful Campuses, and (7)

Continuing Further Research.

iv

TABLE OF CONTENTS

Background ................................................................................................................................... 6

Internationalization of Higher Education ................................................................................... 7

Benefits of Internationalization and International Education .................................................... 8

Research Gap ............................................................................................................................ 10

Study Purpose.............................................................................................................................. 13

Research Questions ................................................................................................................... 16

Methodology ................................................................................................................................ 16

Population and Sample ............................................................................................................. 16

Survey and Focus Group Protocol Design ............................................................................... 21

Study Procedures ...................................................................................................................... 21

Data Analysis Techniques ......................................................................................................... 23

Survey Results ............................................................................................................................. 24

General Attitudes and Abilities ................................................................................................. 24

Formal International Education Experiences .......................................................................... 30

Informal International Education Experiences ........................................................................ 36

Focus Group Results ................................................................................................................... 43

Perceived Benefits ..................................................................................................................... 43

Attitudes .................................................................................................................................... 44

Facilitators and Obstacles ........................................................................................................ 45

Future Directions ...................................................................................................................... 46

Discussion..................................................................................................................................... 48

Research Question One Review ................................................................................................ 48

Research Question Two Review ................................................................................................ 50

Recommendations ....................................................................................................................... 52

References .................................................................................................................................... 56

APPENDIX A: Sample Characteristics .................................................................................... 60

APPENDIX B: Survey Instrument............................................................................................ 63

APPENDIX C: Focus Group Protocol ...................................................................................... 76

APPENDIX D: Focus Group Summary Sheets........................................................................ 79

APPENDIX E: Data Tables ....................................................................................................... 96

Section A: General Attitudes and Abilities ............................................................................... 97

Section B: Formal International Education Experiences ....................................................... 158

Section C: Informal International Education Experiences ..................................................... 211

Minority Student Participation in International Programs and Activities:

Attitudes, Obstacles, and Future Directions

The U.S. University Presidents Summit on International Education was held in early

2006. Condoleezza Rice, Secretary of State, and Margaret Spellings, Secretary of Education,

hosted the summit to ―engage leaders of U.S. higher education in a renewed partnership to

strengthen international education and emphasize its importance to the national interest‖ (US

Department of State, n.d.). The National Security Language Initiative (NSLI) was launched at

this meeting. NSLI is designed to provide support for language and culture study of targeted

critical languages: Arabic, Chinese, Japanese, Korean, Russian, Hindi, Farsi and Turkish (ED,

2006). President George W. Bush‘s proposed 2008 budget reflects this commitment to

international areas. The Fiscal Year 2008 budget proposes $16.8 billion for international

development and $4.2 billion for international education (OMB, n.d.).

The focus on international issues in the U.S. fits within the context of an increasingly

globalized world. Although there are numerous definitions of globalization, Scholte (2005)

defines this concept as the ―spread of trans-planetary connections between people‖ (Scholte,

2005, p. 59) which has economic and social impacts. The World Bank (n.d.) cites economic

impacts related to economic globalization in international trade, foreign direct investment, and

capital market flows. As an example, the share of international trade in total output in

developing countries grew from 33.8% to 48.9% between 1990 and 2001 (The World Bank,

n.d.). Globalization of the world continues to move at an accelerated rate with increasingly

greater impacts (Scholte, 2005; Carnegie Endowment for International Peace, n.d.).

Public opinion is aligned with the focus of NSLI and the globalization trend. NAFSA:

Association of International Educators conducted a study to assess public attitudes towards

6

international education. The study found wide-scale agreement that (1) it is important to prepare

future generations of Americans for a global society; (2) knowledge of other languages will give

future generations a competitive advantage in career opportunities; (3) it is important for future

generations to participate in study abroad programs in college; and (4) it is important for future

generations to have knowledge of other countries and cultures (NAFSA, 2006).

Given the funding priorities of the nation, increasing globalization impacts, and public

attitudes towards international education, it is important to assess the role postsecondary

education has in preparing students to fully participate in society. This study specifically

engages the perspectives of minority students that attend Historically Black Colleges and

Universities (HBCU). The United Negro College Fund Special Programs Corporation

(UNCFSP) was funded by the U. S. Department of Education to conduct this study on Minority

Student Participation in International Programs and Activities: Attitudes, Obstacles, and Future

Directions.

Background

―If we are to maintain our place at the forefront of the world‘s institutions of learning, we

must truly be universities and colleges of the world. To make this claim we must

internationalize our mission—our learning, discovery and engagement‖ (NASULGC Task Force

on International Education, 2004, p. v). This quote is an example of the growing emphasis being

placed on international education and its potential contribution to the U.S. and world. To create

a context for the study, this section will discuss the internationalization of higher education and

the benefits associated with internationalization and international education. The specific

research gap this study addresses will also be discussed.

7

Internationalization of Higher Education

Knight (1993) proposed a frequently cited definition of the internationalization of higher

education as ―the process of integrating an international/intercultural dimension into the

teaching, research, and service functions of the institution‖ (p. 21). With the growing emphasis

on internationalization and globalization, Knight (2003) recently proposed an expanded

definition: ―Internationalization at the national, sector, and institutional levels is defined as the

process of integrating an international, intercultural, or global dimension into the purpose,

functions or delivery of postsecondary education‖ (p. 2). The international education definition

is generally more concise and consists of the programs and activities that facilitate international

learning (NASULGC Task Force on International Education, 2004). As noted, this study

addresses HBCU student attitudes towards international education programs and activities.

There is widespread belief that study abroad and foreign language study, two examples of

international education activities, are important. Approximately 70% of the U.S. public agrees

that study abroad is critical to encouraging global competence (NASULGC Task Force on

International Education, 2004). In a public opinion poll minorities, at a rate of 80% compared to

70% for whites, expressed a belief in higher education‘s role in encouraging international

awareness (Siaya, Porcelli & Green, 2002). As noted earlier, the NAFSA study found wide-

scale agreement on the public belief on the importance of preparing students through

international education (NAFSA, 2006).

Qiang (2003) summarized the literature to define how internationalization is being

actualized through organizational factors and academic activities. The organizational factors

with examples provided by Qiang (2003) and Schoorman (2000) include:

8

Governance: Recognition of international dimension in mission statements and other

policy documents

Operations: Balance between centralized and decentralized promotion and

management of internationalization

Support Services: Support from institution-wide services units, technology.

Academic Activities and an example of each identified by Qiang (2003) and Schoorman (2000)

include:

Academic Program: Foreign language study, international courses

Research and Scholarly Collaboration: Area and Theme Centers

Extra-Curricular Activities: International and intercultural campus events

External Relations and Services: Community service and intercultural project work

It is important to note that the provided examples are not an exhaustive listing of the examples

Qiang and Schoorman developed. The examples do, however, provide a general idea the

meaning of the Organizational Factors and Academic Activities.

Benefits of Internationalization and International Education

With the growing emphasis on internationalization and international education,

identification of the benefits associated with these efforts is important. In a call to action for

institution presidents, The NASULGC Task Force on International Education (2004) identified

the purported benefits for students, communities, the nation, and institutions. These are listed in

inset below.

The NASULGC Task Force on International Education’s Benefits Associated with International Education: Students: Internationalization helps them to develop the global critical thinking essential to contributing as citizens of the world and competing in the international marketplace.

9

Communities: Internationalization links them to the world, expanding opportunities for university service and engagement while also enhancing their global competitiveness. Nation: Internationalization contributes to national security and a vital economy, and prepares future world leaders who know and value American democracy Institutions: Internationalization enlivens faculty scholarship and teaching, expands research opportunities, and provides a pathway to national and international distinction.

--A Call to Leadership: The Presidential Role in Internationalizing the University (p. viii)

The question is what actual international education benefits have been documented in the

literature. Related to study abroad the major benefits identified: (1) Personal Development, (2)

Academic Commitment, (3) Intercultural Development, and (4) Career Development (Black &

Duhon, 2006; Adler, Loughrin-Sacco & Moffatt, 2005; Dwyer & Peters, 2004; Wanasek, 2005).

Personal development refers to benefits such as increased self-confidence and expanded world-

view understanding. Academic commitment refers to enhanced interest in academic study and

commitment to foreign language study. Intercultural development refers to an increased

understanding of own cultural values and biases. Career Development captures the acquisition

of skills that influenced career and clarification of career direction. The research has also noted

that the benefits increase as the length of time spent in study abroad increases (Ingraham &

Peterson, 2004; Dwyer & Peters, 2004).

The study abroad benefits cited represent an example of student benefits related to

international education activities and programs. NAFSA: Association of International Educators,

(n.d.) completed a study related to the economic impact of internationalization for the 2004-2005

academic year. The NAFSA study focused specifically on the impact of foreign students. The

study found that the net contribution to the U.S. economy by foreign students and their families

10

is $13.3 billion. This figure represented a contribution of $9.0 billion from tuition and fees and

$9.6 billion from living expenses with $5.3 billion subtracted from the sum of these two areas

because of U.S. support.

This is not an exhaustive list of benefits. The information presented on

internationalization, international education, and benefits instead creates a context for the

importance of study in these areas. The specific research gaps this study will address will be

addressed next.

Research Gap

While there is recognition of the importance of international education as demonstrated

by the U.S. Department of Education funding for this study and the research cited earlier, the

statistics related to participation in international education activities are not high. Approximately

3% of U.S. students participate in study abroad experiences (Siaya & Hayward, 2001). Welles

(2004) found that in the 1960s, approximately 16% of U.S. students study a foreign language;

this percentage fell to 9% in the 2000s. Language study requirements to earn a degree have also

decreased from 90% in 1965 to 67% in 1995 (NASULGC, 2004).

The situation at HBCUs is the specific interest of this study. The research gap is the lack

of studies on HBCU student attitudes towards international education. The earliest known

research on language study at HBCUs was conducted by Rivers (1933). Related to interests on

HBCU campuses, Rivers documented that French, German, Spanish and Italian were the most

commonly taught and therefore studied languages, and that students were not provided with

opportunities to study abroad.

Nyabongo (1946) conducted a survey on the number of faculty teaching foreign

languages, the number of students enrolled in foreign language classes, and the language

11

teaching method used during the period 1942-1944. Results showed that since the Rivers study

there had been an increased interest and enrollment in foreign language courses at black colleges

and universities. The main study conclusion was that little attention was being paid to measuring

and evaluating foreign language teaching and learning at HBCUs.

There is a dearth of studies related to HBCUs and student attitudes and obstacles

associated with international education related activities after Nyabongo‘s study. A 1953 study

by Miller on HBCU campuses found that teaching methods were an obstacle to greater

competence in language acquisition among students at HBCUs but not an obstacle to

participation in language study. LeBlanc (1972) studied foreign language programs at HBCUs

and did address student attitudes. This study found that HBCU students felt that language study

would be more relevant if it was specifically related to their academic majors. Students also

expressed a desire to develop fluency in the languages they studied.

Davis (1990) conducted a study with 57 HBCUs focused on attitudes towards foreign

language programs. The study found that students generally held positive attitudes towards

foreign language study and were aware of the practical and intrinsic value of second languages

and cultural studies (Davis, 1990). As defined by Qiang (2003), the organizational factor

obstacles students identified to language study in the Davis study related to a lack of or

insufficient 1) opportunity for developing conversational skills, 2) cross-cultural study and

information provided in classes, 3) funding for study abroad opportunities, and 4) other

extracurricular activities that promote the use of the language studied.

Moore (2005) conducted a study on the low enrollment of Blacks and African-Americans

at a majority institution with conclusions similar to the Davis study on HBCUs. This study noted

organizational factors as an obstacle to student participation in foreign language learning; in this

12

case, little effort to encourage student participation. Students recommended greater

dissemination of information on the advantages of foreign language study and a requirement for

foreign language study.

Comp (2006) completed a comprehensive literature review on diversity and study abroad.

The review condensed findings from 131 different sources. Of these sources, Comp considered

approximately 65 to be research-based. The obstacles identified in the literature review for more

minorities participating in study abroad experiences included: (1) Financial Issues, (2) Lack of

Family Support and/or Needing to Remain Close to Family, (3) Concerns about Language, (4)

Concerns about Discrimination, and (5) Program Sites not of Interest. As a sample of the

research included in Comp‘s literature review, Fels (1993) found that Black students assumed

they would be treated as objects of fear abroad and that institutional efforts keep them ignorant

of opportunities for study abroad. Overall, the research included in the Comp literature review

focused on minority participation in study abroad overall rather than specifically on HBCU

campuses.

Areas similar to those identified by Comp were also identified by Norfles (2003) as

obstacles to student participation in all international education activities. This study was

conducted with TRIO program faculty and students. Areas identified by Norfles included (1)

Cost, (2) Lack of Information, (3) Family Constraints, (4) Individual Limitations, and (5)

Language. This research was not specific to HBCUs but did address underrepresented and

underserved populations.

This study fills research gaps in multiple areas. First, it is specific to minority students

attending HBCUs. Second, it addresses the attitudes and obstacles related to participation in

international education activities specific to HBCUs. Unlike the previous studies cited, this

13

study addresses multiple areas associated with international education including language study,

study abroad, educational exchanges, and perceptions of institutional policies. Information from

this study can be used to help identify strategies to increase HBCU student participation in

international education. This was one of the recommendations of the Committee to Review the

Title VI and Fulbright-Hays International Education Programs (National Academy of Sciences,

2007). The Study Purpose section provides a detailed description of the study.

Study Purpose

The purpose of this study is to develop baseline data on the attitudes and obstacles related

to minority HBCU students‘ participation in international education activities in order to

determine future directions. The importance of this study is anchored in filling the research gap

related to the involvement in international education activities and programs by HBCU

undergraduates. This is salient because of the important role of HBCUs related to Blacks or

African Americans that earn bachelor degrees. According to the National Center for Education

Statistics (2006), approximately 23% of all bachelor degrees earned by Blacks or African

Americans have been awarded by HBCUs despite the fact that only 13% of all Blacks or African

Americans that attend college are enrolled in HBCUs (Provasnik, Shafer, & Snyder, 2004). The

effectiveness of HBCUs in promoting minority education facilitates an opportunity to increase

diversity in the international related careers workforce.

The number of college-attending Blacks or African-Americans is steadily increasing.

Between 1991 and 2001, Black or African-American college enrollment increased by 36.9% to

approximately 1.8 million students (Harvey & Anderson, 2004). Other minority groups have

also experienced rapid growth in college enrollment. Between 1991 and 2001, Hispanic or

Latino enrollment grew by 75.1% and Asian-American enrollment grew by 53.7% (Harvey &

14

Anderson, 2004). This growth is an indicator of the presence of a considerable number of

minority students who can benefit from international education activities and supports the need

to complete a benchmark study on their attitudes and obstacles related to international education.

Current participation rates of minorities in international education and related activities

further strengthens the purpose of and need for this study. NCES (2006), for example, states that

Blacks or African-Americans constitute 31.8% of all students enrolled in postsecondary

education. The participation rates of Blacks or African-Americans in international activities do

not align with this percentage. Figure 1 compares the percentages of Blacks or African

Americans enrolled in postsecondary education to participation rates in international related

activities.

Figure 1: Percentage of Blacks that participate in study abroad and international areas compared to the overall percentage of Blacks enrolled in postsecondary education

31.8%

3.5%

13.4%

4.3%

0%

10%

20%

30%

40%

50%

Blacks total

enrollement in

postsecondary

education in 2004-2005

Percent of blacks that

study abroad 2004-

2005

Percent of Blacks that

Earned Area, Ethnic,

Cultural, and Gender

Studies Bachelor

Degrees 2003-2004

Percent of Blacks that

Earned Foreign

Languages, Literatures,

and Linguistics

Bachelor Degrees

2003-2004

15

Figure 1 clearly demonstrates that there is a wide gap between the percentage of Blacks

or African Americans enrolled in postsecondary education and the percentage that study abroad

(28.3% difference), as well as those who earn degrees in international study areas—Area, Ethnic,

Cultural, and Gender Studies (18.4% difference), and in foreign languages, literatures, and

linguistics (27.5% difference). As HBCUs have an enrollment that is 96.1% Black or African

American, this information is especially pertinent to this study (Provasnik, Shafer & Snyder,

2004). Similar differences, however, are also observed in other minority groups. Hispanics or

Latinos represent 24.7% of the total enrollment in postsecondary education in 2004-2005 (ED,

2005) but only 5.6% of the students that have a study abroad experience (IIE, 2006). Since

1993, the percentage of White students that participate in study abroad experiences has been

greater than 80% (IIE, 2006) while the proportion of White students enrolled in postsecondary

education has been approximately 40% (NCES, 2006). In addition, the students who do

participate in study abroad tend to be students from higher socio-economic groups from more

elite universities (Bellamy & Weinberg, 2006).

Identifying attitudes and obstacles that prevent more minorities from participating in

international education activities is important when considering the changing demographics of

the U.S. In 1990, approximately 13% of the U.S. population was non-white. This increased to

25% by the year 2000 (Hobbs & Stoopes, 2002). The growth in the minority population is

continuing. The U. S. Census Bureau (2007) announced in May 2007 that it is estimated that the

minority population in the U.S. has surpassed the 100 million mark comprising approximately

one-third of the total U.S. population. These changing demographics also subscribe to the need

to study the attitudes and obstacles related to international education among minority students so

that higher education, specifically HBCUs, can effectively respond.

16

The workforce needs of the U.S. also affirm the importance of this study. The Census

Bureau estimates that 20% of U.S. jobs are tied to international trade and expects it to increase

even further in the coming years (U.S. Census Bureau, 2004). Furthermore, the majority of

growth in U.S. companies is expected to shift to overseas markets (Stewart, 2007).

Research Questions

This study addresses two major research questions that have direct relevance to student

attitudes and obstacles related to international education activities on HBCU campuses.

Research Question One: What are the existing international education activities and

programs attitudes of minority undergraduates attending HBCUs?

Research Question Two: What factors impact (i.e. promote or hinder) the participation

of minority undergraduates attending HBCUs in international education activities and programs?

Methodology

This section addresses the following areas: (1) Population and Sample, (2) Protocol

Design, (3) Study Procedures, (4) Data Analysis Techniques. The purpose of this information is

to verify the replicability and external validity of the study data.

Population and Sample

The population for this study was all minority undergraduates attending HBCUs.

According to the White House Initiative on Historically Black Colleges and Universities (n.d.),

there are 103 HBCUs dispersed through 20 U.S. states, the District of Columbia, and the U.S.

Virgin Islands. Of these, 100 have undergraduate study programs; therefore, the minority

undergraduates at these 100 institutions represent the study population. Figure 2 displays

HBCUs by institution type that collectively provide the sample frame.

17

Figure 2: HBCUs by institution type

4046

11 30

10

20

30

40

50

4-year Public

Institutions

4-year Private

Institutions*

2-year Public

Institutions

2-year Private

Institutions

Institution Type

Nu

mb

er

*Overall, there are 49 4-year Private Institutions. Three of the institutions were excluded from the population because they have no undergraduate students

All minority HBCU students at the 100 institutions were invited to participate in the

study through a variety of methods. The primary method was through campus liaisons identified

by UNCFSP. Other methods included advertising through broadcast emails to HBCU faculty

and students that have expressed an interest in being informed of UNCFSP programs and

activities, advertising the study on the UNCFSP Internet site, and advertising the study in the

UNCFSP newsletter, The Portal, that has a circulation of approximately 17,000 individuals.

Overall, students from 62 HBCUs participated in the study yielding an institutional

response rate of 62%. Of these institutions, 33 (53.2%) were 4-year public institutions, 28 were

4-year private institutions (45.2%), and one (1.6%) was a 2-year public institution. No students

from 2-year private institutions participated in the study.

A total of 1,346 HBCU students participated in the study. There were varying numbers

of students that participated in the study from each of the 62 institutions. Table 1 groups the

18

range of participants by institution type and the overall cumulative percentage of the study

participants.

Table 1: Range of participants in the study by the number of institutions

Range of Student Participants

Number of Institutions

Institution Types in Range

Cumulative Percentage of overall sample

125-150 2 4-year Public: 1 4-year Private: 1

21.1%

100-124 2 4-year Public: 2 39.1%

75-100 1 4-year Public: 1 45.1%

50-74 3 4-year Public: 1 4-year Private: 2

59.0%

25-49 9 4-year Public: 8 4-year private: 1

80.8%

1-24 45 4-year Public: 20 4-year Private: 24 2-year Public: 1

100%

Table 1 displays that while 62 institutions were represented in the study, over half (59.0%) of the

participating students were from eight institutions. The range of participants per institution

started from a low of one student to a high of 150 students. The mean response rate per

institution was 21.8 students with a standard deviation of 34.1. The median number of

participants per institution was 6.5.

The sample can also be examined by comparing the percentage of students in the sample

with the overall enrollments of the 62 institutions that participated in the study. These figures

were derived by summing the enrollment figures for the institutions that participated in the study

and the participation rates for the institutions that participated in the study. These comparisons

are presented in Figure 3.

19

Figure 3: Comparison of the percentage of students in the sample vs. the overall enrollments at the sample HBCUs

74.1%

25.5%0.4%

69.4%

30.5%0.1%

0.0%

25.0%

50.0%

75.0%

100.0%

4-Year Public

Institutions

4-Year Private

Institutions

2-Year Public

Institutions

Total Enrollment of Sample Institutions Study Participation Percentage

Figure 3 displays that student participants in the study sample were generally representative of

the overall enrollments of the sample institutions.

Four variables of interest were identified for this analysis: (1) Gender, (2) Primary Area

Where Raised, (3) First-Generation College Student, and (4) Classification. Figure 4 presents

the sample characteristics for these areas.

Figure 4: Sample characteristics for (1) gender, (2) primary area raised, (3) first-generation college student, and (4) classification

Female, 967,

72%

Male, 379, 28%

1. Gender 2. Primary Area Raised

7.9%

19.2%

37.6%

28.3%

6.9%

0.0%

10.0%

20.0%

30.0%

40.0%

Rural/Farm Rural/Non-

Farm

Urban Inner-City Other

4. Classification

20.2% 20.3% 21.0%

35.1%

3.4%

0.0%

10.0%

20.0%

30.0%

40.0%

Freshman Sophomore Junior Senior Unclassified

3. First-Generation College Student

Yes, 643, 48%

No, 703, 52%

Female, 967,

72%

Male, 379, 28%

1. Gender

Female, 967,

72%

Male, 379, 28%

1. Gender 2. Primary Area Raised

7.9%

19.2%

37.6%

28.3%

6.9%

0.0%

10.0%

20.0%

30.0%

40.0%

Rural/Farm Rural/Non-

Farm

Urban Inner-City Other

4. Classification

20.2% 20.3% 21.0%

35.1%

3.4%

0.0%

10.0%

20.0%

30.0%

40.0%

Freshman Sophomore Junior Senior Unclassified

3. First-Generation College Student

Yes, 643, 48%

No, 703, 52%

20

Figure 4: Sample characteristics for (1) gender, (2) primary area raised, (3) first-generation college student, and (4) classification (Continued)

Female, 967,

72%

Male, 379, 28%

1. Gender 2. Primary Area Raised

7.9%

19.2%

37.6%

28.3%

6.9%

0.0%

10.0%

20.0%

30.0%

40.0%

Rural/Farm Rural/Non-

Farm

Urban Inner-City Other

4. Classification

20.2% 20.3% 21.0%

35.1%

3.4%

0.0%

10.0%

20.0%

30.0%

40.0%

Freshman Sophomore Junior Senior Unclassified

3. First-Generation College Student

Yes, 643, 48%

No, 703, 52%

Female, 967,

72%

Male, 379, 28%

1. Gender

Female, 967,

72%

Male, 379, 28%

1. Gender 2. Primary Area Raised

7.9%

19.2%

37.6%

28.3%

6.9%

0.0%

10.0%

20.0%

30.0%

40.0%

Rural/Farm Rural/Non-

Farm

Urban Inner-City Other

4. Classification

20.2% 20.3% 21.0%

35.1%

3.4%

0.0%

10.0%

20.0%

30.0%

40.0%

Freshman Sophomore Junior Senior Unclassified

3. First-Generation College Student

Yes, 643, 48%

No, 703, 52%

The overwhelming majority of the sample was Black or African American which is

consistent with the general population of HBCUs overall; as noted earlier HBCUs are 96.1%

Black or African American. The sample participants were representative of this distribution.

Table 2 presents the race of the sample participants.

Table 2: Race Distribution of Study Participants

Race N Percent

Black or African American 1251 92.9

White 62 4.6

American Indian or Alaskan Native 50 3.7

Asian 19 1.4

Native Hawaiian or Pacific Islander 6 .4

Did Not Report 55 4.1

When ethnicity is considered, 96.7% (1302 respondents) of the sample reported that they were

not Hispanic or Latino while 3.3% (44 respondents) reported that they were Hispanic or Latino.

Additional information on the study participants is available in Appendix A. The information

presented includes the specific number of participants per institution, age, major category, GPA,

how education is supported, and the number of participants that have physical impairments.

21

Seven focus groups were also conducted at five HBCUs. A total of 56 students

participated in the focus groups. There were 28 female and 28 male focus group participants.

The focus groups were conducted between April 23, 2007 and May 16, 2007.

Survey and Focus Group Protocol Design

The study design proposed utilizing the student survey from an American Council of

Education (ACE) study conducted by Siaya and Hayward (2003). A content review of the

survey by the Department of Education and UNCFSP determined that the survey questions

would not adequately respond to the proposed research questions. Relevant study questions from

the ACE study were selected and additional questions appropriate to the study objectives were

developed. The final survey contained four sections: (1) Background, (2) General Attitudes and

Abilities, (3) Formal International Education Experiences, and (4) Informal International

Education Experiences. The study survey instrument is available in Appendix B.

The focus group protocol was developed to gather more in-depth information related to

the study research questions. The protocol contained six main questions with a supplementary

question to be discussed at the discretion of the moderator. Of the six questions, two focused on

attitudes, two on obstacles/facilitators, one on future directions, and one on all three areas. The

supplemental question focused on attitudes. The full study focus group protocol is available in

Appendix C.

Study Procedures

The following procedures were followed for the survey:

Survey Review: The ACE survey from the study conducted by Siaya and Hayward (2003)

was reviewed for appropriateness to the study research questions. The full adoption of the

ACE survey was rejected by Department of Education and UNCFSP representatives.

22

Questions from the ACE survey appropriate for this study were utilized with permission from

ACE.

Survey Revision: Questions necessary to collect pertinent information on the study objectives

were developed and reviewed by international education content experts for appropriateness.

Liaisons: HBCU presidents were contacted to identify study liaisons on their campuses to

facilitate participation in the study.

Online Posting: The survey was published online on April 12, 2007. mrInterview

4.0 was

used to field the survey online. Hard copies of the surveys were also distributed to the

liaisons in order to maintain student participation on technologically challenged campuses.

After students at their institutions completed the surveys, the liaisons submitted the surveys to

UNCFSP to be entered into the online survey.

Advertisement: Study was publicized utilizing methods described in the Population and

Sample section.

Data Collection Closing Date: Survey data was collected until May 21, 2007. As noted in the

Population and Sample section, 1346 students from 62 HBCUs completed the surveys.

Data Analysis: UNCFSP personnel and consultants summarized the data for analysis.

The following procedures were followed for the focus groups:

Question Development: Included brainstorming by international education content experts

and finalization of questions through an iterative review process by the experts.

Focus Group Script Development: Included description of focus group procedures, opening,

questions, closing, and analysis procedures

23

Moderator Training: Campus liaisons participated in a telephone training session on how to

conduct a focus group and the procedures related specifically to the project. The training

sessions were video taped and posted online for moderators to refer to if necessary.

Focus Group Moderation: Seven focus groups were conducted

Data Recording: Each moderator received training on how to record the focus group data on

a Focus Group Summary Sheet and submitted these to UNCFSP.

Data Analysis: UNCFSP compiled the focus group results to identify major themes in the

data.

Data Analysis Techniques

Survey results were compiled utilizing SPSS 13.0. Functions utilized within SPSS

included the Frequency procedure and the Cross-Tabulation procedure. Chi-square tests were

completed using the Non-Parametric Tests—Chi-Square procedure in SPSS. Graphs and charts

were developed utilizing Microsoft Excel.

Focus group moderators submitted summary sheets of their focus group results in

Microsoft Word. The results for each question were entered into Microsoft Excel for

organization and coding purposes. The focus groups were designed to assess attitudes,

obstacles/facilitators, and future directions. A concept map was developed for each area. A

concept map is a graphical representation of themes identified in the analysis.

24

Survey Results

As noted in the methodology section, the survey was divided into four sections: (1)

Background, (2) General Attitudes and Abilities, (3) Formal International Education

Experiences, and (4) Informal International Education Experiences. Apropos background data

was presented in the Population and Sample section. This section, Survey Results, will report on

the results from the remaining survey sections.

General Attitudes and Abilities

The General Attitudes and Abilities section asked a series of questions related

international education attitudes and abilities. The questions related to the importance of

international skills to the job market, perceptions on learning of other cultures and the relevance

of international education experiences, and language abilities.

Ability to Compete in the Job Market

Respondents were asked to state how important three skills and knowledge areas were to

there ability to compete in the job market. The responses are noted in Figure 5.

Figure 5: Perceptions on the importance of international skills and abilities in order to compete successfully in the job market

In order to compete successfully in the job market how important will it

be for you to:

62.3%

68.7%

38.6%

30.8%

25.9%

44.4%

0.0% 25.0% 50.0% 75.0% 100.0%

Know about international issues and

events?

Understand other cultures and customs?

Speak a foreign language?

Very Important Somewhat Important

25

Key Finding: HBCU students perceive that knowing about international events and issues,

understanding other cultures, and speaking a foreign language are important for them to

compete in the job market.

In order to successfully compete in the job market, over two-thirds of the respondents thought

that ‗understanding other cultures and customs‘ (68.7%) as well as ‗knowing about international

issues and events‘ are very important. In addition, over one-fourth thought these skill and

knowledge areas play a somewhat important role in their success (25.9% and 30.8%,

respectively). On the contrary, only 38.6% felt that ‗speaking a foreign language‘ is a very

important skill to have in order to successfully compete in the job market, while as many as

44.4% said it is somewhat important. More females than males responded favorably to these

three questions. In other words, more males think that they can compete without these skills in

the job market when compared to females. The chi-square values indicate that the observed

gender differences in the attitudes with respect to these three aspects are statistically significant.

Similarly, a higher number of those who were raised in rural farm and rural non-farm areas than

those in urban and inner city areas as well as more first generation college students than others

felt the importance of these skills. Students‘ undergraduate classification status (freshman,

sophomore, junior or senior) did not yield consistent patterns (see Section A in the Data Tables

Section).

Instructional Time Spent on Global Issues

Survey respondents were asked to note their level of agreement related to whether

instructional time spent on learning about other countries, cultures, or global issues leaves less

time for the basics. Less than one-half of the students strongly agree or somewhat agree with

such notions that spending more time in class learning about other countries, cultures, or global

26

issues result in the availability of less time for the basics (44.1%) or learning about other

countries, cultures and global issues may be useful, but not necessary (38.6%). Consistent with

the above gender differences, males more frequently strongly agreed/somewhat agreed with both

the notions than females. The corresponding chi-square values also suggest that these differences

are statistically significant. Based on where they were primarily raised, those from rural farm

areas tend to agree more frequently with these notions than others—perhaps due to the additional

time they need to catch up with others in their classes. These differences are significant as well.

However, no significant differences were found either on the basis of whether they were first

generation college students or their undergraduate classification.

Undergraduate Requirements

Students were asked to state their level of agreement with statements regarding the

requirement of various international education experiences; the results are presented in Figure 6.

Figure 6: Level of agreement with statements regarding whether or not all undergraduates should have international education experiences

All undergraduates should...

49.7%

32.5%

42.8%

36.5%

43.5%

38.0%

0.0% 25.0% 50.0% 75.0% 100.0%

... be required to study one foreign

language if they don’t already know one.

... be required to take courses covering

international topics.

... have a study abroad experience some

time during their college or university

career.

Strongly Agree Somewhat Agree

27

Key Finding: Approximately 75% of HBCU students strongly or somewhat agree that all

undergraduates should have a study abroad experience, be required to take course covering

international topics and be required to study a foreign language if they don’t already know one.

Consistent with their belief that ‗speaking a foreign language‘ significantly increases their ability

to compete in the job market, over 86% of HBCU students strongly agreed or somewhat agreed

that all undergraduates should be ‗required to study one foreign language if they do not already

know one.‘1 A strong positive correlation (r=0.403) was also found between how important a

student thinks that speaking a foreign language is in improving his/her chances of employability

and how strongly he/she agrees that all undergraduates should know one. Females tend to more

frequently strongly agree or somewhat agree with this requirement than males. Also,

sophomores, juniors and seniors are more frequently in support of this requirement than

freshmen. Both of these differences were statistically significant (as evidenced by chi-square

values).

Second, nearly 81% strongly agreed or somewhat agreed that all undergraduates should

‗have a study abroad experience sometime during their college or university career.‘2 Female

students are more frequently in support of study abroad experiences than males. These gender

differences also proved to be statistically significant. Finally, 76% strongly or somewhat agreed

1 This percentage is higher than the ACE Survey of International Experience, Attitudes, and

Knowledge—in which only 71% of the 1,006 respondents strongly agreed/somewhat agreed that

students in colleges and universities should be required to study a foreign language if they don‘t

already know one. See American Council on Education, Ibid, Appendix B, p. 51.

2 This percentage is higher than the ACE Survey of International Experience, Attitudes, and

Knowledge—in which only 75% of the 1,006 respondents strongly agreed/somewhat agreed that

students should have a study abroad experience some time during college or university. See

American Council on Education, Ibid, Appendix B, p. 50.

28

that all undergraduates should be required to take courses covering international topics.3 This

pattern is consistent across the categories of gender, classification, where they were primarily

raised, or whether they were first generation college students.

Study of International Related Areas

Students were asked to rate their level of agreement with a variety of statements on the

benefits of international education noted in the literature. Most agree or strongly agree that

studying international topics, foreign languages, and visiting other countries will increase their

understanding of their own culture and values (90.8%), more so among those raised in rural farm

and rural non-farm areas (the chi-square value is significant). Over 96% agree or strongly agree

that such experiences will not only increase their understanding of other people and cultures, but

also provide them with skills to work with people from diverse backgrounds. Females

significantly agree more often than males. Nearly 86% strongly and somewhat agree that these

experiences will help them get a better job, with female agreement higher than male agreement.

Key Finding: Females attitudes towards international education experiences tend to be more

positive than males. Females were more positive on the benefits they would derive on the job

market from participation in international experiences. Females were also more positive than

males on the belief the all undergraduates should international education experiences.

Language Ability

Nearly 95% of the students in this study reported being U.S. Citizens (n=1,278). When

asked whether they studied a foreign language before college, 87.7% (n=1,180) replied ‗yes,‘

although only 11.1% (n=150) were a native speakers of a language other than English. Only

9.2% (n=124) come from a bilingual home; and yet, 60.5% (n=814) are able to speak or read at

3 This percentage is very close to the ACE Survey of International Experience, Attitudes, and

Knowledge—in which 77% of the 1,006 respondents strongly agreed/somewhat agreed that

colleges and universities should require students to take courses covering international topics.

See American Council on Education, Ibid, Appendix B, p. 51.

29

least one language besides English4. Of them, 77.4% (n=630) expressed ability to speak or read

one other language, 18.9% (n=154) two other languages, and the remaining 3.7% (n=30) as

many as three or more other languages. Over one-third of the students (67.1%) could speak

and/or read Spanish, and another 21.4% were capable of speaking and/or reading French.

Between one and two percent listed the following languages they could speak or read: Arabic

(2.2%), Creole (1.6%), German (2.1%), Japanese (1.1%), Latin (1.5%), Swahili (1.7%), and

Yoruba (1.1%). Languages like American Sign Language, Chinese, Dutch, Efik, Haitian, Hindi,

Hungarian, Igbo, Italian, Jamaican, Portuguese, Russian, Other (Bemba, Nyanja, Tonga, Lamba,

Kisii, Meru, Kalenjin, Tigernia, and Navajo)—were listed by less than one percent of the

students. Figure 7 displays the languages that can be spoken or read by at least 1% of the HBCU

students.

Figure 7: Level of agreement with statements regarding whether or not all undergraduates should have international education experiences

1.1%

1.1%

1.5%

1.6%

1.7%

2.2%

21.4%

67.1%

0.0% 20.0% 40.0% 60.0% 80.0% 100.0%

Yoruba

Japanese

Latin

Creole

Swahili

Arabic

French

Spanish

4 This percentage is higher than the ACE Survey of International Experience, Attitudes, and

Knowledge—in which only 42% of the 1,006 respondents said that they could speak at least one

language other than English, at least somewhat.. See American Council on Education, Ibid,

Appendix B, p. 49.

30

Formal International Education Experiences

The Formal International Education Experiences survey section asked a series of

questions related to the academic activities of the students. Areas covered included travel for

academic reasons, perceptions on the importance of a variety of international experiences, and

participation in international academic activities.

Only 149 of the 1,346 (11.1%) respondents have traveled outside the United States for

academic purposes. Of these, nearly 60% (n=74) spent only one month or less, about one-quarter

(24.8%) between one and six months, and 7.4% between 6 months and one year. Only 27

students (18.1%) have spent more than one year outside the U. S. for academic purposes.

Moreover, 15 of these 27 (56%) are foreigners whose education prior to coming to the U.S. took

place in their native country. Figure 8 displays the number of students that have traveled abroad

for academic purposes per time period spent.

Figure 8: Number of HBCU students that have traveled abroad for academic purposes

74

37

11

27

0

25

50

75

One month or

less

1-6 months 6 months-1 year More than 1 year

Key Finding: The literature indicates that the benefits of study abroad increase as the time spent

abroad increases. Of the HBCU students that have traveled abroad for academic purposes, 60%

spent one month or less which may indicate that they are not fully deriving the benefits

associated with a study abroad experience.

31

The most commonly visited countries visited for academic purposes included Canada

(10.7%), France (9.4%), Mexico (7.4%), Nigeria (6.0%), South Africa (6.0%), Spain (7.4%), and

United Kingdom (4.3%). Other nations, though specified less commonly, included: Bahamas

(2.0%), Bermuda (0.7%), Brazil (2.0%), Chile (1.3%), China (2.0%), Costa Rica (4.7%),

Ecuador (2.0%), Gambia (0.7%), Germany (4.7%), Ghana (2.0%), Guyana (0.7%), Haiti (1.3%),

Hungary (0.7%), India (1.3%), Italy (1.3%), Jamaica (1.3%), Japan (2.7%), Kenya (2.7%),

Morocco (1.3%), Nicaragua (1.3%), Poland (1.3%), St. Kitts (0.7%), Switzerland (1.3%),

Tanzania (1.3%), Trinidad and Tobago (2.7%), West Africa (1.3%), Zambia (1.3%), and

Zimbabwe (2.0%).

The students who traveled outside the U.S. for academic purposes were predominantly

female (67.1%), raised primarily in urban areas (37.6%) or inner cities (27.5%), were not first

generation college students (57.0%) and were senior undergraduates (38.1%). These patterns

remained the same regardless of how long they stayed outside the U.S. for academic purposes,

with a single exception that sophomores were the majority among those who stayed outside the

country for more than one year (44.4%). It is understandable that while more seniors prefer to

have this experience before they graduate from college, they are less likely to stay for a longer

duration as they need to be at their host institution long before their graduation in order to

complete all the necessary requirements for on-time graduation.

Students were asked to note the benefits related to their academic travel abroad in six

areas identified in the literature. These results are presented in Figure 9.

32

Figure 9: Benefits of academic travel identified by survey participants

41.0%

59.1%

75.8%

77.2%

83.2%

84.6%

0.0% 25.0% 50.0% 75.0% 100.0%

Will help me get a better job

Increased my foreign language skills

Provided me with skills to work with other

people from diverse backgrounds

Increased my understanding of MY OWN

culture and values

Made me a more well-rounded person

Increased my understanding of OTHER

peoples and cultures

Key Finding: At least 75% of HBCU students noted four benefits of travel for academic

purposes: Increased understanding of other cultures, made them more well-rounded, increased

understanding of own culture, and provided skills necessary to work with people from diverse

backgrounds.

Those that traveled outside of the U. S. for academic purposes were asked to note the benefits of

this experience. The benefits of traveling outside the U. S. for academic purposes, as perceived

by those who had such an experience (n=149), are as follows: (1) increased their understanding

of their own culture and values (n=115, 77.2%); (2) increased their understanding of other people

and cultures (126, 84.6%); (3) increased their foreign language skills (n=88, 59.1%); (4) made

them a more well-rounded person (n=124, 83.2%); (5) would help them get a better job (n=61,

40.9%); (6) provided them with skills to work with other people from diverse backgrounds

(n=113, 75.8%); and, (7) other (n=39, 26.2%). Those who were raised on rural farms and non-

farms compared to those on urban and inner city areas are more likely to believe traveling

33

outside the nation would: (a) increase their understanding of their own culture and values, and

(b) provide them with skills to work with other people from diverse backgrounds. While females,

more often than males, tend to subscribe to the latter, they also join the first generation college

students to espouse that such international travel would increase their understanding of other

people and cultures.

Importance of Academic Study Topics

Students were asked to rate the importance of participation in four different international

education experiences. These results are presented in Figure 10.

Figure 10: Perceived Importance of Academic Study Activities

43.2%

40.7%

44.1%

51.9%

37.1%

43.1%

42.4%

38.7%

0.0% 25.0% 50.0% 75.0% 100.0%

Study Abroad or other international travel related to

academic study/research

Taking a course focused on foreign cultures and

religions

Taking a course focused on global themes (e.g.

international economics, w omen and development, or

some other course covering the international community)

Studying a foreign language

High Importance Moderate Importance

Nine out ten (90.2%) students rated high or moderate importance to ‗studying a foreign

language. To most of the students it is highly or moderately important to ‗take a course on global

themes—such as international economics, women and development or some other course

covering the international community‘ (86.6%); to ‗take a course focused on foreign cultures and

religions‘ (83.8%); and/or to ‗study abroad or other international travel related to academic

34

study/research‘ (80.3%). All these activity participations received higher ratings of importance

from females than males. No significant differences were apparent by other factors (i.e., where

they were primarily raised, whether or not they were first generation college students or their

classification).

Participation in International Academic Activities

When students were asked about their actual participation in international activities,

males, freshmen, and those primarily raised on rural farms were less likely to participate in

‗studying a foreign language,‘ than females. The participation levels constantly increase in

taking courses focused on ‗global themes‘ and ‗foreign cultures and religions‘ as they moved up

from ‗freshman‘ to ‗senior‘ level. In other words, the participation levels in these courses are at

minimum among juniors and at the highest among seniors. The low participation of freshman

may be due to the fact that normally they are required to take a long list of general education

classes in freshman years; and, unless these global theme/foreign culture are included in the list

of their general education curriculum they are less likely to enroll in those classes in their first

year in an undergraduate program.

When the overall levels of perceptions and participations in these activities are compared,

the perception-participation gap was found to be narrow for ‗studying a foreign language‘

(90.2% vs. 81.1%); moderate for ‗taking a course focused on global themes—such as

international economics, women and development or some other course covering the

international community‘ (86.6% vs. 56.2%) and ‗taking a course focused on foreign cultures

and religions‘ (83.8% vs. 56.2%); and wider for ‗studying abroad or other international travel

related to academic study/research‘ (80.3% vs. 19.9%). The next question, therefore, asked to

know why they did or did not participate in these activities.

35

Of the 16 response-categories provided, 72% of the students chose three main reasons for

‗studying a foreign language‘: graduation requirements (45.6%), interest (18.6%), and planned to

do this before graduating from college (7.7%). Sixty-four percent selected four major reasons

‗taking a course focused on global themes‘: graduation requirements (26.8%), elective option

(10.5%), interest (16.1%), and planned to do this before graduating from college (10.5%). Sixty-

seven percent elected the same four major reasons ‗taking a course focused on foreign cultures

and religions‘: graduation requirements (27.0%), elective option (9.7%), interest (19.8%), and

planned to do this before graduating from college (10.5%). About 58% asserted five main

reasons for ‗studying abroad or other international travel related to academic study/research‘:

graduation requirements (6.5%), costs (16.6%), interest (11.4%), financial support (7.6%), and

planned to do this before graduating from college (15.4%). When compared between those

participated and not participated, these response patterns remained the same.

The survey data tables for Formal International Education Experiences are available in

Appendix E, Section B.

36

Informal International Education Experiences

The Informal International Education Experiences survey section asked a series of

questions related to activities that were not academic activities. Areas covered included travel,

participation in informal education experiences, perceptions on the importance of a variety of

informal international experiences, importance of and participation in international related extra-

curricular activities, and importance of and participation in other informal international related

experiences. A total of 521 students (38.7%) reportedly traveled outside the U. S. for non-

academic purposes. Sixty-eight percent (n=355) stayed outside the nation for one month or less;

13.6% (n=71) for a period of one to six months, 4.6% (n= 24) between six months to one year;

and, another 13.6% (n=71) for more than one year5. Figure 11 displays the number of students

that have traveled abroad for academic purposes per time period spent.

Figure 11: Number of HBCU students that have traveled abroad for non-academic purposes

355

71 7124

0

100

200

300

400

One month or

less

1-6 months 6 months-1 year More than 1 year

5 These patterns are somewhat similar to those reported in The ACE Survey of International

Experience, Attitudes, and Knowledge. According to this survey 55% traveled outside the US, of

whom 67% stayed in another country for less than one month, 8% from 1-6 months, 6% from 6

months to one year, and 17% over one year. See American Council on Education, Ibid,

Appendix B, p. 49.

37

The three countries they most commonly visited were the Bahamas (12.7%), Canada

(18.0%), and Mexico (11.7%)6. Other countries included: Afghanistan (0.4%), Africa (1.2%),

Amsterdam (0.2%), Antigua (0.4%), Aruba (3.3%), Australia (0.4%), Barbados (2.1%), Belgium

(0.4%), Bermuda (1.5%), Cameroon (0.2%), Caribbean Islands (0.4%), Costa Rica (1.2%),

Czech Republic (0.2%), Dominican Republic (1.0%). Ecuador (0.2%), Egypt (1.0%), England

(1.7%), Ethiopia (0.4%), France (2.7%), Germany (4.4%), Ghana (0.6%), Guam (0.4%), Guyana

(0.4%), Haiti (2.3%), Honduras (0.4%), Iraq (1.2%), Israel (0.2%), Italy (1.2%), Ivory Coast

(0.2%), Jamaica (7.5%), Japan (1.5%), Kenya (0.4%), Morocco (0.2%), Netherlands (0.4%),

New Zealand (0.2%), Nigeria (1.3%), Panama (1.2%), Puerto Rico (1.4%), Senegal (0.2%),

Somalia (0.6%), South Africa (2.3%), Spain (1.0%), Sudan (0.4%), Tanzania (0.4%), Thailand

(0.2%), The Virgin Islands (1.3%), Trinidad & Tobago (2.1%), Turkey (0.2%), Uganda (0.2%),

United Kingdom (5.6%), Venezuela (0.8%), Virgin Islands (2.7%), West Indies (0.2%), and

Zambia (0.4%).

The students who traveled outside the U.S. for non-academic purposes resembled those

traveled outside the nation for academic purposes. That is, they were predominantly female

(68.3%), raised primarily in urban areas (39.0%) or inner cities (29.0%), were nor first

generation college students (56.8%) and were senior undergraduates (34.4%). Without

exception, these patterns remained the same regardless of how long they stayed outside the US

for non-academic purposes, without exception.

Students were asked to note the benefits related to their non-academic travel abroad in

six areas identified in the literature. These results are presented in Figure 12.

6 The ACE Survey of International Experience, Attitudes, and Knowledge also reported Canada

and Mexico as the most frequently visited countries (67% and 66%, respectively). See American

Council on Education, Ibid, Appendix B, p. 49.

38

Figure 12: Benefits of non-academic travel identified by survey participants

15.5%

31.5%

43.0%

58.5%

58.5%

72.6%

0.0% 25.0% 50.0% 75.0% 100.0%

Will help me get a better job

Increased my foreign language skills

Provided me with skills to work with other

people from diverse backgrounds

Increased my understanding of MY OWN

culture and values

Made me a more well-rounded person

Increased my understanding of OTHER

peoples and cultures

The benefits of traveling outside the United Students for non-academic purposes, as perceived by

those who had such an experience (n=521), are as follows: (1) increased their understanding of

their own culture and values (n=305, 58.5%); (2) increased their understanding of other people

and cultures (378, 72.6%); (3) increased their foreign language skills (n=164, 31.5%); (4) made

them a more well-rounded person (n=305, 58.5%); (5) would help them get a better job (n=81,

15.5%); (6) provided them with skills to work with other people from diverse backgrounds

(n=224, 43.0%); and, (7) other (n=189, 26.3%). Understandably, fewer students perceived any

of these benefits compared to those who traveled outside the nation for academic purposes.

Another contrast is that, among those who traveled outside the country for non-academic

purposes, males more often than females who tended to maintain such travel would: (a) increase

39

their understanding of their own culture and values; (b) increase their foreign language skills;

and (c) help them get a better job. Secondly, those who were not the first generation college

students were prone to join males in maintaining that such travel would increase their foreign

language skills, also thinking that it would increase their understanding of other peoples and

cultures; and, make them a more well-rounded—that is, when compared to first generation

college students. Lastly, those who were raised in rural farm areas believe more often than those

raised in rural non-farm, urban and inner city areas that traveling outside the United States for

non-academic purposes has other benefits (unrelated to academics and careers).

Participation in Informal Education Experiences

When students were asked about their participation or plans for participation in campus

activities related to informal international education, two activities gained more popularity than

others. Several students are found to have participated in international festivals on campus

(29.1%) and study groups with international students (22.6%); and, several more are planning to

participate (55.6% and 56.2%, respectively). As expected, senior undergraduates constituted a

significantly larger portion of those who have already participated, while freshman were the

majority among those who are planning to participate in both activities. Also, males are involved

in study groups with international students more frequently than females.

Although the current participation levels are rather low in buddy programs (6.8%) and

language partner programs (6.3%) that pair US students with international students, several

students expressed the likelihood of their participation (68.1% and 72.6%, respectively). Here, an

interesting gender preference is noticed—that is, while females show more interest in buddy

programs, males are more enthusiastic about participating in language partner programs.

40

International residence halls received not only a low percentage of ‗participated‘ students (6.8%)

but also the highest among ‗not interested‘ (37.6%).

Undergraduate minority students are well aware of the importance of participating in

extracurricular activities with international foci. At least three-fourths perceived high or

moderate importance of: (a) internship in the US with an organization focused on international

issues (78.5%); (b) international internship (79.0%); (c) community service/volunteer in the US

with an organization focused on international issues (81.7%); (d) local community service/

volunteer (e.g. tutoring) with international populations (84.5%); (e) community service/volunteer

in a foreign country (75.0%); and, (f) foreign language or international clubs/groups (79.0%).

Females tend to rate higher than males for activities (a), (d) and (f). Students raised primarily in

rural farm areas are likely to perceive a higher importance of activities (b), (c), (d) and (f).

Freshmen seem to be rather slow in realizing the importance of activity (c).

When asked, however, about their actual participation in the above activities—males

reported participating more often than females in activities (a), (b), (e) and (f). When the overall

levels of perceptions and participations in these activities are compared, similar to the formal

international education experiences, the perception-participation gap was evident with

participation rates ranging from 8.8% in activity (b) to 30.5% in activity (d). Activities (a) and

(e) are in the lower end with participation of only 11.3% and 13.0% of students, activity (c) is in

the middle with 22.7% participation, and activity (f) is on the higher end with 31.1%

participation. In general, these perception-participation gaps are wider than those for formal

international education experiences. Therefore, the next question was asked to determine why

they did or did not participate in these activities.

41

Of the 16 response-categories provided, 82 percent of the students chose six main

reasons for ‗internship in the US with an organization focused on international issues‘: costs

(7.8%), time requirements (7.4%), interest (15.1%), program availability at home institution

(6.7%), planned to do this before graduating from college (8.9%), and other (36.2%). Sixty-eight

percent selected four major reasons for ‗international internship‘: costs (13.8%), interest

(10.9%), planned to do this before graduating from college (10.6%), and other (33.2%). Seventy-

six percent indicated four major reasons for ‗community service/volunteer in the US with an

organization focused on international issues‘ and ‗local community service/volunteer (e.g.

tutoring) with international populations‘: time requirements (10.0% and 9.1%), interest (20.4%

and 23.0%), planned to do this before graduating from college (9.2% and 8.9%), and other

(36.0% and 34.5%). Eighty percent elected the same four major reasons for ‗foreign language or

international clubs/groups‘: time requirements (7.9%), interest (26.2%), planned to do this before

graduating from college (9.8%), and other (36.2%). About 70% asserted four main reasons for

‗community service/volunteer in a foreign country‘: costs (10.9%), interest (14.2%), planned to

do this before graduating from college (8.7%), and other (35.7%). Thus, interest and planning to

do before graduation are two major reasons for participating/not participating in any of these

activities and cost is an added reason when traveling outside the country is involved. These

reasons remain the same for formal international education experiences as well.

Perception of Importance of Other International Activities

At least 80% of the HBCU students felt high or moderate importance for international

study trips or tours (84.6%); panel discussions, workshops, conferences related to international

issues (83.7%); or international travel for holiday or other pleasure related reasons (80.1%).

Males tend to give a higher importance than females to international travel for holiday or other

42

pleasure related reasons. However, as found earlier, when asked about their actual participation

in these activities—the participation levels are far below their perception levels. Specifically,

only 13.7% participated in international study trips or tours; 28.0% in panel discussions,

workshops, and conferences related to international issues, and 21.7% in international travel for

holiday or other pleasure related reasons. Non-first generation college students outnumbered

their counter parts in all the three activities, seniors surpassed others in international study trips

or tours as well as international travel for holiday or other pleasure related reasons, and those

raised primarily in rural non-farm and urban areas exceeded those raised in rural farm and inner

city areas in international travel for holiday or other pleasure related reasons. Perhaps money,

exposure and reason to celebrate are the driving forces behind these patterns. We may also recall

from our earlier discussion in this section that the countries they commonly visited are not far

from the United States—e.g. Mexico, Canada, and Bahamas.

About three-fourths of the students stated four reasons for their participation or lack of

participation in international study trips or tours (73.8%) and international travel for holiday or

other pleasure related reasons (77.6%): costs (24.1% and 21.0%), interest (11.7% and 16.9%),

plan to do this before graduation from college (9.3% and 8.0%), and other (28.7% and 31.7%).

Top five reasons for participating or not participating in panel discussions, workshops,

conferences related to international issues, as chosen by 82% of HBCU students include: time

requirement (8.0%), interest (24.1), program availability at home institution (7.7%), plan to do

this before graduation (7.4%), and other (34.8%). Thus, once again, interest and planning to do

before graduation are two major reasons for participating/not participating in any of these

activities and cost is an added reason when traveling outside the country is involved.

43

Focus Group Results

Seven focus groups at five institutions were conducted to supplement the survey data for

this study. Each focus group moderator participated in one of the four formal training sessions

held on April 19th

and 24th

, 2007 on how to conduct focus groups and on the procedures specific

to this study. Moderators were also instructed to submit a Focus Group Summary Sheet to

UNCFSP to facilitate analysis. The summary sheets from each focus group are included in

Appendix D. Institution names are replaced with the term INSTITUTION to maintain

confidentiality.

Results from the focus groups are organized into four areas: (1) Perceived Benefits, (2)

Attitudes, (3) Obstacles/Facilitators, and (4) Future Directions. In each area a concept map is

displayed to provide a graphical representation of the themes that emerged from the focus

groups.

Perceived Benefits

The first focus group question was designed to gain a perspective on student attitudes

towards international education experiences. The results from this question revealed perceived

benefits from international education experiences as displayed in the concept map in Figure 13.

Figure 13: Perceived benefits to international education of the student focus group participants

Perceived

Benefits

Increases Cross-Cultural

Understanding/ Promotes

Diversity

Prepares Students for

Global Economy/ Makes

Students more Marketable/

Networking

Language Skill Development

Personal Development

Enjoyable Experience

Perceived

Benefits

Increases Cross-Cultural

Understanding/ Promotes

Diversity

Prepares Students for

Global Economy/ Makes

Students more Marketable/

Networking

Language Skill Development

Personal Development

Enjoyable Experience

44

Focus group participants perceived five benefits to international education. These benefits

included (1) Preparation for Global Economy/Marketability, (2) Increases Cross-Cultural

Understanding, (3) Language Skill Development, (4) Personal Development, and (5) Enjoyable

Experience.

Attitudes

Question four of the focus group protocol related specifically to student attitudes towards

international education. The question posed to participants is to obtain their reaction if

international education experiences were required by academic programs at their respective

institutions. Positive and negative attitude themes were identified in the analysis. The attitude

themes were expressed more in terms of consequences and are displayed in the concept map in

Figure 14.

Figure 14: Positive and negative attitudes towards international education expressed as consequences of requiring students to participate in international education experiences

Institution/Department

Cost

Students would transfer or

go to a different school if

required to participate in

international education

experiences

International

Education

Attitudes

Strained Resources

Students do not have the

financial resources to

participate in international

education experiences

Lack of Interest

Some students not

interested/ Want to focus on

graduation

Motivation

Students would be inspired

in their studies and would

have a great learning

experience

Personal Development

Experiences would prepare

students for real world/

would become more well-

rounded individuals

Would Promote

Importance of International

Study

Negatives Positives

Cultural Competence

Experiences would promote

diversity/ and cross-cultural

understanding

45

Focus group participant attitudes towards international education were expressed through four

positive consequences and three negative consequences towards requiring students to participate

in international education. The positive consequences as identified by students are: (1)

Motivation, (2) Personal Development, (3) Cultural Competence, and (4) Promotion of the

Importance of International Study. The three negative consequences towards requiring students

to participate in international education experiences are: (1) Strained Resources, (2)

Institution/Department Cost in terms of losing students (enrollment declines), and (3) Lack of

Interest, which was expressed as an attitude rather than a consequence.

Facilitators and Obstacles

To identify the facilitators and obstacles to participating in international programs, focus

group participants where asked to identify the current international education promotional

methods in their institutions and the barriers that discouraged their participation. This composed

questions two and three in the focus group protocol. Data from questions six and seven were

also scanned for facilitators and obstacles. The facilitators and obstacles for international

education are identified in the concept map in Figure 15.

Figure 15: International Education Obstacles and Facilitators

Fear/Safety Concerns

Health issues/ Family

Concerns/ Inability to

communicate

Facilitators

and

Obstacles

Facilitators

and

Obstacles

Financial Support

Lack of finances to travel

abroad/ Concern over

finances if away too long

Academic Issues

Progress to degree may be

negatively impacted/ Grades

not high enough/

International experiences not

related to degree program

Knowledge/Understanding

Unawareness of international

opportunities/ Uncertainty on

how to participate

Limited Site Selection for

Study Abroad

Low Student Motivation

Advertising

Word of mouth from those

with International

experiences/ Flyers/ Emails/

Orientation Materials

Language/Culture Courses

and programs

Faculty/Administrative

Support

Identify programs for

students external to school/

Fund-raisers/ Scholarships

On Campus International

Events

Instruction on

International Related

Careers

OBSTACLES FACILITATORS

46

Figure 15 displays the six obstacles to international education participation that were identified:

These were (1) Financial Support, (2) Fear/Safety Concerns, (3) Academic Issues, (4)

Knowledge/Understanding, (5) Limited Site Selection for Study Abroad, and (6) Low Student

Motivation.

Key Finding: These obstacles to participation in international education are similar to those

identified by Comp (2006) in a literature of diversity in study abroad programs. The obstacles

also resemble Qiang‘s (2003) organizational framework of internationalization and international

education. Four of the six obstacles are organizational factors related to governance, operations,

and support services. The two remaining obstacles are more closely related to a student‘s

internal locus of control. This is evidence from the student perspective, that by not sufficiently

supporting international programs, the institutions themselves play a large role in the substandard

participation in international education.

The five facilitators of student participation in international education experiences were

(1) Advertising, (2) Language/Culture Courses and Programs, (3) Faculty/Administrative

Support, (4) On Campus International Events, and (5) Instruction on International Related

Careers. The advertising theme encompassed more than flyers or emails about programs; it also

included word-of-mouth from students and faculty who shared descriptions of their own

international experiences.

Key Finding: Qiang‘s (2003) organizational framework of internationalization and international

education identified organizational factors and academic activities. Academic activities,

however, were perceived as facilitators to students participating in international education. All

of the facilitators identified by the students are Academic Activities within Qiang‘s

organizational framework.

Future Directions

In question five of the focus group protocol, participants were asked ―What would make

international education more or less important in five years from now.‖ The student responses to

47

this question provided their perspectives on the future directions of international education as

displayed in the concept map in Figure 16

Figure 16: Future directions of international education from the student perspective

Future

Directions

Increasing Diversity

Increasing Globalization

Businesses needing more

people with international

experience/ Increasing

international job

opportunities

Bilingualism

More students will become

bilingual in Spanish and

Critical Languages

Threats

Terrorism, Public Health,

Outsourcing

Figure 16 displays three themes of predicted future directions as well as threats to the

advancement of international education. The identified themes were: (1) Increasing

Globalization, (2) Increasing Diversity, and (3) Bilingualism as future directions for international

education. The Threats to international education to international education were terrorism,

public health, and outsourcing.

Key Finding: The student perspectives on the future directions of international education are

similar to trends noted in the literature. Amidst the increasing globalization, students are

recognizing the necessity of competitive skills in order to succeed including greater language

competence. Students are also recognizing the increasing diversity that may relate to the cross-

cultural understanding which is seen as a benefit of international education. Finally, students

have recognized the need to develop greater language competence.

There is a dichotomy related in the threats the students identified. Issues such as terrorism and

public health can conceivably increase international education rather than threaten its future

directions.

48

Discussion

This study was based on two main research questions associated with international

education at HBCUs. The research questions related to attitudes towards international education

and factors that impact participation. The discussion of the results will review the results in the

context of the research questions.

Research Question One Review

Research question one was ―What are the international education activities and programs

attitudes of minority undergraduates attending HBCUs?‖ In every area, HBCU student attitudes

towards international education are positive. The positive attitudes expressed will be reviewed

by survey section and focus group results.

General Attitudes and Abilities

In the General Attitudes and Abilities survey section, over 80% of the respondents

perceived that international skills (i.e. speaking a foreign language, understanding other cultures,

and knowing about international events) will help them to be successful in the job market in the

future. A majority of HBCU students do not perceive that addressing international issues in the

classroom detracts from instruction on the basics. At least 75% of the HBCU students also

believe that all undergraduates should participate in a study abroad experience, be required to

take courses covering international topics, and should be required to study a foreign language.

There is also vast agreement among HBCU students that studying international topics will help

them to better understand their own culture and values, increase their understanding of other

cultures, and provide them with skills to work with people from diverse backgrounds.

49

The only area where attitudes were not positive related to the benefits of academic travel.

Less than half of the HBCU student respondents that have traveled abroad perceived that the

experience would help them to secure a better job in the future.

Formal International Education Experiences

Positive attitudes were identified in the Formal International Education Experiences

survey section. A vast majority of students that traveled for academic purposes noted that the

experience provided benefits in understanding other cultures, made them more well-rounded,

increased their understanding of their own culture and values, provided skills to work with

people from diverse backgrounds, and increased their foreign language skills. At least 80% of

all HBCU students perceive that it is important to study a foreign language, take a course

focused on global themes, take a course on foreign cultures and religions, and study abroad.

Positive attitudes were also noted in the reasons why students elected to participate in

international education academic study activities. Related to attitudes, the main reasons for

participation were interest and planning to do so before graduating.

Informal International Education Experiences

Positive attitudes were identified in the Informal International Education Experiences

survey section as well. A vast majority of students that traveled for academic purposes noted

that the experience provided benefits in understanding other cultures, and made them more well-

rounded. At least 75% of the HBCU students believe it would be important to have

international-related internships, participate in local and foreign community service, and

participate in international or foreign language clubs. At least 80% of the HBCU student survey

respondents perceived that it is important to participate in international study trips or tours,

international forums and discussions, and international travel for holiday or pleasure reasons.

50

Positive attitudes were also noted in the reasons why students elected to participate in informal

international education academic study activities. Related to attitudes, the main reasons for

participation were interest and planning to do so before graduating.

Less positive attitudes were expressed related to the benefits of non-academic travel.

Less than half of the HBCU student respondents that have traveled abroad perceived that the

experience provided them with skills to work with other people from diverse backgrounds,

increased their foreign language skills, or would help them to secure a better job in the future.

Focus Groups

The focus groups allowed for a more in depth discussion on attitudes towards

international education experiences. A theme expressed in the focus groups was that

international education is motivating for students and provides them with a valuable learning

experience. There is also a belief that international education supports the personal development

of the students in making them more well-rounded individuals and increasing their cultural

competence. Personal development and cultural competence were identified as benefits of

international education which also indicates positive attitudes towards these types of experiences.

The last theme that represented the positive attitudes students have towards international

education is saying that it would be an enjoyable experience.

Research Question Two Review

Research question two was ―What factors impact the participation of minority

undergraduates attending HBCUs in international education activities and programs?‖ Despite

the mostly positive attitudes related to international education, the participation patterns are not

high. It is, therefore, critical to identify the obstacles students face regarding participation in

international education activities and programs. It is noteworthy that the obstacles that Comp

51

(2006) identified in his literature review as reasons for the lack of diversity in study abroad apply

to the greater realm of international education. As a reminder, Comp identified the following

factors: (1) Financial Issues, (2) Lack of Family Support and/or Needing to Remain Close to

Family, (3) Concerns about Language, (4) Concerns about Discrimination, and (5) Program Sites

not of Interest. The present survey and focus group analyses identified financial issues;

fear/safety concerns (i.e. family concerns, concerns about language, and discrimination); and

limited selection of study abroad sites. Other obstacles identified in this study include

international education experiences not applying to graduation requirements and lack of

knowledge of opportunities.

A critical finding is that the obstacles students identified are primarily organizational

factors articulated by Qiang‘s (2003) organizational framework for internationalization and

international education. The components of the organizational framework are governance,

operations, and support services. This indicates a need for the HBCUs to develop interventions

for the actual and perceived obstacles for their students in order to increase participation.

Understanding the facilitators towards participation in international education activities

also can assist in increasing participation. Outside of a pre-existing interest in these types of

activities, the primary facilitators are advertising, available courses and programs, faculty and

administrative support through identification of programs and funding, and structured on campus

international events. These are they types of activities that institutions can utilize to facilitate

participation in international activities.

52

Recommendations

Several recommendations are emergent from the study results. These recommendations

guide the future directions appropriate for minority students, especially for those enrolled in

HBCUs, to actively participate in international education.

Sustainability of Students’ Interest: The vastly positive attitudes towards international education

represent an opportunity for HBCUs. Students have expressed great interest in participating in

international education activities and programs. HBCUs must, therefore, do all they can to

sustain the level of student interest by developing appropriate programs within the means of

existing resources and acquiring additional resources, if necessary, in order to allow students to

fulfill their interest in international education.

Increasing Students’ Motivation, Awareness, and Participation: Focus group results indicate

that students have limited their definition of international education to study abroad experiences.

HBCUs must increase the motivation and awareness of various international education

opportunities among students on their campuses by organizing periodic events routinely.

Examples include international education day, international fair, student international clubs, etc,

where students can be exposed to literature, flyers, pamphlets, etc, on international education

opportunities, build partnerships with international students and have opportunities to empathize

with, admire, and understand various international cultures. Internship/community service

opportunities with local organizations that work with people from foreign countries should also

be explored and incorporated into academic programs. The motivation and participation levels

can also be boosted by developing additional recognitions, incentives, and preferences in

registration and graduation procedures to those who participate in international education and

activities for a minimum of specified hours (e.g. 150 clock hours or 9 semester hours).

53

Strengthening Study Abroad Programs: Study Abroad programs teach important intercultural

and language skills; but the true success of a program occurs within a student, when he or she

realizes that he or she can see the world from a different cultural viewpoint. This experience also

has a lasting impact in that years after students return, they continue to learn languages, continue

to foster interest in other cultures, and start to promote the importance of this experience.

However, before this stage can be reached, HBCUs must strengthen their study abroad programs

by undertaking the following three initiatives. First, more financial assistance must be obtained

from the federal government and study abroad providers. The survey data clearly shows that cost

is a major obstacle for the students who wish to participate in study abroad programs, as

evidenced by the wide gap between perception and practice. Many students attending HBCUs

depend on federal financial aid and student loans just to cover the basic college expenses (tuition,

textbooks, and dormitory fees). Consequently, participating in programs like study abroad will

remain a dream and beyond reach for many students. HBCUs themselves are not wealthy and

constantly face financial constraints just to meet the infrastructural requirements. Therefore it is

inevitable for HBCUs to engage in strong, fundraising efforts to obtain finances to fund the

international and study abroad programs. Second, HBCUs must build partnerships with all

stakeholders. Because any single HBCU cannot do it all by itself, they should from into

coalitions based on similar interests, develop partnerships with private corporations,

governmental agencies, and international organizations, not only to pool their resources, but also

to expand the program strengths (fiscal and programmatic) and make the programs more

economic and affordable. Third, HBCUs must pay more attention to the quality of study abroad

programs. Administrators and program coordinators should develop standards and continually

assess programmatic impact to ascertain that the outcomes of the study abroad programs are

54

rewarding and credit-worthy. Key performance indicators and proper monitoring techniques

must be developed and implemented for evaluation purposes. These performance evaluations, in

turn, help the HBCUs to maintain and obtain additional funding in successive years.

Increase Focus on Critical Languages: NSLI indicates that the U.S. has a need for more

citizens to be fluent in critical languages. This study found, however, that the languages most

spoken by HBCU students are Spanish and French. None of the critical languages are spoken by

more than 2% of the HBCU students. HBCUs must, therefore, expand their foreign language

departments by accommodating opportunities for students to learn critical languages. In light of

globalization, mastering critical languages will help pave the way to obtaining higher-paying

jobs in the future and better citizenship.

Increase Focus on Male Students: Multiple areas of this study found that females have

statistically significantly more positive attitudes and participation rates in international

education. This is consistent with studies that have identified males as being underrepresented in

international education (Bush & Madden, 2006). Efforts should be made at HBCUs to ensure

that they include a focus on male students to increase their participation in international

education activities.

Lessons to Learn From More Successful Campuses: HBCUs may opt to examine the

international programs that are more successful on other college/university campuses, including

those that are predominantly white to gain knowledge of the logistics, scope, and measures that

have contributed to the success of their programs. Once this knowledge is acquired, HBCUs can

customize them to meet their own needs and availability of resources. They can also use this

knowledge for partnership purposes by developing similar programs.

55

Conduct Further Research: Research can continue in multiple areas. Tribal Colleges and

Universities‘ students, for example, can be invited to complete the survey to identify attitudes

and obstacles and compare them to students at HBCUs. Given available resources, the study can

be expanded to include all minority institutions. This type of research would continue to inform

institutional leaders on what efforts can be taken to increase international education participation

among all underrepresented and underserved populations.

56

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White House Initiative on Historically Black Colleges and Universities (n.d.) List of HBCUs.

Retrieved on January 27, 2007 from http://www.ed.gov/about/inits/list/whhbcu/edlite-

list.html.

60

APPENDIX A: Sample Characteristics

Participants per HBCU Institution

Name of Institution N Percent Name of Institution N Percent

Southern University A&M College 150 11.1 Bowie State University 6 .4

Morris College 134 10.0 North Carolina Central University 6 .4

Coppin State University 123 9.1 Texas Southern University 6 .4

Lincoln University, Pennsylvania 116 8.6 Allen University 4 .3

University of Maryland Eastern Shore 87 6.5 Florida A&M University 4 .3

Fayetteville State University 63 4.7 Mississippi Valley State University 4 .3

Wilberforce University 63 4.7 Morehouse College 4 .3

Johnson C. Smith University 55 4.1 Morgan State University 4 .3

Alabama State University 41 3.0 Prairie View A&M University 4 .3

Alabama A&M University 39 2.9 Delaware State University 3 .2

Cheyney State University 36 2.7 Hampton University 3 .2

Elizabeth City State University 36 2.7 Livingstone College 3 .2

Alcorn State University 34 2.5 Shaw University 3 .2

Kentucky State University 30 2.2 Tuskegee University 3 .2

Clark Atlanta University 26 1.9 Voorhees College 3 .2

Lincoln University, Missouri 26 1.9 Florida Memorial College 2 .1

University of the Virgin Islands 26 1.9 Jarvis Christian College 2 .1

Bethune-Cookman College 21 1.6 Miles College 2 .1

University of Arkansas at Pine Bluff 20 1.5 Rust College 2 .1

Albany State University 18 1.3 Tennessee State University 2 .1

Savannah State University 14 1.0 University of the District of Columbia 2 .1

Winston-Salem State University 14 1.0 Virginia Union University 2 .1

Claflin College 13 1.0 Xavier University 2 .1

Dillard University 13 1.0 Fort Valley State University 1 .1

Howard University 13 1.0 Grambling State University 1 .1

Tougaloo College 11 .8 J.F. Drake Technical College 1 .1

Spelman College 9 .7 Lemoyne-Owen College 1 .1

Fisk University 8 .6 Norfolk State University 1 .1

Huston-Tillotson College 8 .6 Oakwood College 1 .1

North Carolina A&T State University 8 .6 Paul Quinn College 1 .1

Jackson State University 7 .5 Virginia State University 1 .1

Participants by Age Age N Percent

17 3 .2

18 134 10.0

19 204 15.2

20 216 16.0

21 219 16.3

22 166 12.3

23-27 250 18.6

28 or over 154 11.4

61

Participants by Major Category (Top 20 majors represented by 82% of the sample)

Major N Percent

Education 129 9.6

Business Administration and Management 119 8.8

Biological/Life Sciences 85 6.3

Psychology 70 5.2

Criminology 67 5.0

Communications 57 4.2

Accounting and Finance 56 4.2

Computer/Information Science 54 4.0

Engineering 53 3.9

Political Science 50 3.7

Pre-medicine 46 3.4

Social Work 44 3.3

Allied Health and Related Sciences 34 2.5

Sociology 34 2.5

English 30 2.2

Agricultural and Related Sciences 29 2.2

Law 29 2.2

Journalism 25 1.9

Public Health 24 1.8

Marketing Management and Research 23 1.7

Participants by GPA

GPA N Percent

3.5-4.0 335 24.9%

3.0-3.49 448 33.3%

2.5-2.99 378 28.1%

2.0-2.49 161 12.0%

<2.0 24 1.8%

Percentage of Participants that are Supporting Education by Each Method

11.7%

16.3%

27.6%

31.9%

42.5%

44.6%

50.9%

70.4%

0.0% 20.0% 40.0% 60.0% 80.0%

Full-Time Employment

Other

Part-Time Employment

Parental Support

Institutional Grant/Scholarship

Stafford Loan

Pell Grant

Federal Financial Aid

62

63

APPENDIX B: Survey Instrument

Minority Student Participation in International Programs and Activities:

Attitudes, Obstacles and Future Directions

The United Negro College Fund Special Programs Corporation (UNCFSP) to is conducting a

survey on behalf of the U.S. Department of Education, Office of Postsecondary Education

(OPE), Title VI Program, to:

assess attitudes and obstacles impacting minority students' participation in international

programs and activities, especially at our nations' two- and four-year HBCUs

build on prior U. S. Department of Education-funded research by specifically focusing on

students' perspectives

*Portions are reprinted with permission from The American Council on Education ©2003

Confidentiality:

All data collected in this survey will be kept confidential

No identifying information will be shared nor stored in a database

Each respondent is required to complete the Voluntary Consent Form to participate in the

survey

Student Incentives Eligibility:

All qualified, responding students are eligible to participate in the incentives award

process if you provide the information requested at the end of the survey

Only ONE entry per student is permitted Incentive awards will be distributed by raffle

and include a computer and other electronic equipment, book voucher, Visa gift cards,

and support to participate in an upcoming international activity.

64

INFORMED CONSENT FORM FOR TITLE VI STUDENT SURVEY PARTICIPANTS

Identification of

Project/Title

Minority Student Participation in International Programs and Activities:

Attitudes, Obstacles and Future Directions

Statement of Age of

Subject

I state that I am 18 years of age or older, and voluntarily agree to participate in a

research project being conducted by the United Negro College Fund Special Programs

Corporation. The project is funded by the US Department of Education, Office of

Postsecondary Education, Title VI Program.

Purpose

I understand that the purpose of this research project is to assess / identify factors that

impact the participation of minority HBCU students in international programs and

activities.

Procedures

The procedure involves completion of an online survey which will require

approximately 20 minutes. I understand that I will be asked general demographic

questions and about attitudes and obstacles that impact my participation in

international programs and activities in subsequent sections.

Confidentiality

All information collected in this study is confidential. The information that I provide

will be grouped with information provided by others for reporting and presentation.

Benefits, Freedom to

Withdraw, & Ability to

Ask Questions

This study is designed to help the investigators learn more about participation

patterns of minority undergraduate students in international education. I am free to

ask questions or withdraw from participation at any time and without penalty.

Contact Information of

Investigators

Name: Jacqueline Howard-Matthews, Ph.D.

Address: United Negro College Fund Special Programs Corporation, Division of

International Programs

2750 Prosperity Avenue, Suite 600

Fairfax, VA 22031

Phone: 703-205-8145 or 8146

If you agree to participate, check "Yes." If you do not want to participate, select "No."

Yes

No

65

Directions

There are four sections on this survey:

Background

General Attitudes and Abilities

Formal International Education Experiences

Informal International Education Experiences

As noted previously, the survey takes approximately 20 minutes to complete and all responses

are confidential.

Background Section

The following are background questions. Please answer each question as directed. This section

has 15 questions.

1. Please check the box next to your age:

17 18

19 20

21 22

23-27 28 or over

2. Please enter the name of your institution:

3. Please check the box next to your gender:

Female

Male

4. Please check the box next to the primary area where you were raised.

Rural/Farm Rural/Non-farm

Urban Inner-city

Other

5. Are you a first generation college student?

Yes

No

6. Please check the box that indicates your student level.

Freshman Sophomore

Junior Senior

66

Don't know/Unclassified

7. Please check the box that indicates your ethnicity.

Hispanic or Latino

Not Hispanic or Latino

8. Please check the box that indicates your race. (select all that apply)

American Indian or Alaska Native Asian

Black or African American Native Hawaiian or Other Pacific Islander

White Other Race

9. Please write the name of your major:

10. Please check the box next to the category that best matches your major.

Accounting and Finance Advertising African-American Studies

Agricultural and Related Sciences

Allied Health and

Related Sciences Anthropology Archeology

Architecture/Urban

Regional Planning

Area Studies Art/Art History Asian Studies Biological/Life Sciences

Business Administration

and Management Communications

Computer/Information

Science Creativity and Innovation

Criminology Culinary Arts Dance/Music Demography

Drama/Theater E-commerce Ecology/Natural Sciences

Economics

Education Engineering English Entrepreneurship

Ethnic Studies Family and Consumer

Sciences Film Finance

Financial Management Foreign

Language/Literature Forensic Science Geography

Government Global/International

Relations and Studies History Humanities

Information Management Interdisciplinary Studies International Business International /Area

Studies

Journalism Law Liberal Arts/General

Studies Library Science

Linguistics Management Marketing Management

and Research Mathematics

Military Sciences Operations Management Organizational/Human

Resources Management Philosophy

Physical Sciences Political Science Pre-law studies Pre-medicine

Pre-pharmacy Production/Logistics Psychology Public Administration

Public Health Public Policy Real Estate Rehabilitation and

Therapy

Religion Religious Studies Social Work Sociology

Special Education Statistics Teacher Education Technology Management

Tourism Urban Studies Women's Studies Undeclared

Other

11. Please write the name of your minor(s):

67

12. Please check the box(es) next to the category(ies) that best matches your minor(s).

Accounting and Finance Advertising African-American

Studies

Agricultural and Related

Sciences

Allied Health and Related Sciences

Anthropology Archeology Architecture/Urban Regional Planning

Area Studies Art/Art History Asian Studies Biological/Life Sciences

Business Administration

and Management Communications

Computer/Information

Science Creativity and Innovation

Criminology Culinary Arts Dance/Music Demography

Drama/Theater E-commerce Ecology/Natural

Sciences Economics

Education Engineering English Entrepreneurship

Ethnic Studies Family and Consumer Sciences

Film Finance

Financial Management Foreign

Language/Literature Forensic Science Geography

Government Global/International Relations and Studies

History Humanities

Information Management Interdisciplinary Studies International Business International /Area

Studies

Journalism Law Liberal Arts/General Studies

Library Science

Linguistics Management Marketing Management

and Research Mathematics

Military Sciences Operations Management Organizational/Human Resources Management

Philosophy

Physical Sciences Political Science Pre-law studies Pre-medicine

Pre-pharmacy Production/Logistics Psychology Public Administration

Public Health Public Policy Real Estate Rehabilitation and

Therapy

Religion Religious Studies Social Work Sociology

Special Education Statistics Teacher Education Technology Management

Tourism Urban Studies Women's Studies Undeclared

Other

13. Please check the box that indicates your current cumulative GPA range

3.5-4.0 3.0-3.49

2.5-2.99 2.0-2.49

Less than 2.0

14. Please check the box(es) next to the current ways you are supporting your undergraduate

education (Select all that apply)

Federal Financial Aid Institutional Grant/Scholarship

Full-time Employment Part-time Employment

Parental Support Pell Grant

Stafford Loan Other

15. Do you have physical restrictions, impairments or allergies that will limit participation in

international programs and activities?

Yes

No

68

General Attitudes and Abilities Section

The following questions ask for your general attitudes and abilities in different areas. Please

complete each question as directed. This section has six questions.

1. In order to compete successfully in the job market how important will it be for you to:

Very

Important

Somewhat

Important

Not Very

Important

Not At All

Important

No

Opinion

Speak a foreign language?

Understand other cultures and

customs?

Know about international issues

and events?

2. Rate your level of agreement with the following statements.

Strongly

Agree

Somewhat

Agree

Somewhat

Disagree

Strongly

Disagree

No

Opinion The more time spent in class learning about

other countries, cultures, or global issues,

the less time is available for the basics.

Learning about other countries, cultures, and

global issues is useful, but not a necessary

component of my education.

3. Rate your level of agreement with the following areas that complete this statement: All

undergraduates should...

Strongly

Agree

Somewhat

Agree

Somewhat

Disagree

Strongly

Disagree

No

Opinion ... have a study abroad experience some

time during their college or university

career.

... be required to take courses covering

international topics.

... be required to study one foreign language

if they don‘t already know one.

4. Rate your level of agreement with the following areas that complete this statement: Studying

international topics, foreign languages, and visiting other countries will...

Strongly

Agree

Somewhat

Agree

Somewhat

Disagree

Strongly

Disagree

No

Opinion ... increase my understanding of my own

culture and values.

... increase my understanding of other

peoples and cultures.

... make me a more well-rounded person.

... help me get a better job.

69

... provide me with skills to work with

people from diverse backgrounds.

5. Please check the "Yes" or "No" box for the following questions.

Yes No

Are you a U.S. Citizen?

Did you study a foreign language before college?

Are you a native speaker of a language other than English?

Do you come from a bilingual home?

6. Besides English, how many languages can you speak or read?

None, only English

One

Two

Three or more

If you checked “None, only English” in question 6, please skip to the “Formal International

Education Experiences Section.”

6A. Besides English, please list the other language(s) you can speak or read:

70

Formal International Education Experiences Section

The following questions relate to your attitudes and participation in formal international

education programs and activities. Please answer the questions as directed. This section has four

questions.

1. Have you traveled outside the United States for academic purposes?

Yes

No

If you answered “No” to question 1, please skip to question 2.

1a. In your travel outside the United States for academic purposes, what is the longest time you

have spent outside the United States at any one time?

One month or less

More than one month, but less than 6 months

Six months to one year

More than one year

1b. Please list the country or countries outside the United States you have traveled to for

academic purposes:

1c. In your travel outside the United States as an undergraduate for academic purposes, what

were the benefits from this experience? Please select all that apply Increased my understanding of MY

OWN culture and values

Increased my understanding of OTHER peoples and

cultures

Increased my foreign language skills Made me a more well-rounded person

Will help me get a better job Provided me with skills to work with other people

from diverse backgrounds

Other

2. Please rate how important you think it is to participate in the following academic studies

activities.

High

Importance

Moderate

Importance

Low

Importance

No

Importance

No

Opinion

Studying a foreign language Taking a course focused on global themes (e.g.

international economics, women and

development, or some other course covering the

international community)

Taking a course focused on foreign cultures and

religions

Study Abroad or other international travel

71

related to academic study/research

3. Please tell us if you have participated in the following academic studies activities.

Yes No

Studying a foreign language Taking a course focused on global themes (e.g. international

economics, women and development, or some other course covering

the international community)

Taking a course focused on foreign cultures and religions Study Abroad or other international travel related to academic

study/research

4. Please select the main reason why you did or did not participate in the following academic

study activities

Number Rating

Studying a foreign language

1. Graduation requirements

2. Faculty advisement

3. Institutional policy/encouragement

4. Elective option

5. Family influence

6. Costs

7. Learning differences or physical disability

8. Time requirements

9. Interest

10. Program availability at home institution

11. Program availability outside of home

institution

12. Safety/health issues

13. Distance/location

14. Financial support

15. Plan to do this before I graduate

16. Other

Taking a course focused on global themes (e.g.

international economics, women and development,

or some other course covering the international

community)

Taking a course focused on foreign cultures and

religions

Study Abroad or other international travel related to

academic study/research

72

Informal International Education Experiences Section

The following questions relate to your attitudes and participation in informal international

education programs and activities. Please answer the questions as directed. This section has eight

questions.

1. Have you traveled outside the United States for NON academic purposes?

Yes

No

If you answered “No” to question 1, please skip to question 2.

1a. In your travel outside the United States for NON academic purposes, what is the longest

time you have spent outside the United States at any one time?

One month or less

More than one month, but less than 6 months

Six months to one year

More than one year

1b. Please list the country or countries outside the United States you have traveled to for NON

academic purposes:

1c. In your travel outside the United States as an undergraduate for NON academic purposes,

what were the benefits from this experience? Please select all that apply Increased my understanding of MY

OWN culture and values

Increased my understanding of OTHER peoples and

cultures

Increased my foreign language skills Made me a more well-rounded person

Will help me get a better job Provided me with skills to work with other people

from diverse backgrounds

Other

2. Please indicate whether you have participated or plan to participate in the following campus

activities:

Have

Participated

Would

Like to

Participate

Not

Interested

A buddy program that pairs US students with international

students

An international residence hall.

International festivals on campus.

Study groups with international students.

73

A language partner program that pairs US students with

international students.

3. Please rate how important you think it is to participate in the following extracurricular

activities.

High

Importance

Moderate

Importance

Low

Importance

No

Importance

No

Opinion

Internship in the U.S. with an organization

focused on international issues

International internship Community Service/Volunteer in the U.S. with

an organization focused on international issues

Local Community Service/Volunteer (e.g.

tutoring) with international populations

Community service/Volunteer in a foreign

country

Foreign language or international clubs/groups

4. Please tell us if you have participated in the following extracurricular activities.

Yes No Internship in the U.S. with an organization focused on international

issues

International internship Community Service/Volunteer in the U.S. with an organization focused

on international issues

Local Community Service/Volunteer (e.g. tutoring) with international

populations

Community service/Volunteer in a foreign country

Foreign language or international clubs/groups

5. Please select the main reason why you did or did not participate in the following

extracurricular activities

Number Rating

Internship in the U.S. with an organization focused

on international issues

1. Graduation requirements

2. Faculty advisement

3. Institutional policy/encouragement

4. Elective option

5. Family influence

6. Costs

7. Learning differences or physical disability

8. Time requirements

9. Interest

10. Program availability at home institution

11. Program availability outside of home

institution

12. Safety/health issues

13. Distance/location

14. Financial support

15. Plan to do this before I graduate

16. Other

International internship

Community Service/Volunteer in the U.S. with an

organization focused on international issues

Local Community Service/Volunteer (e.g. tutoring)

with international populations

Community service/Volunteer in a foreign country

74

Foreign language or international clubs/groups

6. Please rate how important you think it is to participate in these other international activities.

High

Importance

Moderate

Importance

Low

Importance

No

Importance

No

Opinion

International study trips or tours

Panel discussions, workshops,

conferences related to international

issues

International travel for holiday or other

pleasure related reasons

7. Please tell us if you have participated in these other international activities.

Yes No

International study trips or tours

Panel discussions, workshops, conferences related to

international issues

International travel for holiday or other pleasure related

reasons

8. Please select the main reason why you did or did not participate in the following other

activities

Number Rating

International study trips or tours

1. Graduation requirements

2. Faculty advisement

3. Institutional policy/encouragement

4. Elective option

5. Family influence

6. Costs

7. Learning differences or physical disability

8. Time requirements

9. Interest

10. Program availability at home institution

11. Program availability outside of home

institution

12. Safety/health issues

13. Distance/location

14. Financial support

15. Plan to do this before I graduate

16. Other

Panel discussions, workshops, conferences

related to international issues

International travel for holiday or other

pleasure related reasons

75

To be eligible for the student incentives award process, please enter the following information:

First Name:

Last Name:

Permanent Address:

Phone Number:

Email Address:

On behalf of the United Negro College Fund Special Programs Corporation, Title VI-funded

project and the U.S. Department of Education, we thank you for completing this survey of

student attitudes and obstacles to participation in international education programs and activities.

Incentives for Eligible Student Respondents All eligible student respondents are qualified to

win through a raffle drawing:

Computer or other electronic equipment

Book Voucher

Visa gift cards

Support awards to participate in an approved international program or activity

76

APPENDIX C: Focus Group Protocol

Focus Group Duration: 1.5 hours

Ideal Participation Size: 7-12

Seating Arrangement: Participants should be in a circle where they can easily see (1) the faces

of all the participants and (2) the meeting notes.

Name-tags: The moderator and participants should have nametags that can be easily read by

everyone.

Sign-in Sheet Fields:

Age

Gender

Ethnicity (Hispanic or Latino; Not Hispanic or Latino)

Race (American Indian or Alaska Native, Asian, Black or African American, Native

Hawaiian or Other Pacific Islander, White, Other Race)

Institution

Level (Freshman, Sophomore, Junior, Senior)

Opening (10 Minutes):

―Hello. Today we would like to have a conversation with you about any international education

experiences you have had while you are in school. We want to talk about international education

experiences, like visiting a foreign country, studying a foreign language, study abroad,

participating in clubs focused on a foreign language or culture, internships/community

service/voluntary work with organizations focused on international issues, and other experiences

focused on international issues. What we are trying to accomplish before we leave here today is

to get a better understanding of why students choose to or not to participate in international

education experiences. Are there any questions about what we mean by international education

experiences?‖

Respond to student questions ensuring that everyone has the same definition of international

education experiences.

―So I can keep track of what people are saying, remember that we have one person talking and

please do not interrupt someone when they are talking. Also, everything you tell us today will be

kept completely confidential. We will summarize the things you tell us and combine it with

other focus groups we are giving.

―Just to get us started, let‘s have everyone tell us your name, where you are originally from,

where you go to school, your major, (and your minor, if you have one) and your classification.

(Point to someone to start; randomly select people to demonstrate that people do not talk in

sequence). ―Let‘s begin. Here is my first question‖

77

Questions 1-4 (40 minutes)

1. Remember we said that international education experiences include things like visiting a

foreign country, studying a foreign language, study abroad, participating in clubs focused

on a foreign language or culture, internships/community service/voluntary work with

organizations focused on international issues, and other experiences focused on

international issues. In general, what is important about having experiences like these?

a. Now that we have this list of why these things are important, what are the top

three reasons?

2. What are some of the ways that your institutions have encouraged students on your

campus to participate in international education experiences?

a. Of these, what are the three most effective ways?

Prompt: If you have thought about having an international education experience, what

did your school do to make you think of this?

Probe: How would you characterize the encouragement for international education

programs that you receive from your schools?

3. We developed a list of why these international experiences are important and how

students are encouraged to have these kinds of experiences. What is stopping more

students from participating in international education experiences?

Prompt: What are the barriers?

a. Of these, what are the three biggest barriers?

4. What would the reaction of students be if every institution required students to have an

international education experience?

Prompt: Would students be think this would be a good thing?

Probe: What would the reaction be if every institution required students to have a study

abroad experience?

Question 5 (10 minutes)

5. What will make international education experiences more or less important five years

from now?

Probe: What kinds of international experiences do you think schools will be doing more

of in the future? Tell me why.

Question 6 (15 minutes)

6. As a group, we have been appointed the trustees of an HBCU. The trustees decide on

school policy. Our group of trustees wants more students to experience international

education and culture. What will our plan be to achieve this? What will the steps be?

Prompt: What’s the first thing we have to do?

Question 7 (If time allows, 10 minutes)

78

7. We talked about a lot of different things today. What does everyone think of international

education?

Probe: Did you learn things from our discussion? Did any of your opinions change?

Closure (5 minutes)

―Are there are final questions? (Respond to questions) Thank you for participating in focus

group today. We are excited to learn about what you think. Please stay tuned for more

information on UNCFSP‘s efforts to increase students‘ participation in international education.

We may be asking you to help us out to spread the word around your campus and among your

peers. If you are currently enrolled as a student at an HBCU, we ask that you respond to our

survey at www.uncfsp.org/survey. I have a flyer from UNCFSP for you to see (Pass out the

flyer). If you complete the survey you may win an award. Thank you.‖

79

APPENDIX D: Focus Group Summary Sheets

Focus Group 1

1. Remember we said that international education experiences include things like visiting a

foreign country, studying a foreign language, study abroad, participating in clubs focused on

a foreign language or culture, internships/community service/voluntary work with

organizations focused on international issues, and other experiences focused on international

issues. In general, what is important about having experiences like these?

a. Now that we have this list of why these things are important, what are the top

three reasons?

Studying abroad

Different language

Learning a new culture

The experience itself

Interactions

Travel

Personal values

Top Three

Different language

Learning a new culture

Interactions

2. What are some of the ways that your institutions have encouraged students on your campus

to participate in international education experiences?

b. Of these, what are the three most effective ways?

Fundraisers

Class presentations

Advertising

Word of mouth – peers

Man a desk in lobby of Student Center

Dorms

Top Three

Advertising

Class presentations

Word-of-mouth (peers)

3. We developed a list of why these international experiences are important and how students

are encouraged to have these kinds of experiences. What is stopping more students from

participating in international education experiences?

c. Of these, what are the three biggest barriers?

Money

Vaccinations (Fear)

Lack of socializing

Word-of-mouth

Advertising

80

Too busy

Grades

Family

Fear of flying

Lack of classes related to major

Lack of foreign language

Top Three

Money

Family

Fear of everything

4. What would the reaction of students be if every institution required students to have an

international education experience?

Happy

Not happy

Might leave the school

No motivation

Some motivation

Join a student organization because of travel

May not enroll at the school

Change major

Top Three

Happy

No motivation

May not enroll at the school

5. What will make international education experiences more or less important five years from

now?

More important in five years

Diversity

Open minded

Global

Plus for a job

Family values

Global influence

Alliance

Top Three

Family values

Global influence

Plus for job

6. As a group, we have been appointed the trustees of an HBCU. The trustees decide on school

policy. Our group of trustees wants more students to experience international education and

culture. What will our plan be to achieve this? What will the steps be?

Send out letters to parents

Parents focus groups

81

Open Houses

Fundraisers

Find partners

Sponsors

Appeal to students

Grants

Make sure there is an opportunity for each major

Students must be in good standing

No language requirement

Top Three

Appeal to students

Parents focus group

Fundraisers

7. We talked about a lot of different things today. What does everyone think of international

education?

Great idea

Prepares you for the real world

Inform parents

TV Advertisement

Internet website

More diversity

Top Three

Prepares you for the real world

TV Advertisement

More diversity

Please list any critical observations.

A lively discussion on item #6. It was the males against the females on which was most

important – Appeal to the students (males) or Parents focus group (females).

Students felt the focus group was meaningful experience and inquired about when the next one

would be held so that they could inform their friends.

Focus Group 2

1. Remember we said that international education experiences include things like visiting a

foreign country, studying a foreign language, study abroad, participating in clubs focused on

a foreign language or culture, internships/community service/voluntary work with

organizations focused on international issues, and other experiences focused on international

issues. In general, what is important about having experiences like these?

a. Now that we have this list of why these things are important, what are the top three

reasons?

Top reasons for participating in an international education experience:

To gain some kind of cultural information or education

To expand ones horizons

First-hand exposure to and actual one-on-one encounter with what is going to another

82

world that you might not know about

Learn another language and enhance international business background

2. What are some of the ways that your institutions have encouraged students on your campus

to participate in international education experiences?

a. Of these, what are the three most effective ways?

My institution has helped my interest in international education by

Learning in a class at my institution about another country makes me want to travel there

At HBCUs we learn of our past home, Africa, from some of our teachers who are natives

and that opens our eyes to other cultures and their issues

(Faculty) may speak on study abroad opportunities not available at HBCUs, a lot of other

schools have study abroad opportunities associated with a person, initiative or established

opportunity

Students must be independent and go out side of the school to participate in international

education opportunities, which makes it difficult

Could stand to have a little more encouragement at our school

Creating an office housing study abroad and other experiences; having the initiative

through one faculty member (as it is here) is not enough

Most effective:

Offer more languages and variety of languages other than Spanish and French at our home

institutions

Should not have to go to a State institution or other institution to take Russian or other

languages

Offer more trips, opportunities to go outside US to another country

Offer Freshman opportunities to go outside the US; more discussions on international

education for all majors; motivation from inside campus activities

3. We developed a list of why these international experiences are important and how students

are encouraged to have these kinds of experiences. What is stopping more students from

participating in international education experiences?

a. Of these, what are the three biggest barriers?

On the Football team

Graduation requirements

Additional language classes is an added stress; may inhibit graduation on time

Hard to motivate

4. What would the reaction of students be if every institution required students to have an

international education experience?

Might be more accepted

Some languages that should be at the institution are missing

Not a problem

For it

Fantastic, but no money at HBCUs for travel abroad during the summer

If going abroad was a requirement, students would be more educated, more well rounded

Brings to students attention the seriousness of learning about another culture

5. What will make international education experiences more or less important five years from

now?

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Expanding world will no longer entirely support people having only the small-town

experiences

All are networking internationally NOW

Students have to expand their horizons

More people will have to speak more than one language as the world gets smaller –

Spanish is like English in the US

As BS graduate now needs an MS; so English speakers will need to learn other languages

– NOW

International business and companies moving abroad demands we learn to speak other

languages

6. As a group, we have been appointed the trustees of an HBCU. The trustees decide on school

policy. Our group of trustees wants more students to experience international education and

culture. What will our plan be to achieve this? What will the steps be?

Get the word out: put in student handbook or brochure; touch on it during freshmen

orientation; put on university home page; come to discuss at CASES chapel experience

Get financial support (for students wanting to study abroad)

Determine ways to motivate students to participate

Students feel that only increased $$ to support study abroad will happen at State schools,

but not private schools or HBCUs

Have a program set aside for international experiences

Host major international fund raising for scholarships to support HBCUs international

study abroad programs

Change the school to get more students involved

Class, activities on campus and via teachers bringing it to students attention

Educate the trustees of the importance and implications of international education

Take advantage of government sponsored programs, supporting internationalization at

small, private schools and HBCUs

Advertise Job opportunities abroad and show $$ you will make

Focus Group 3

1. Remember we said that international education experiences include things like visiting a

foreign country, studying a foreign language, study abroad, participating in clubs focused on

a foreign language or culture, internships/community service/voluntary work with

organizations focused on international issues, and other experiences focused on international

issues. In general, what is important about having experiences like these?

a. Now that we have this list of why these things are important, what are the top three

reasons?

Exposure: Exposure is important because students can be introduced to new cultures; have the

experience of working with other people; experience how to work with people of a non-dominant

culture in their territory and have to adjust to their way of life and of doing things, a different

experience from working with individuals from another country who have been in the US for

some time and have adjusted to Americans‘ way of life.

Understanding: This is important because break an individual out of the mold of their American

mentality and give them a new perspective on the world; students can become more open-

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minded;

Networking: This is important because currently from a study abroad experience, one remains in

contact with individuals met during the experience, maintain contacts in other countries

2. What are some of the ways that your institutions have encouraged students on your campus

to participate in international education experiences?

a. Of these, what are the three most effective ways?

Students have seen postings, but there was no broad comment on the effectiveness of such

postings; most were unaware or did not know of the resident study abroad program director;

some schools have someone come into their classrooms to speak to students about international

education participation, seeking mostly sophomores and juniors, which is frustrating if you are a

senior.

3. We developed a list of why these international experiences are important and how students

are encouraged to have these kinds of experiences. What is stopping more students from

participating in international education experiences?

a. Of these, what are the three biggest barriers?

Students indicated that cost, communication barriers, worry about being taken advantage of, war

in the country or just worries about traveling anywhere today, knowledge as to what study

abroad is all about, awareness of the steps in the process of getting to another country,

explanation of financial options, concern over not being able to receive all credit taken abroad,

concerns about the style of teaching as different from American way of teaching, availability of

an American representative in the classroom abroad to assist students with adjusting to

classroom setting abroad, requirement to be familiar with the culture before traveling abroad for

international programs

Cost & Communication barriers

Safety issues

War

Fear of travel

Availability of an American Mentor abroad

Awareness of process for getting abroad

Concerns about teaching style differences

Concerns about not getting grade

Participants suggest that learning about the culture and way of life in the country prior to

traveling there may eliminate the problem of the classroom adjustment. Participant suggested

that institutions should have sessions or classes explaining what the purpose of study abroad is

and how to go along in participating. Information on financial options with a student‘s financial

aid and different incentives of paying for the experience should also be explained. Most

participants agreed that stronger program communications to ensure students receive the grade,

etc. for which they worked would give students a more positive outlook on study abroad.

4. What would the reaction of students be if every institution required students to have an

international education experience?

Some responded that they would be ready to go. Others indicated that students might not take to

the idea. If the school is paying for the program, the idea might go over well with students.

85

Students might need to get the stereotypes cleared before they will be come totally accepting of

this idea. A clear purpose for the requirement needs to be articulated, with a broad scope so

students will not be wasting time. If study abroad is simply forced on students who do not want

the experience, the institution would be hurt in the long run.

5. What will make international education experiences more or less important five years from

now?

Students would be curious about the idea of international education if institutions

Promoted careers and made the students aware of incentives for studying abroad

Showed students how studying abroad would possibly add to their pay grade

Enhanced students awareness of their specific industry‘s prominence in another part of

the world, i.e. if business department were heavily involved in study abroad

6. As a group, we have been appointed the trustees of an HBCU. The trustees decide on school

policy. Our group of trustees wants more students to experience international education and

culture. What will our plan be to achieve this? What will the steps be?

Suggested steps include:

Programs should not wait so late in a student‘s college career to promote the idea, i.e.

start with freshmen and sophomores

Programs need to be more organized, i.e. provide clarity to the applicants as to who to

talk to and what is going on

Students don‘t feel institutional support once abroad and therefore may not want to go

One student indicated going abroad for free, but in the end ended up paying exactly what the trip

would have cost for other expenses such as medical exams to ensure she was healthy enough to

come back, passport, customs expenses for purchased items. It was suggested that those who

have gone abroad participate in information sessions which would give students more

information / knowledge about study abroad. It was suggested students visit the study abroad

club or encourage a ‗study abroad week‘ on campus to showcase different countries and give out

information about study abroad; students could ask questions and receive interest information.

A student indicated that different regions feel differently about traveling to another country;

student‘s parents have reservations about studying abroad because of the students school vs. if

student were attending UG or Georgia Tech. Issue may be with race, with media hype or not

being able to depend on the U.S. Embassy for support, depending on the country.

7. We talked about a lot of different things today. What does everyone think of international

education?

Various ideas were shared:

Even in the midst of bias and lack of knowledge, it would be a great experience

Several felt it is beneficial; a door open to the world can take to new possibilities

To gain a new perspective on their field on an international level

Opportunity for a student to make new friends

More knowledge a student has, the less bias they become

An opportunity to work with other people could bring new ideas to fruition

Students can benefit by passing their international education experience on to their

children and then a generation of international travelers will be created

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Focus Group 4

1. Remember we said that international education experiences include things like visiting a

foreign country, studying a foreign language, study abroad, participating in clubs focused on

a foreign language or culture, internships/community service/voluntary work with

organizations focused on international issues, and other experiences focused on international

issues. In general, what is important about having experiences like these?

1. Now that we have this list of why these things are important, what are the top three

reasons?

Reasons for having an international experience included:

Networking

Understanding other cultures

More diversification

Job Outlook

More marketable

Increases value and educational background

Important for expanding one‘s horizon and marketability in today‘s job market

Many students felt that having an international experience was very important to obtaining

employment in today‘s society and offers one enhanced competitive edge to meet job

requirements. A student noted that a bilingual applicant has better qualification at times than a

person with a Masters degree.

2. What are some of the ways that your institutions have encouraged students on your campus

to participate in international education experiences?

a. Of these, what are the three most effective ways?

Study abroad program that gives students the opportunity

On Campus focus studies that talk about cultures

Filers that encourage participation

All participants felt that the school in way was not providing enough information for them to be

interested in studying aboard, participating in a foreign language club and other activities. They

felt that a scholarship benefit would encourage more participation, more flyers and focus groups

would spark their interest.

3. We developed a list of why these international experiences are important and how students

are encouraged to have these kinds of experiences. What is stopping more students from

participating in international education experiences?

a. Of these, what are the three biggest barriers?

Not marketed on campus

Scholarships not readily available

Lack of publicity

The information available is not student friendly

Lack of publicity

The information available is not student friendly

The participants believed that their school doesn‘t encourage participation in international

educational experiences enough. Many of the students stated that they have a resource center on

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campus that has information that is not easily understood. There are not enough materials

distributed about campus. They also believed that is would be costly to travel abroad, more

scholarship opportunities would encourage their participation.

4. What would the reaction of students be if every institution required students to have an

international education experience?

Students responded:

Good policy, but a student should be forced

Resources are not available to all people

In terms of learning a second language it is great

Many people don‘t have interest in international education

In terms of learning other cultures, be well rounded

The participants believed that it would be a great policy to implement in some respects, but they

also believed that it would discourage some students because they are at times not interested in

speaking their own language correctly, or identifying and respecting their own cultures and

values. They believed that it would be a disadvantage to those individuals who do not have the

resources to afford to learn a language, invested in foreign services, or to study abroad.

5. What will make international education experiences more or less important five years from

now?

More

More people in the job market, essential to have an international background

More incentives to having international education experience

More people retiring

Less

Security reasons

Terrorist threat

Health

Outsourcing jobs to other countries

6. As a group, we have been appointed the trustees of an HBCU. The trustees decide on school

policy. Our group of trustees wants more students to experience international education and

culture. What will our plan be to achieve this? What will the steps be?

More online courses

More programs, via chat room, message boards to interact with other cultures

Updating of software on campuses to aid in connecting with other students across

cultures and in other countries

Have a well developed program that puts together all the necessary steps that are need to

participate in an international education experience

Start interest at an early age, grammar, middle, and high school

More programs, increased seminars and forums

Incentives to draw people out to the forums, ex, pizza, professor giving extra credit,

giveaways, that will help draw a crowd

This question received a heavy response, the participants believed that a well developed program

needed to be implemented that put together all that necessary for a student to be eager to

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participate in international education. Many of them believed that incentives would basically be

an important element to drawing individuals participate in an international education.

7. We talked about a lot of different things today. What does everyone think of international

education?

Students provided various responses:

Extraordinary experience

Extra resources

Shows marketability

Gives Exposure

Helps broaden your college experience

The focus group participants believed that an international education is very important to being a

well rounded individual as well as a college student. They believed that it made the individual

more marketable to companies who were looking to diversify the companies. It is could make the

individual more well rounded and give them a better outlook on other cultures and their

experiences. They basically believed that the incentives would pull a large crowd of those who

were interested in international education. They would a least give it a try because of the

available resources.

We concluded the focus group and the individuals gave the emails and contact info was they

could be contacted for future involvement in this survey. Refreshments were served.

Please list any critical observations.

The students were very happy to help with the discussion and provided a greater understanding

of how important having an international education experience is to them.

Focus Group 5

1. Remember we said that international education experiences include things like visiting a

foreign country, studying a foreign language, study abroad, participating in clubs focused on

a foreign language or culture, internships/community service/voluntary work with

organizations focused on international issues, and other experiences focused on international

issues. In general, what is important about having experiences like these?

a. Now that we have this list of why these things are important, what are the top three

reasons?

Top reasons why students would participate in an international education experience:

To learn the language of the country that they are visiting

Students would like to visit Africa and study the culture, live in an African household.

Studying abroad would be better than staying in the United States because of the

firsthand experience.

It is a priceless experience

Broadens your horizons

Great idea

No one can take the experience from you

Professionally it would be great, just to be able to say that you traveled outside of the

country

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Leads to great interpersonal skills

2. What are some of the ways that your institutions have encouraged students on your campus

to participate in international education experiences?

a. Of these, what are the three most effective ways?

INSTITUTION offered a program for this upcoming summer to study abroad

Spanish professor encourages students to study abroad

Students have friends that have just returned from Spain and two friends that are going

this summer. Students have a strong interest in going as well.

3. We developed a list of why these international experiences are important and how students

are encouraged to have these kinds of experiences. What is stopping more students from

participating in international education experiences?

a. Of these, what are the three biggest barriers?

Students afraid to study abroad because they are not fluent in the language of the country

Students afraid to step outside of their comfort zone

Students ignorant of how to pursue studying abroad, or where to gain information

4. What would the reaction of students be if every institution required students to have an

international education experience?

Studying abroad would be a wonderful experience

5. What will make international education experiences more or less important five years from

now?

It would be important because it would prove to be more appreciative

Spanish is becoming the majority

6. As a group, we have been appointed the trustees of an HBCU. The trustees decide on school

policy. Our group of trustees wants more students to experience international education and

culture. What will our plan be to achieve this? What will the steps be?

Publicity is needed. A lot of people are not aware that studying abroad is actually an option at

CAU

If people that have actually studied abroad would come out and publicize and share their

experience

It would be a great learning experience and interaction with other cultures

It‘s a great idea

7. We talked about a lot of different things today. What does everyone think of international

education?

It would be a great learning experience

An opportunity to interact with other cultures

It‘s great!

Focus Group 6

1. Remember we said that international education experiences include things like visiting a

foreign country, studying a foreign language, study abroad, participating in clubs focused on

90

a foreign language or culture, internships/community service/voluntary work with

organizations focused on international issues, and other experiences focused on international

issues. In general, what is important about having experiences like these?

a. Now that we have this list of why these things are important, what are the top three

reasons?

Positive and a good thing for students to pursue

Offered them an opportunity to learn about other cultures as well as learning about

themselves

Top Benefits of having an international experience:

―Exposure to another culture‖

―Learning how to communicate beyond your own language and culture‖

―It is important cause when you get into the workforce you will work with people from

different cultures‖

2. What are some of the ways that your institutions have encouraged students on your campus

to participate in international education experiences?

a. Of these, what are the three most effective ways?

Majority of the students felt that INSTITUTION does a good job of encouraging students to

participate in international activities – but the university could do more.

Students noted that foreign languages are required at INSTITUTION and that the business

school has an international emersion program. However, they were not aware of any other

university sponsored international opportunities.

Majority of the students expressed reluctance to participating in the emersion program

because of their existing financial obligations. (Example: rent, car loans, and the expenses

associated with their program (of study))

Citations from the students:

―There was talk about the university offering a study abroad language program within the

business school for Chinese language‖

―The university offers credit and some funding for the business school‘s Argentina emersion

program, but you must have a specific GPA to participate‖

3. We developed a list of why these international experiences are important and how students

are encouraged to have these kinds of experiences. What is stopping more students from

participating in international education experiences?

a. Of these, what are the three biggest barriers?

The students were able to easily list reasons why participation in international programs may be

low. The top three reasons are:

Many students are unwilling to do the additional work required to ensure that they can be

in the international education programs

Fear of traveling outside of the U.S.; students feared the lost of human rights, traveling

safety, and not being able to communicate with people in the other country

Students didn‘t have the resources to maintain their existing financial obligations and pay

for the international experience

Citations from the students:

91

―Students are just lazy, it is easier to stay in the states‖

―Busy with work and managing the daily responsibilities – these needs don‘t disappear

because you are in a different country. You still have to pay the bills, your apartment may be

gone when you get back and you may have bad credit‖

―Scared of other countries and their government – loss of legal rights‖

―Communication is a challenge – don‘t know the local languages‖

4. What would the reaction of students be if every institution required students to have an

international education experience?

Majority of the students expressed moderate support for mandatory international experience.

They cited that it would help them be more prepared for corporate America. However, they

indicated that upper classmen would most likely be resistant because they would see it as a

hindrance to their ability to graduate.

The students went on to say that foreign language classes are already mandatory for

graduation, so the topic of mandatory international experience is not a new topic for them.

Citations from the students:

―Depends on the classification, the upper class may be more focused on graduation and

getting out, where as new freshmen may not have a problem. They may be looking for

opportunities to get away‖

―It is already mandatory, you have to have a international language, but if you have to travel

out of the U.S. that would be a problem because not everyone wants to go, not everyone

wants to fly or leave the US‖

―There would most likely be a lot of resistance. There are a lot of ignorant people in the

world that would respond that they don‘t want to travel and they are not going to travel‖

5. What will make international education experiences more or less important five years from

now?

Each student agreed that international experience would be more important in five plus

years. They felt that it would help them be more prepared to work as a profession and that

it would strengthen their resume.

The students also believed that if a person could speak another language, potential

employers would find that desirable.

Citations from the students:

―It shows diversity; corporate America will view it as beneficial. Texas has a lot of Spanish

speaking people and if you can speak different languages then you will be better off.‖

―International business jobs may require that you speak up to 4 languages, so it is very

important for that field.‖

―Middle east languages are also becoming very important‖

6. As a group, we have been appointed the trustees of an HBCU. The trustees decide on school

policy. Our group of trustees wants more students to experience international education and

culture. What will our plan be to achieve this? What will the steps be?

Ways to drive student involvement in IE experiences:

Each student agreed that their university could do a better job of promoting international

educational experiences. They went on to say suggest the following ways to drive student

92

involvement:

Have international festivals or ‗international opportunity fairs‘ on campus

Increase the financial aid available for international programs

Remove any minimum GPA requirements to participate in the programs

Use testimonials from students who have recently returned from the international experience

Address the miss-conceptions about personal safety when visiting another country

Citations from the students:

―Find a way to get people to experience other cultures in a safe environment‖

Have someone give personal testimonials from former students who have went (They should

speak about what they gained from the experience)

Don‘t have a GPA requirement – this experience may be the turning point for some students

(They may come back better students)

Offer funding options w/o increasing tuition costs

7. We talked about a lot of different things today. What does everyone think of international

education?

All students (even those reluctant to international travel) expressed that international experiences

are valuable to have.

Citations from the students:

―I think it is good if you know a lot about it. (The international experience) It would be good

if you know what you are getting into.‖

―You can learn and make yourself better – learn better study skills from other students

(Seeing how dedicated other students could motivate us)

―I think it is great, I don‘t see anything wrong with it. I think will help open everyone‘s

minds. ―

―We have students from other countries who go to school here, they have more knowledge

about certain things than we do… for example they get taught real college classes before

starting college; they come here and have excelled‖

―I think it is alright. I think it has helped expand the horizons of the students who have

experienced international traveling. It would help us relate to other people and their culture.‖

Focus Group 7

1. Remember we said that international education experiences include things like visiting a

foreign country, studying a foreign language, study abroad, participating in clubs focused on

a foreign language or culture, internships/community service/voluntary work with

organizations focused on international issues, and other experiences focused on international

issues. In general, what is important about having experiences like these?

a. Now that we have this list of why these things are important, what are the top

three reasons?

What is important about international experiences?

Diversity

Get an understanding of peoples‘ cultures and ways of living

Preparing tomorrow's leaders for today's global economy

93

Is fun and helps to just get ahead

I think it‘s necessary. In the busy world you will be working with people from different

backgrounds and the knowledge of those cultures can eliminate judging.

In the world if one does not have a basic understanding of cultures, they will not be

respected.

We have international students (on campus) that have acquired information to operate in a

foreign setting

When I am confronted with employees that are not strong in English I can still communicate

What are the top three reasons for participating in an international experience?

o Networking is number one. I have had experiences that when they knew my international

experiences, we had a connection

o Diversity

o Explain diversity

o Improves race relations

o There is a bridge of connections and a breaking down of barriers

o Future preparations: adds value

2. What are some of the ways that your institutions have encouraged students on your campus

to participate in international education experiences?

a. Of these, what are the three most effective ways?

Events and activities on campus that encourage International … (mixed answers)

o I have seen none

o Study aboard

o International student club had a diversity event in the Union with different food and

Chinese classes, history and language

o There should be other channels of information

o Understanding people is important; the difference in how people treat you when you have

a basic understanding of the (their) culture

Do you feel these things are important campus wide or in the business school only?

o ―Definitely just here, Dr. E. does a good job of increasing international opportunities‖

Methods to get information out? Effectiveness issues?

o Flyers

o Emails

o In class - make announcements about upcoming events

o Maybe we should have an intercom system

o Radio station would be effective

o President makes announcements

o ―I don‘t believe that will happen; Pastors do not make announcements at church‖

o Make announcements during dining hall hours on TV

3. We developed a list of why these international experiences are important and how students

are encouraged to have these kinds of experiences. What is stopping more students from

participating in international education experiences?

a. Of these, what are the three biggest barriers?

If suggestions were presented how would the department react?

(One student seemed defensive, students seemed to respond accordingly See Below)

o ―They won‘t help‖

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o ―Transfer if you don‘t like it here.‖

o I believe if the incentive is shown, the department would help

Why aren't students participating?

o Lack of drive

o Money

o ―Big jump in finance because studying abroad is not cheap.‖

o Lack of drive

o Grades

o Limited places

o Limited choices…I didn‘t want to go to Argentina.‖

The actual programs (language department)

Motivation

Campus moral

Lack of interest/want

o ―You have to have that want in order to participate.‖

4. What would the reaction of students be if every institution required students to have an

international education experience?

What would be reaction if every instructor required students to have international experience

(foreign country, and clubs)

o All of it depends on funding

o Selection of study abroad

o ―What is the reason for the lack of language courses?‖

o I think the students would like it as the whole reason to go to college is to network and go

to different places; students would like it.

o Funding is key

o Clubs

o Those are good ideas

o Voluntary work

o Great idea network

o What will make intern experience more or less important?

o More important and in the school admissions; all do not evolve students in the activities

outside of Dr E.

o It would advance our tech and corresponding courses

o ―They‘ll like it. [Studying Abroad] is a way to network and receive a get experience.‖

o ―If you are [not focusing] on [issues] today, you are already too late. We need to step

up to be able to associate with students abroad. Five years from now there will be

some major things that will happen (different) in our economy from now…Globally

diverse, telecom…need to worry about the problems today.‖

5. What will make international education experiences more or less important five years from

now?

(Question skipped)

6. As a group, we have been appointed the trustees of an HBCU. The trustees decide on school

policy. Our group of trustees wants more students to experience international education and

culture. What will our plan be to achieve this? What will the steps be?

95

Actual comments recorded to question:

Stop recruiting students from major Texas areas

Diversify students to encourage students to take on new adventures

Not true just even out the selection of students in certain schools

Not such a heavy selection in Texas

Other countries should also be targeted, from around the world. Don‘t want everyone to

be just like me.

What about England?

Improve the state here before we can pull the students from the top of any class

Marketing is the true problem as to why students are not as interested in HTU

Highlights the uniqueness of HTU

Recruiting is a major factor in the quality and drive of the students

The caliber of the students and the level of recruiting and the expectations of the students

Offer monies

Raise the standards in and outside administration

* Synthesized answers to question:

Grant writing

Find locations

Network

Recruiting: Change/balance the type/variety of students i.e. Dallas, Waco, Houston. etc.

Research on your students

Financial/ Scholarships

Raise Standards: Admission; instructors; equipment; uniform of recruitment

Staff to oversee operation

Bring in more international students

―[We need to create a diverse] students‘ body.‖

―We will focus on schools already encouraging the value of networking.‖

―Can‘t discriminate…everybody don‘t want to study abroad…just get an education.‖-

―Expand to other areas instead of Dallas, Houston, etc.‖

―We should get people from Russia.‖

―We should get English people (England).‖

―You have to do a lot of improvements here if you want certain students. The top

students do not want to go here.‖

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APPENDIX E: Data Tables

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Section A: General Attitudes and Abilities

A.1: Speak a foreign language? : 1. In order to compete successfully in the job market how important will it be for you to:

520 38.6 38.6 38.6

598 44.4 44.4 83.1 152 11.3 11.3 94.4

36 2.7 2.7 97.0

40 3.0 3.0 100.0

1346 100.0 100.0

Very Important Somewhat Important

Not Very Important

Not At All Important

No Opinion

Total

Valid Frequency Percent Valid Percent

Cumulative Percent

A.2: Understand other cultures and customs? : 1. In order to compete successfully in the job market how important will it be for you to:

925 68.7 68.7 68.7

348 25.9 25.9 94.6 44 3.3 3.3 97.8

8 .6 .6 98.4

21 1.6 1.6 100.0

1346 100.0 100.0

Very Important Somewhat Important

Not Very Important

Not At All Important

No Opinion

Total

Valid Frequency Percent Valid Percent

Cumulative Percent

A.3: Know about international issues and events? : 1. In order to compete successfully in the job market how important will it be for you to:

838 62.3 62.3 62.3

415 30.8 30.8 93.1

62 4.6 4.6 97.7 9 .7 .7 98.4

22 1.6 1.6 100.0

1346 100.0 100.0

Very Important

Somewhat Important

Not Very Important

Not At All Important

No Opinion

Total

Valid Frequency Percent Valid Percent

Cumulative Percent

98

A.4: 'The more time spent in class learning about other countries, cultures, or global issues, the less time is available for the basics.' : 2. Rate your level of agreement with

the following statements.

157 11.7 11.7 11.7

437 32.5 32.5 44.1 389 28.9 28.9 73.0

279 20.7 20.7 93.8

84 6.2 6.2 100.0 1346 100.0 100.0

Strongly Agree Somewhat Agree

Somewhat Disagree Strongly Disagree No Opinion

Total

Valid Frequency Percent Valid Percent

Cumulative Percent

A.5: 'Learning about other countries, cultures, and global issues is useful, but not a necessary component of my education.' : 2. Rate your level of agreement with the

following statements.

161 12.0 12.0 12.0

359 26.7 26.7 38.6

344 25.6 25.6 64.2

425 31.6 31.6 95.8

57 4.2 4.2 100.0

1346 100.0 100.0

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion Total

Valid Frequency Percent Valid Percent

Cumulative Percent

A.6: ... be required to take courses covering international topics. : 3. Rate your level of agreement with the following areas that complete this statement: <b>All

undergraduates should...</b>

437 32.5 32.5 32.5

585 43.5 43.5 75.9

205 15.2 15.2 91.2

60 4.5 4.5 95.6

59 4.4 4.4 100.0

1346 100.0 100.0

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

Total

Valid Frequency Percent Valid Percent

Cumulative Percent

99

A.7:... be required to study one foreign language if they don’t already know one. : 3. Rate your level of agreement with the following areas that complete this statement: <b>All

undergraduates should...</b>

669 49.7 49.7 49.7

491 36.5 36.5 86.2 95 7.1 7.1 93.2

51 3.8 3.8 97.0

40 3.0 3.0 100.0 1346 100.0 100.0

Strongly Agree Somewhat Agree

Somewhat Disagree Strongly Disagree No Opinion

Total

Valid Frequency Percent Valid Percent

Cumulative Percent

A.8: ... increase my understanding of my own culture and values. : 4. Rate your level of agreement with the following areas that complete this statement: <b>Studying international topics, foreign languages, and visiting other countries will...</b>

778 57.8 57.8 57.8

444 33.0 33.0 90.8

68 5.1 5.1 95.8

19 1.4 1.4 97.3

37 2.7 2.7 100.0

1346 100.0 100.0

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

Total

Valid Frequency Percent Valid Percent

Cumulative Percent

A.9: ... increase my understanding of other peoples and cultures. : 4. Rate your level of agreement with the following areas that complete this statement: <b>Studying international topics, foreign languages, and visiting other countries will...</b>

983 73.0 73.0 73.0

313 23.3 23.3 96.3

21 1.6 1.6 97.8

5 .4 .4 98.2

24 1.8 1.8 100.0

1346 100.0 100.0

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

Total

Valid Frequency Percent Valid Percent

Cumulative Percent

100

A.10: ... make me a more well-rounded person. : 4. Rate your level of agreement with the following areas that complete this statement: <b>Studying international topics, foreign

languages, and visiting other countries will...</b>

944 70.1 70.1 70.1

319 23.7 23.7 93.8 42 3.1 3.1 97.0

14 1.0 1.0 98.0

27 2.0 2.0 100.0 1346 100.0 100.0

Strongly Agree Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

Total

Valid Frequency Percent Valid Percent

Cumulative Percent

A.11: ... help me get a better job. : 4. Rate your level of agreement with the following areas that complete this statement: <b>Studying international topics, foreign languages, and

visiting other countries will...</b>

698 51.9 51.9 51.9

457 34.0 34.0 85.8

129 9.6 9.6 95.4 21 1.6 1.6 97.0

41 3.0 3.0 100.0 1346 100.0 100.0

Strongly Agree

Somewhat Agree Somewhat Disagree

Strongly Disagree No Opinion

Total

Valid Frequency Percent Valid Percent

Cumulative Percent

A.12: ... provide me with skills to work with people from diverse backgrounds. :4. Rate your level of agreement with the following areas that complete this statement: <b>Studying

international topics, foreign languages, and visiting other countries will...</b>

1002 74.4 74.4 74.4

290 21.5 21.5 96.0

17 1.3 1.3 97.3

11 .8 .8 98.1

26 1.9 1.9 100.0

1346 100.0 100.0

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

Total

Valid Frequency Percent Valid Percent

Cumulative Percent

101

A.13: Besides English, what language(s) you can speak or read?

Foreign Language Frequency Percent

American Sigh Language 7 0.86%

Arabic 18 2.21%

Chinese 7 0.86%

Creole 13 1.60%

Dutch 1 0.12%

Efik 1 0.12%

French 174 21.38%

German 17 2.09%

Haitian 2 0.25%

Hindi 3 0.37%

Hungarian 3 0.37%

Igbo 8 0.98%

Italian 4 0.49%

Jamaican 3 0.37%

Japanese 9 1.11%

Latin 12 1.47%

Portuguese 4 0.49%

Russian 1 0.12%

Spanish 546 67.08%

Swahili 14 1.72%

Yoruba 9 1.11%

Other (Bemba, nyanja, tonga, lamba, kisii, meru, kalenjin,

tigernia,Navajo) 7 0.86%

Total 814

A.14:

394 126 520

40.7% 33.2% 38.6%

429 169 598

44.4% 44.6% 44.4% 100 52 152

10.3% 13.7% 11.3% 21 15 36

2.2% 4.0% 2.7%

23 17 40

2.4% 4.5% 3.0% 967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count % within Gender

Count

% within Gender

Count

% within Gender

Count % within Gender

Very Important

Somewhat Important

Not Very Important

Not At All Important

No Opinion

(a) Speak a foreign language? : 1. In order to compete successfully in the job market how important will it be for you to:

Total

Female Male Gender

Total

A.14a: Chi-Square Tests

14.035 a 4 .007

13.499 4 .009

13.704 1 .000

1346

Pearson Chi-Square

Likelihood Ratio Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided)

0 cells (.0%) have expected count less than 5. The minimum expected count is 10.14.

a.

103

Crosstab

44 108 191 142 35 520

41.1% 41.7% 37.7% 37.3% 37.6% 38.6%

44 103 241 171 39 598

41.1% 39.8% 47.6% 44.9% 41.9% 44.4%

10 33 52 48 9 152

9.3% 12.7% 10.3% 12.6% 9.7% 11.3%

6 9 8 9 4 36

5.6% 3.5% 1.6% 2.4% 4.3% 2.7%

3 6 14 11 6 40

2.8% 2.3% 2.8% 2.9% 6.5% 3.0%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Very Important

Somewhat Important

Not Very Important

Not At All Important

No Opinion

(a) Speak a foreign

language? : 1. In order

to compete

successfully in the job

market how important

will it be f or you to:

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

A.15:

104

A.16:

270 250 520

42.0% 35.6% 38.6%

267 331 598

41.5% 47.1% 44.4%

67 85 152

10.4% 12.1% 11.3%

16 20 36

2.5% 2.8% 2.7%

23 17 40

3.6% 2.4% 3.0%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Very Important

Somewhat Important

Not Very Important

Not At All Important

No Opinion

(a) Speak a foreign language? : 1. In order to compete successfully in the job market how important will it be for you to:

Total

Yes No

First Generation College Student

Total

105

A.16a: Chi-Square Tests

8.437 a 4 .077 8.442 4 .077

1.116 1 .291

1346

Pearson Chi-Square

Likelihood Ratio

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided)

0 cells (.0%) have expected count less than 5. The minimum expected count is 17.20.

a.

106

Crosstab

96 120 103 183 18 520

35.3% 44.0% 36.5% 38.7% 39.1% 38.6%

133 116 132 194 23 598

48.9% 42.5% 46.8% 41.0% 50.0% 44.4%

27 25 36 61 3 152

9.9% 9.2% 12.8% 12.9% 6.5% 11.3%

7 2 8 17 2 36

2.6% .7% 2.8% 3.6% 4.3% 2.7%

9 10 3 18 40

3.3% 3.7% 1.1% 3.8% 3.0%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Very Important

Somewhat Important

Not Very Important

Not At All Important

No Opinion

(a) Speak a f oreign

language? : 1. In order

to compete

successfully in the job

market how important

will it be f or you to:

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif icat ion in Undergraduate Program

Total

A.17:

107

A.18:

691 234 925

71.5% 61.7% 68.7%

240 108 348

24.8% 28.5% 25.9% 23 21 44

2.4% 5.5% 3.3% 3 5 8

.3% 1.3% .6%

10 11 21

1.0% 2.9% 1.6% 967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count % within Gender

Count

% within Gender

Count

% within Gender

Count % within Gender

Very Important

Somewhat Important

Not Very Important

Not At All Important

No Opinion

(b) Understand other cultures and customs? : 1. In order to compete successfully in the job market how important will it be for you to:

Total

Female Male Gender

Total

A.18a: Chi-Square Tests

24.250 a 4 .000 22.258 4 .000

21.616 1 .000

1346

Pearson Chi-Square

Likelihood Ratio Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided)

1 cells (10.0%) have expected count less than 5. The minimum expected count is 2.25.

a.

108

Crosstab

72 181 344 258 70 925

67.3% 69.9% 68.0% 67.7% 75.3% 68.7%

28 64 135 105 16 348

26.2% 24.7% 26.7% 27.6% 17.2% 25.9%

4 9 19 10 2 44

3.7% 3.5% 3.8% 2.6% 2.2% 3.3%

3 2 2 1 8

1.2% .4% .5% 1.1% .6%

3 2 6 6 4 21

2.8% .8% 1.2% 1.6% 4.3% 1.6%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Very Important

Somewhat Important

Not Very Important

Not At All Important

No Opinion

(b) Understand other

cultures and customs?

: 1. In order to compete

successfully in the job

market how important

will it be f or you to:

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

A.19:

109

A.20:

445 480 925

69.2% 68.3% 68.7%

164 184 348

25.5% 26.2% 25.9%

19 25 44

3.0% 3.6% 3.3%

4 4 8

.6% .6% .6%

11 10 21

1.7% 1.4% 1.6%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Very Important

Somewhat Important

Not Very Important

Not At All Important

No Opinion

(b) Understand other cultures and customs? : 1. In order to compete successfully in the job market how important will it be for you to:

Total

Yes No

First Generation College Student

Total

110

Crosstab

178 186 192 337 32 925

65.4% 68.1% 68.1% 71.2% 69.6% 68.7%

75 73 76 110 14 348

27.6% 26.7% 27.0% 23.3% 30.4% 25.9%

11 6 10 17 44

4.0% 2.2% 3.5% 3.6% 3.3%

4 3 1 8

1.5% 1.1% .2% .6%

4 8 1 8 21

1.5% 2.9% .4% 1.7% 1.6%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Very Important

Somewhat Important

Not Very Important

Not At All Important

No Opinion

(b) Understand other

cultures and customs?

: 1. In order to compete

successfully in the job

market how important

will it be f or you to:

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif icat ion in Undergraduate Program

Total

A.21:

111

A.22:

617 221 838

63.8% 58.3% 62.3%

298 117 415

30.8% 30.9% 30.8% 36 26 62

3.7% 6.9% 4.6% 5 4 9

.5% 1.1% .7%

11 11 22

1.1% 2.9% 1.6% 967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count % within Gender

Count

% within Gender

Count

% within Gender

Count % within Gender

Very Important

Somewhat Important

Not Very Important

Not At All Important

No Opinion

(c) Know about international issues and events? : 1. In order to compete successfully in the job market how important will it be for you to:

Total

Female Male Gender

Total

A.22a: Chi-Square Tests

13.507 a 4 .009 12.459 4 .014

10.592 1 .001

1346

Pearson Chi-Square

Likelihood Ratio Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided)

1 cells (10.0%) have expected count less than 5. The minimum expected count is 2.53.

a.

112

Crosstab

69 174 306 232 57 838

64.5% 67.2% 60.5% 60.9% 61.3% 62.3%

33 65 163 124 30 415

30.8% 25.1% 32.2% 32.5% 32.3% 30.8%

4 14 25 17 2 62

3.7% 5.4% 4.9% 4.5% 2.2% 4.6%

2 3 3 1 9

.8% .6% .8% 1.1% .7%

1 4 9 5 3 22

.9% 1.5% 1.8% 1.3% 3.2% 1.6%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Very Important

Somewhat Important

Not Very Important

Not At All Important

No Opinion

(c) Know about

international issues

and events? : 1. In

order to compete

successfully in the job

market how important

will it be f or you to:

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

A.23:

113

A.24:

399 439 838

62.1% 62.4% 62.3%

202 213 415

31.4% 30.3% 30.8%

26 36 62

4.0% 5.1% 4.6%

5 4 9

.8% .6% .7%

11 11 22

1.7% 1.6% 1.6%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Very Important

Somewhat Important

Not Very Important

Not At All Important

No Opinion

(c) Know about international issues and events? : 1. In order to compete successfully in the job market how important will it be for you to:

Total

Yes No

First Generation College Student

Total

114

Crosstab

170 176 169 301 22 838

62.5% 64.5% 59.9% 63.6% 47.8% 62.3%

81 78 94 139 23 415

29.8% 28.6% 33.3% 29.4% 50.0% 30.8%

16 10 16 19 1 62

5.9% 3.7% 5.7% 4.0% 2.2% 4.6%

3 3 3 9

1.1% 1.1% .6% .7%

2 9 11 22

.7% 3.3% 2.3% 1.6%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Very Important

Somewhat Important

Not Very Important

Not At All Important

No Opinion

(c) Know about

international issues

and events? : 1. In

order to compete

successfully in the job

market how important

will it be f or you to:

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif icat ion in Undergraduate Program

Total

A.25:

115

A.26:

90 67 157

9.3% 17.7% 11.7%

301 136 437

31.1% 35.9% 32.5% 303 86 389

31.3% 22.7% 28.9% 217 62 279

22.4% 16.4% 20.7%

56 28 84

5.8% 7.4% 6.2% 967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count % within Gender

Count

% within Gender

Count

% within Gender

Count % within Gender

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

'The more time spent in class learning about other countries, cultures, or global issues, the less time is available for the basics.' : 2. Rate your level of agreement with the following statements.

Total

Female Male Gender

Total

A.26a: Chi-Square Tests

31.264 a 4 .000 30.507 4 .000

13.517 1 .000

1346

Pearson Chi-Square

Likelihood Ratio Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided)

0 cells (.0%) have expected count less than 5. The minimum expected count is 23.65.

a.

116

Crosstab

18 29 48 52 10 157

16.8% 11.2% 9.5% 13.6% 10.8% 11.7%

45 97 157 111 27 437

42.1% 37.5% 31.0% 29.1% 29.0% 32.5%

26 67 153 123 20 389

24.3% 25.9% 30.2% 32.3% 21.5% 28.9%

12 55 113 72 27 279

11.2% 21.2% 22.3% 18.9% 29.0% 20.7%

6 11 35 23 9 84

5.6% 4.2% 6.9% 6.0% 9.7% 6.2%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

'The more time spent in

class learning about

other countries, cultures,

or global issues, the

less time is available f or

the basics.' : 2. Rate y our

level of agreement with

the f ollowing statements.

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

A.27:

117

A.27a: Chi-Square Tests

30.982 a 16 .014 31.206 16 .013

7.335 1 .007

1346

Pearson Chi-Square

Likelihood Ratio

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided)

0 cells (.0%) have expected count less than 5. The minimum expected count is 5.80.

a.

118

A.28:

78 79 157

12.1% 11.2% 11.7%

200 237 437

31.1% 33.7% 32.5%

201 188 389

31.3% 26.7% 28.9%

131 148 279

20.4% 21.1% 20.7%

33 51 84

5.1% 7.3% 6.2%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

'The more time spent in class learning about other countries, cultures, or global issues, the less time is available for the basics.' : 2. Rate your level of agreement with the following statements.

Total

Yes No

First Generation College Student

Total

119

Crosstab

34 27 32 57 7 157

12.5% 9.9% 11.3% 12.1% 15.2% 11.7%

100 86 96 145 10 437

36.8% 31.5% 34.0% 30.7% 21.7% 32.5%

80 80 80 137 12 389

29.4% 29.3% 28.4% 29.0% 26.1% 28.9%

40 56 59 109 15 279

14.7% 20.5% 20.9% 23.0% 32.6% 20.7%

18 24 15 25 2 84

6.6% 8.8% 5.3% 5.3% 4.3% 6.2%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

'The more time spent in

class learning about

other countries, cultures,

or global issues, the

less time is available for

the basics.' : 2. Rate your

level of agreement with

the f ollowing statements.

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif icat ion in Undergraduate Program

Total

A.29:

120

A.30:

100 61 161

10.3% 16.1% 12.0%

247 112 359

25.5% 29.6% 26.7% 258 86 344

26.7% 22.7% 25.6% 326 99 425

33.7% 26.1% 31.6%

36 21 57

3.7% 5.5% 4.2% 967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count % within Gender

Count

% within Gender

Count

% within Gender

Count % within Gender

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

'Learning about other countries, cultures, and global issues is useful, but not a necessary component of my education.' : 2. Rate your level of agreement with the following statements.

Total

Female Male Gender

Total

A.30a: Chi-Square Tests

17.966 a 4 .001 17.627 4 .001

8.461 1 .004

1346

Pearson Chi-Square

Likelihood Ratio Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided)

0 cells (.0%) have expected count less than 5. The minimum expected count is 16.05.

a.

121

A.31a: Chi-Square Tests

27.250 a 16 .039

27.802 16 .033

1.154 1 .283

1346

Pearson Chi-Square

Likelihood Ratio Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided)

2 cells (8.0%) have expected count less than 5. The minimum expected count is 3.94.

a.

Crosstab

15 28 56 51 11 161

14.0% 10.8% 11.1% 13.4% 11.8% 12.0%

39 74 114 111 21 359

36.4% 28.6% 22.5% 29.1% 22.6% 26.7%

23 67 130 98 26 344

21.5% 25.9% 25.7% 25.7% 28.0% 25.6%

29 84 181 104 27 425

27.1% 32.4% 35.8% 27.3% 29.0% 31.6%

1 6 25 17 8 57

.9% 2.3% 4.9% 4.5% 8.6% 4.2%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

'Learning about other

countries, cultures, and

global issues is useful,

but not a necessary

component of my

education.' : 2. Rate y our

level of agreement with

the f ollowing statements.

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

A.31:

122

A.32:

77 84 161

12.0% 11.9% 12.0%

177 182 359

27.5% 25.9% 26.7%

162 182 344

25.2% 25.9% 25.6%

200 225 425

31.1% 32.0% 31.6%

27 30 57

4.2% 4.3% 4.2%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

'Learning about other countries, cultures, and global issues is useful, but not a necessary component of my education.' : 2. Rate your level of agreement with the following statements.

Total

Yes No

First Generation College Student

Total

123

Crosstab

33 30 37 55 6 161

12.1% 11.0% 13.1% 11.6% 13.0% 12.0%

78 62 77 127 15 359

28.7% 22.7% 27.3% 26.8% 32.6% 26.7%

74 71 75 118 6 344

27.2% 26.0% 26.6% 24.9% 13.0% 25.6%

72 94 82 160 17 425

26.5% 34.4% 29.1% 33.8% 37.0% 31.6%

15 16 11 13 2 57

5.5% 5.9% 3.9% 2.7% 4.3% 4.2%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

'Learning about other

countries, cultures, and

global issues is usef ul,

but not a necessary

component of my

education.' : 2. Rate y our

level of agreement with

the f ollowing statements.

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif icat ion in Undergraduate Program

Total

A.33:

124

A.34:

412 164 576

42.6% 43.3% 42.8%

364 147 511

37.6% 38.8% 38.0% 98 28 126

10.1% 7.4% 9.4% 41 13 54

4.2% 3.4% 4.0%

52 27 79

5.4% 7.1% 5.9% 967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count % within Gender

Count

% within Gender

Count

% within Gender

Count % within Gender

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

... have a study abroad experience some time during their college or university career. : 3. Rate your level of agreement with the following areas that complete this statement: <b>All undergraduates should...</b>

Total

Female Male Gender

Total

125

Crosstab

46 103 219 174 34 576

43.0% 39.8% 43.3% 45.7% 36.6% 42.8%

44 100 202 133 32 511

41.1% 38.6% 39.9% 34.9% 34.4% 38.0%

11 28 38 37 12 126

10.3% 10.8% 7.5% 9.7% 12.9% 9.4%

4 14 19 14 3 54

3.7% 5.4% 3.8% 3.7% 3.2% 4.0%

2 14 28 23 12 79

1.9% 5.4% 5.5% 6.0% 12.9% 5.9%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

... have a study abroad

experience some time

during their college or

university career. : 3.

Rate your lev el of

agreement with the

f ollowing areas that

complete this statement:

<b>All undergraduates

should...</b>

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

A.35:

126

A.36:

298 278 576

46.3% 39.5% 42.8%

240 271 511

37.3% 38.5% 38.0%

47 79 126

7.3% 11.2% 9.4%

22 32 54

3.4% 4.6% 4.0%

36 43 79

5.6% 6.1% 5.9%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

... have a study abroad experience some time during their college or university career. : 3. Rate your level of agreement with the following areas that complete this statement: <b>All undergraduates should...</b>

Total

Yes No

First Generation College Student

Total

127

A.36a: Chi-Square Tests

10.520 a 4 .033

10.601 4 .031

5.894 1 .015

1346

Pearson Chi-Square

Likelihood Ratio

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided)

0 cells (.0%) have expected count less than 5. The minimum expected count is 25.80.

a.

128

Crosstab

131 130 110 182 23 576

48.2% 47.6% 39.0% 38.5% 50.0% 42.8%

97 96 109 196 13 511

35.7% 35.2% 38.7% 41.4% 28.3% 38.0%

22 19 34 47 4 126

8.1% 7.0% 12.1% 9.9% 8.7% 9.4%

6 9 13 24 2 54

2.2% 3.3% 4.6% 5.1% 4.3% 4.0%

16 19 16 24 4 79

5.9% 7.0% 5.7% 5.1% 8.7% 5.9%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

... have a study abroad

experience some time

during their college or

university career. : 3.

Rate your lev el of

agreement with the

f ollowing areas that

complete this statement:

<b>All undergraduates

should...</b>

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif icat ion in Undergraduate Program

Total

A.37:

129

A.38:

310 127 437

32.1% 33.5% 32.5%

430 155 585

44.5% 40.9% 43.5% 147 58 205

15.2% 15.3% 15.2% 44 16 60

4.6% 4.2% 4.5%

36 23 59

3.7% 6.1% 4.4% 967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count % within Gender

Count

% within Gender

Count

% within Gender

Count % within Gender

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

... be required to take courses covering international topics. : 3. Rate your level of agreement with the following areas that complete this statement: <b>All undergraduates should...</b>

Total

Female Male Gender

Total

130

Crosstab

42 85 160 122 28 437

39.3% 32.8% 31.6% 32.0% 30.1% 32.5%

44 100 224 173 44 585

41.1% 38.6% 44.3% 45.4% 47.3% 43.5%

12 49 74 57 13 205

11.2% 18.9% 14.6% 15.0% 14.0% 15.2%

6 13 26 13 2 60

5.6% 5.0% 5.1% 3.4% 2.2% 4.5%

3 12 22 16 6 59

2.8% 4.6% 4.3% 4.2% 6.5% 4.4%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

... be required to take

courses covering

international topics. : 3.

Rate your lev el of

agreement with the

f ollowing areas that

complete this statement:

<b>All undergraduates

should...</b>

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

A.39:

131

A.40:

215 222 437

33.4% 31.6% 32.5%

280 305 585

43.5% 43.4% 43.5%

94 111 205

14.6% 15.8% 15.2%

28 32 60

4.4% 4.6% 4.5%

26 33 59

4.0% 4.7% 4.4%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

... be required to take courses covering international topics. : 3. Rate your level of agreement with the following areas that complete this statement: <b>All undergraduates should...</b>

Total

Yes No

First Generation College Student

Total

132

Crosstab

73 88 84 176 16 437

26.8% 32.2% 29.8% 37.2% 34.8% 32.5%

127 108 124 203 23 585

46.7% 39.6% 44.0% 42.9% 50.0% 43.5%

46 50 48 57 4 205

16.9% 18.3% 17.0% 12.1% 8.7% 15.2%

12 10 12 24 2 60

4.4% 3.7% 4.3% 5.1% 4.3% 4.5%

14 17 14 13 1 59

5.1% 6.2% 5.0% 2.7% 2.2% 4.4%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

... be required to take

courses covering

international topics. : 3.

Rate your lev el of

agreement with the

f ollowing areas that

complete this statement:

<b>All undergraduates

should...</b>

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif icat ion in Undergraduate Program

Total

A.41:

133

A.42:

498 171 669

51.5% 45.1% 49.7%

349 142 491

36.1% 37.5% 36.5% 63 32 95

6.5% 8.4% 7.1%

37 14 51

3.8% 3.7% 3.8%

20 20 40

2.1% 5.3% 3.0% 967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count % within Gender

Count

% within Gender

Count

% within Gender

Count % within Gender

Count

% within Gender

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

... be required to study one foreign language if they don’t already know one. : 3. Rate your level of agreement with the following areas that complete this statement: <b>All undergraduates should...</b>

Total

Female Male

Gender

Total

A.42a: Chi-Square Tests

13.253 a 4 .010 12.282 4 .015

9.252 1 .002

1346

Pearson Chi-Square

Likelihood Ratio

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided)

0 cells (.0%) have expected count less than 5. The minimum expected count is 11.26.

a.

134

Crosstab

55 134 256 185 39 669

51.4% 51.7% 50.6% 48.6% 41.9% 49.7%

38 89 184 148 32 491

35.5% 34.4% 36.4% 38.8% 34.4% 36.5%

5 24 31 26 9 95

4.7% 9.3% 6.1% 6.8% 9.7% 7.1%

7 6 17 14 7 51

6.5% 2.3% 3.4% 3.7% 7.5% 3.8%

2 6 18 8 6 40

1.9% 2.3% 3.6% 2.1% 6.5% 3.0%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

... be required to study

one f oreign language if

they don’t already know

one. : 3. Rate your level

of agreement with the

f ollowing areas that

complete this statement:

<b>All undergraduates

should...</b>

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

A.43:

135

A.44:

334 335 669

51.9% 47.7% 49.7%

231 260 491

35.9% 37.0% 36.5%

34 61 95

5.3% 8.7% 7.1%

27 24 51

4.2% 3.4% 3.8%

17 23 40

2.6% 3.3% 3.0%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

... be required to study one foreign language if they don’t already know one. : 3. Rate your level of agreement with the following areas that complete this statement: <b>All undergraduates should...</b>

Total

Yes No

First Generation College Student

Total

136

A.45a: Chi-Square Tests

35.976 16 .003

37.031 16 .002

12.243 1 .000

1346

Pearson Chi-Square

Likelihood Ratio

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided)

Crosstab

107 146 136 255 25 669

39.3% 53.5% 48.2% 53.9% 54.3% 49.7%

111 83 113 168 16 491

40.8% 30.4% 40.1% 35.5% 34.8% 36.5%

32 25 16 20 2 95

11.8% 9.2% 5.7% 4.2% 4.3% 7.1%

12 8 10 18 3 51

4.4% 2.9% 3.5% 3.8% 6.5% 3.8%

10 11 7 12 40

3.7% 4.0% 2.5% 2.5% 3.0%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

... be required to study

one f oreign language if

they don’t already know

one. : 3. Rate your level

of agreement with the

f ollowing areas that

complete this statement:

<b>All undergraduates

should...</b>

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif icat ion in Undergraduate Program

Total

A.45:

137

A.46:

555 223 778

57.4% 58.8% 57.8%

324 120 444

33.5% 31.7% 33.0% 51 17 68

5.3% 4.5% 5.1%

13 6 19

1.3% 1.6% 1.4%

24 13 37

2.5% 3.4% 2.7% 967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count % within Gender

Count

% within Gender

Count

% within Gender

Count % within Gender

Count

% within Gender

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

... increase my understanding of my own culture and values. : 4. Rate your level of agreement with the following areas that complete this statement: <b>Studying international topics, foreign languages, and visiting other countries will...</b>

Total

Female Male

Gender

Total

138

Crosstab

63 149 290 223 53 778

58.9% 57.5% 57.3% 58.5% 57.0% 57.8%

35 92 179 115 23 444

32.7% 35.5% 35.4% 30.2% 24.7% 33.0%

6 13 19 25 5 68

5.6% 5.0% 3.8% 6.6% 5.4% 5.1%

1 2 6 6 4 19

.9% .8% 1.2% 1.6% 4.3% 1.4%

2 3 12 12 8 37

1.9% 1.2% 2.4% 3.1% 8.6% 2.7%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

... increase my

understanding of my own

culture and v alues. : 4.

Rate your lev el of

agreement with the

f ollowing areas that

complete this statement:

<b>Study ing internat ional

topics, f oreign languages,

and v isiting other

countries will...</b>

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

A.47:

139

A.47a: Chi-Square Tests

29.230 a 16 .022

24.127 16 .087

5.616 1 .018

1346

Pearson Chi-Square

Likelihood Ratio

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided)

6 cells (24.0%) have expected count less than 5. The minimum expected count is 1.31.

a.

140

A.48:

383 395 778

59.6% 56.2% 57.8%

211 233 444

32.8% 33.1% 33.0%

28 40 68

4.4% 5.7% 5.1%

11 8 19

1.7% 1.1% 1.4%

10 27 37

1.6% 3.8% 2.7%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

... increase my understanding of my own culture and values. : 4. Rate your level of agreement with the following areas that complete this statement: <b>Studying international topics, foreign languages, and visiting other countries will...</b>

Total

Yes No

First Generation College Student

Total

141

Crosstab

161 173 146 270 28 778

59.2% 63.4% 51.8% 57.1% 60.9% 57.8%

87 72 106 165 14 444

32.0% 26.4% 37.6% 34.9% 30.4% 33.0%

14 14 16 22 2 68

5.1% 5.1% 5.7% 4.7% 4.3% 5.1%

3 2 5 8 1 19

1.1% .7% 1.8% 1.7% 2.2% 1.4%

7 12 9 8 1 37

2.6% 4.4% 3.2% 1.7% 2.2% 2.7%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

... increase my

understanding of my own

culture and values. : 4.

Rate your lev el of

agreement with the

f ollowing areas that

complete this statement:

<b>Study ing international

topics, f oreign languages,

and v isiting other

countries will...</b>

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif icat ion in Undergraduate Program

Total

A.49:

142

A.50:

723 260 983

74.8% 68.6% 73.0%

217 96 313

22.4% 25.3% 23.3% 10 11 21

1.0% 2.9% 1.6%

4 1 5

.4% .3% .4%

13 11 24

1.3% 2.9% 1.8% 967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count % within Gender

Count

% within Gender

Count

% within Gender

Count % within Gender

Count

% within Gender

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

... increase my understanding of other peoples and cultures. : 4. Rate your level of agreement with the following areas that complete this statement: <b>Studying international topics, foreign languages, and visiting other countries will...</b>

Total

Female Male

Gender

Total

A.50a: Chi-Square Tests

12.357 a 4 .015

11.379 4 .023

8.483 1 .004

1346

Pearson Chi-Square

Likelihood Ratio

Linear-by-Linear Association N of Valid Cases

Value df Asymp. Sig.

(2-sided)

2 cells (20.0%) have expected count less than 5. The minimum expected count is 1.41.

a.

143

Crosstab

81 188 380 266 68 983

75.7% 72.6% 75.1% 69.8% 73.1% 73.0%

25 62 110 98 18 313

23.4% 23.9% 21.7% 25.7% 19.4% 23.3%

1 6 6 8 21

.9% 2.3% 1.2% 2.1% 1.6%

1 2 1 1 5

.4% .4% .3% 1.1% .4%

2 8 8 6 24

.8% 1.6% 2.1% 6.5% 1.8%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

... increase my

understanding of other

peoples and cultures. : 4.

Rate your lev el of

agreement with the

f ollowing areas that

complete this statement:

<b>Study ing internat ional

topics, f oreign languages,

and v isiting other

countries will...</b>

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

A.51:

144

A.52:

462 521 983

71.9% 74.1% 73.0%

158 155 313

24.6% 22.0% 23.3%

9 12 21

1.4% 1.7% 1.6%

3 2 5

.5% .3% .4%

11 13 24

1.7% 1.8% 1.8%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

... increase my understanding of other peoples and cultures. : 4. Rate your level of agreement with the following areas that complete this statement: <b>Studying international topics, foreign languages, and visiting other countries will...</b>

Total

Yes No

First Generation College Student

Total

145

Crosstab

193 209 200 346 35 983

71.0% 76.6% 70.9% 73.2% 76.1% 73.0%

67 53 71 112 10 313

24.6% 19.4% 25.2% 23.7% 21.7% 23.3%

6 2 3 9 1 21

2.2% .7% 1.1% 1.9% 2.2% 1.6%

2 2 1 5

.7% .7% .2% .4%

4 9 6 5 24

1.5% 3.3% 2.1% 1.1% 1.8%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

... increase my

understanding of other

peoples and cultures. : 4.

Rate your lev el of

agreement with the

f ollowing areas that

complete this statement:

<b>Study ing international

topics, f oreign languages,

and v isiting other

countries will...</b>

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif icat ion in Undergraduate Program

Total

A.53:

146

A.54:

698 246 944

72.2% 64.9% 70.1%

218 101 319

22.5% 26.6% 23.7% 26 16 42

2.7% 4.2% 3.1%

12 2 14

1.2% .5% 1.0%

13 14 27

1.3% 3.7% 2.0% 967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count % within Gender

Count

% within Gender

Count

% within Gender

Count % within Gender

Count

% within Gender

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

... make me a more well-rounded person. : 4. Rate your level of agreement with the following areas that complete this statement: <b>Studying international topics, foreign languages, and visiting other countries will...</b>

Total

Female Male

Gender

Total

A.54a: Chi-Square Tests

14.866 a 4 .005 14.123 4 .007

9.324 1 .002

1346

Pearson Chi-Square

Likelihood Ratio

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided)

1 cells (10.0%) have expected count less than 5. The minimum expected count is 3.94.

a.

147

Crosstab

73 186 354 259 72 944

68.2% 71.8% 70.0% 68.0% 77.4% 70.1%

26 58 123 98 14 319

24.3% 22.4% 24.3% 25.7% 15.1% 23.7%

4 11 15 12 42

3.7% 4.2% 3.0% 3.1% 3.1%

2 2 4 5 1 14

1.9% .8% .8% 1.3% 1.1% 1.0%

2 2 10 7 6 27

1.9% .8% 2.0% 1.8% 6.5% 2.0%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

... make me a more

well-rounded person. : 4.

Rate your lev el of

agreement with the

f ollowing areas that

complete this statement:

<b>Study ing internat ional

topics, f oreign languages,

and v isiting other

countries will...</b>

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

A.55:

148

A.56:

442 502 944

68.7% 71.4% 70.1%

165 154 319

25.7% 21.9% 23.7%

17 25 42

2.6% 3.6% 3.1%

7 7 14

1.1% 1.0% 1.0%

12 15 27

1.9% 2.1% 2.0%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

... make me a more well-rounded person. : 4. Rate your level of agreement with the following areas that complete this statement: <b>Studying international topics, foreign languages, and visiting other countries will...</b>

Total

Yes No

First Generation College Student

Total

149

Crosstab

188 196 191 333 36 944

69.1% 71.8% 67.7% 70.4% 78.3% 70.1%

70 54 73 114 8 319

25.7% 19.8% 25.9% 24.1% 17.4% 23.7%

8 12 6 14 2 42

2.9% 4.4% 2.1% 3.0% 4.3% 3.1%

2 3 5 4 14

.7% 1.1% 1.8% .8% 1.0%

4 8 7 8 27

1.5% 2.9% 2.5% 1.7% 2.0%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

... make me a more

well-rounded person. : 4.

Rate your lev el of

agreement with the

f ollowing areas that

complete this statement:

<b>Study ing international

topics, f oreign languages,

and v isiting other

countries will...</b>

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif icat ion in Undergraduate Program

Total

A.57:

150

A.58:

515 183 698

53.3% 48.3% 51.9%

330 127 457

34.1% 33.5% 34.0% 82 47 129

8.5% 12.4% 9.6% 16 5 21

1.7% 1.3% 1.6%

24 17 41

2.5% 4.5% 3.0% 967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count % within Gender

Count

% within Gender

Count

% within Gender

Count % within Gender

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

... help me get a better job. : 4. Rate your level of agreement with the following areas that complete this statement: <b>Studying international topics, foreign languages, and visiting other countries will...</b>

Total

Female Male Gender

Total

A.58a: Chi-Square Tests

9.482 a 4 .050

9.027 4 .060

6.403 1 .011

1346

Pearson Chi-Square

Likelihood Ratio Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided)

0 cells (.0%) have expected count less than 5. The minimum expected count is 5.91.

a.

151

Crosstab

55 140 263 192 48 698

51.4% 54.1% 52.0% 50.4% 51.6% 51.9%

36 87 169 136 29 457

33.6% 33.6% 33.4% 35.7% 31.2% 34.0%

12 26 45 39 7 129

11.2% 10.0% 8.9% 10.2% 7.5% 9.6%

2 3 9 5 2 21

1.9% 1.2% 1.8% 1.3% 2.2% 1.6%

2 3 20 9 7 41

1.9% 1.2% 4.0% 2.4% 7.5% 3.0%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

... help me get a better

job. : 4. Rate your level of

agreement with the

f ollowing areas that

complete this statement:

<b>Study ing internat ional

topics, f oreign languages,

and v isiting other

countries will...</b>

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

A.59:

152

A.60:

351 347 698

54.6% 49.4% 51.9%

209 248 457

32.5% 35.3% 34.0%

56 73 129

8.7% 10.4% 9.6%

9 12 21

1.4% 1.7% 1.6%

18 23 41

2.8% 3.3% 3.0%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

... help me get a better job. : 4. Rate your level of agreement with the following areas that complete this statement: <b>Studying international topics, foreign languages, and visiting other countries will...</b>

Total

Yes No

First Generation College Student

Total

153

Crosstab

148 157 140 232 21 698

54.4% 57.5% 49.6% 49.0% 45.7% 51.9%

89 78 98 177 15 457

32.7% 28.6% 34.8% 37.4% 32.6% 34.0%

23 23 26 49 8 129

8.5% 8.4% 9.2% 10.4% 17.4% 9.6%

2 4 5 8 2 21

.7% 1.5% 1.8% 1.7% 4.3% 1.6%

10 11 13 7 41

3.7% 4.0% 4.6% 1.5% 3.0%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

... help me get a better

job. : 4. Rate your level of

agreement with the

f ollowing areas that

complete this statement:

<b>Study ing international

topics, f oreign languages,

and v isiting other

countries will...</b>

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif icat ion in Undergraduate Program

Total

A.61:

154

A.62:

743 259 1002

76.8% 68.3% 74.4%

196 94 290

20.3% 24.8% 21.5% 9 8 17

.9% 2.1% 1.3% 6 5 11

.6% 1.3% .8%

13 13 26

1.3% 3.4% 1.9% 967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count % within Gender

Count

% within Gender

Count

% within Gender

Count % within Gender

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

... provide me with skills to work with people from diverse backgrounds. : 4. Rate your level of agreement with the following areas that complete this statement: <b>Studying international topics, foreign languages, and visiting other countries will...</b>

Total

Female Male Gender

Total

A.62a: Chi-Square Tests

16.000 a 4 .003 14.923 4 .005

15.385 1 .000

1346

Pearson Chi-Square

Likelihood Ratio Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided)

2 cells (20.0%) have expected count less than 5. The minimum expected count is 3.10.

a.

155

Crosstab

80 192 380 278 72 1002

74.8% 74.1% 75.1% 73.0% 77.4% 74.4%

23 59 106 89 13 290

21.5% 22.8% 20.9% 23.4% 14.0% 21.5%

2 5 7 3 17

1.9% 1.9% 1.4% .8% 1.3%

1 6 3 1 11

.4% 1.2% .8% 1.1% .8%

2 2 7 8 7 26

1.9% .8% 1.4% 2.1% 7.5% 1.9%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

... prov ide me with skills to

work with people f rom

diverse backgrounds. : 4.

Rate your lev el of

agreement with the

f ollowing areas that

complete this statement:

<b>Study ing internat ional

topics, f oreign languages,

and v isiting other

countries will...</b>

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

A.63:

156

A.64:

468 534 1002

72.8% 76.0% 74.4%

150 140 290

23.3% 19.9% 21.5%

7 10 17

1.1% 1.4% 1.3%

6 5 11

.9% .7% .8%

12 14 26

1.9% 2.0% 1.9%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

... provide me with skills to work with people from diverse backgrounds. : 4. Rate your level of agreement with the following areas that complete this statement: <b>Studying international topics, foreign languages, and visiting other countries will...</b>

Total

Yes No

First Generation College Student

Total

157

Crosstab

209 214 201 344 34 1002

76.8% 78.4% 71.3% 72.7% 73.9% 74.4%

52 45 71 111 11 290

19.1% 16.5% 25.2% 23.5% 23.9% 21.5%

4 4 1 7 1 17

1.5% 1.5% .4% 1.5% 2.2% 1.3%

3 1 3 4 11

1.1% .4% 1.1% .8% .8%

4 9 6 7 26

1.5% 3.3% 2.1% 1.5% 1.9%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

No Opinion

... prov ide me with skills to

work with people f rom

diverse backgrounds. : 4.

Rate your lev el of

agreement with the

f ollowing areas that

complete this statement:

<b>Study ing international

topics, f oreign languages,

and v isiting other

countries will...</b>

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif icat ion in Undergraduate Program

Total

A.65:

Section B: Formal International Education Experiences

B.1: Traveled outside the United States by Gender, Primary Area Where Raised, Whether

First Generation College Student, and Classification.

Variable Number Percent Gender:

Male

Female

49

100

67.1

32.9

Primary Area Where Raised:

Rural Farm

Rural Non-Farm

Urban

Inner City

Other

12

25

56

41

15

8.1

16.8

37.6

27.5

10.1

First Generation College Student?

Yes

No

64

85

43.0

57.0

Classification*:

Freshman

Sophomore

Junior

Senior

Don‘t Know/Unclassified

18

33

29

57

12

12.1

22.1

19.5

38.3

8.1

* Chi-square= 16.941, df=4, p=.002

B.2: Duration of Maximum Time Spent Outside the United States by Gender, Primary

Area Where Raised, Whether First Generation College Student, and Classification

Variable 1 month or

less

1-6 months 6 months –

1year

More than 1

year Gender:

Male

Female

21(28.4)

53(71.6)

11(29.7)

26(70.3)

5(45.5)

6(54.5)

12(44.4)

15(55.6)

Primary Area Where Raised:

Rural Farm

Rural Non-Farm

Urban

Inner City

Other

8 (10.8)

13(17.6)

29(39.2)

20(27.0)

4 (5.4)

2 (5.4)

8 (21.6)

10(27.0)

13(35.1)

4 (10.8)

1 (9.1)

2(18.2)

4(36.4)

1 (9.1)

3(27.3)

1 (3.7)

2 (7.4)

13(48.1)

7(25.9)

4(14.8)

First Generation College Student?

Yes

No

36(48.6)

38(51.4)

13(35.1)

24(64.9)

4(36.4)

7(63.6)

11(40.7)

16(59.3)

Classification:

Freshman

Sophomore

Junior

Senior

Don‘t Know/Unclassified

10(13.5)

14(18.9)

14(18.9)

32(43.2)

4 (5.4)

3(8.1)

6(16.2)

8(21.6)

12(32.4)

8(21.6)

--

1(9.1)

3(27.3)

7(63.6)

--

5(18.5)

12(44.4)

4(14.8)

6(22.2)

--

Note: Numbers in the parentheses are the percentages within the category.

B.3: Countries Visited Outside the United

159

States

Countries Visited Frequency Percent

Bahamas 3 2.01%

Bermuda 1 0.67%

Brazil 3 2.01%

Canada 16 10.74%

Chile 2 1.34%

China 3 2.01%

Costa Rica 7 4.70%

Ecuador 3 2.01%

France 14 9.40%

Gambia 1 0.67%

Germany 7 4.70%

Ghana 3 2.01%

Guyana 1 0.67%

Haiti 2 1.34%

Hungary 1 0.67%

India 2 1.34%

Italy 2 1.34%

Jamaica 2 1.34%

Japan 4 2.68%

Kenya 4 2.68%

Mexico 11 7.38%

Morocco 2 1.34%

Nicaragua 2 1.34%

Nigeria 9 6.04%

Poland 2 1.34%

South Africa 9 6.04%

Spain 11 7.38%

St. Kitts 1 0.67%

Switzerland 2 1.34%

Tanzania 2 1.34%

Trinidad and Tobago 4 2.68%

United Kingdom 6 4.03%

West Africa 2 1.34%

Zambia 2 1.34%

Zimbabwe 3 2.01%

Total 149 100.00%

160

B.4: In your travel outside the United States as an undergraduate for academic purposes, what were the benefits from this experience? Please select all that apply. (n=149)

Benefits Number Percent

Increased my understanding MY OWN culture and values 115 77.18%

Increased my understanding of OTHER peoples and cultures 126 84.56%

Increased my foreign language skills 88 59.06%

Made me a more well-rounded person 124 83.22%

Will help me get a better job 61 40.94%

Provided me with skills to work with other people from diverse backgrounds 113 75.84%

Other 39 26.17%

B.5: Studying a foreign language : 2. Please rate how important you think it is to participate in the following <b>academic studies</b> activities.

698 51.9 51.9 51.9

521 38.7 38.7 90.6 64 4.8 4.8 95.3

17 1.3 1.3 96.6

46 3.4 3.4 100.0

1346 100.0 100.0

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Total

Valid Frequency Percent Valid Percent

Cumulative Percent

B.6: 'Taking a course focused on global themes (e.g. international economics, women and development, or some other course covering the international community)' : 2. Please rate how important you think it is to participate in the following <b>academic studies</

594 44.1 44.1 44.1

571 42.4 42.4 86.6

119 8.8 8.8 95.4

11 .8 .8 96.2

51 3.8 3.8 100.0

1346 100.0 100.0

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Total

Valid Frequency Percent Valid Percent

Cumulative Percent

161

B.7: Taking a course focused on foreign cultures and religions : 2. Please rate how important you think it is to participate in the following <b>academic studies</b>

activities.

548 40.7 40.7 40.7

580 43.1 43.1 83.8 146 10.8 10.8 94.7

19 1.4 1.4 96.1

53 3.9 3.9 100.0 1346 100.0 100.0

High Importance Moderate Importance

Low Importance No Importance No Opinion

Total

Valid Frequency Percent Valid Percent

Cumulative Percent

B.8: Study Abroad or other international travel related to academic study/research : 2. Please rate how important you think it is to participate in the following <b>academic

studies</b> activities.

581 43.2 43.2 43.2

500 37.1 37.1 80.3

176 13.1 13.1 93.4

29 2.2 2.2 95.5

60 4.5 4.5 100.0

1346 100.0 100.0

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion Total

Valid Frequency Percent Valid Percent

Cumulative Percent

B.9: Studying a foreign language : 3. Please tell us if you have participated in the following <b>academic studies</b> activities.

1091 81.1 81.1 81.1

255 18.9 18.9 100.0 1346 100.0 100.0

Yes

No

Total

Valid Frequency Percent Valid Percent

Cumulative Percent

B.10: 'Taking a course focused on global themes (e.g. international economics, women and development, or some other course covering the international community)' : 3. Please tell us if you have participated

in the following <b>academic studies</b> activities.

708 52.6 52.6 52.6 638 47.4 47.4 100.0

1346 100.0 100.0

Yes

No Total

Valid Frequency Percent Valid Percent

Cumulative Percent

162

B.11: Taking a course focused on foreign cultures and religions : 3. Please tell us if you have participated in the following <b>academic studies</b>

activities.

757 56.2 56.2 56.2

589 43.8 43.8 100.0

1346 100.0 100.0

Yes

No

Total

Valid Frequency Percent Valid Percent

Cumulative Percent

B.12: Study Abroad or other international travel related to academic study/research : 3. Please tell us if you have participated in the following

<b>academic studies</b> activities.

268 19.9 19.9 19.9 1078 80.1 80.1 100.0

1346 100.0 100.0

Yes

No Total

Valid Frequency Percent Valid Percent

Cumulative Percent

Studying a foreign language

614 45.6 45.6 45.6

16 1.2 1.2 46.8

16 1.2 1.2 48.0

94 7.0 7.0 55.0

15 1.1 1.1 56.1

33 2.5 2.5 58.5

4 .3 .3 58.8

42 3.1 3.1 62.0

250 18.6 18.6 80.5

13 1.0 1.0 81.5

2 .1 .1 81.6

1 .1 .1 81.7

3 .2 .2 81.9

9 .7 .7 82.6

103 7.7 7.7 90.3

131 9.7 9.7 100.0

1346 100.0 100.0

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective opt ion

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this before I

graduate

Other

Total

Valid

Frequency Percent Valid Percent

Cumulativ e

Percent

B.13: Studying a foreign language

163

Taking a course focused on global themes (e.g. international economics, women and

development, or some other course covering the international community)

361 26.8 26.8 26.8

29 2.2 2.2 29.0

18 1.3 1.3 30.3

142 10.5 10.5 40.9

8 .6 .6 41.5

28 2.1 2.1 43.5

5 .4 .4 43.9

68 5.1 5.1 49.0

217 16.1 16.1 65.1

40 3.0 3.0 68.1

9 .7 .7 68.7

3 .2 .2 68.9

5 .4 .4 69.3

14 1.0 1.0 70.4

142 10.5 10.5 80.9

257 19.1 19.1 100.0

1346 100.0 100.0

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective opt ion

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this before I

graduate

Other

Total

Valid

Frequency Percent Valid Percent

Cumulativ e

Percent

B.14: Taking a course focused on global themes (e.g. international economics, women and development, or some other course covering the international community)

164

Taking a course focused on foreign cultures and rel igions

363 27.0 27.0 27.0

17 1.3 1.3 28.2

19 1.4 1.4 29.6

131 9.7 9.7 39.4

8 .6 .6 40.0

19 1.4 1.4 41.4

2 .1 .1 41.5

71 5.3 5.3 46.8

266 19.8 19.8 66.6

39 2.9 2.9 69.5

8 .6 .6 70.1

4 .3 .3 70.4

5 .4 .4 70.7

15 1.1 1.1 71.8

141 10.5 10.5 82.3

238 17.7 17.7 100.0

1346 100.0 100.0

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective opt ion

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this before I

graduate

Other

Total

Valid

Frequency Percent Valid Percent

Cumulativ e

Percent

B.15: Taking a course focused on foreign cultures and religions

165

Study Abroad or other international travel related to academic study/research

87 6.5 6.5 6.5

14 1.0 1.0 7.5

13 1.0 1.0 8.5

34 2.5 2.5 11.0

17 1.3 1.3 12.3

223 16.6 16.6 28.8

4 .3 .3 29.1

69 5.1 5.1 34.2

153 11.4 11.4 45.6

31 2.3 2.3 47.9

8 .6 .6 48.5

4 .3 .3 48.8

40 3.0 3.0 51.8

102 7.6 7.6 59.4

207 15.4 15.4 74.7

340 25.3 25.3 100.0

1346 100.0 100.0

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective opt ion

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this before I

graduate

Other

Total

Valid

Frequency Percent Valid Percent

Cumulativ e

Percent

B.16: Study Abroad or other international travel related to academic study/research

B.17:

24 10 34

24.0% 20.4% 22.8%

76 39 115 76.0% 79.6% 77.2%

100 49 149 100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender Count

% within Gender

No

Yes

Increased my understanding of MY OWN culture and values

Total

Female Male

Gender

Total

B.18:

1 1 13 15 4 34

8.3% 4.0% 23.2% 36.6% 26.7% 22.8%

11 24 43 26 11 115

91.7% 96.0% 76.8% 63.4% 73.3% 77.2%

12 25 56 41 15 149

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count % within Primary Area Where Raised

Count

% within Primary Area Where Raised Count

% within Primary Area Where Raised

No

Yes

Increased my understanding of MY OWN culture and values

Total

Rural/Farm Rural/No n-farm Urban Inner-city Other

Primary Area Where Raised

Total

B.18a:

11.000 a 4 .027 12.832 4 .012

7.412 1 .006

149

Pearson Chi-Square Likelihood Ratio Linear-by-Linear Association N of Valid Cases

Value df Asymp. Sig.

(2-sided)

2 cells (20.0%) have expected count less than 5. The minimum expected count is 2.74.

a.

167

B.19:

18 16 34

28.1% 18.8% 22.8%

46 69 115

71.9% 81.2% 77.2%

64 85 149

100.0% 100.0% 100.0%

Count

% within First Generation College Student Count

% within First Generation College Student

Count % within First Generation College Student

No

Yes

Increased my understanding of MY OWN culture and values

Total

Yes No

First Generation College Student

Total

B.20:

5 9 7 13 34

27.8% 27.3% 24.1% 22.8% 22.8%

13 24 22 44 12 115

72.2% 72.7% 75.9% 77.2% 100.0% 77.2%

18 33 29 57 12 149

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classification in Undergraduate Program

Count % within Classification in Undergraduate Program Count

% within Classification in Undergraduate Program

No

Yes

Increased my understanding of MY OWN culture and values

Total

Freshman Sophomore Junior Senior

Don't know/Unc lassified

Classification in Undergraduate Program

Total

168

B.21:

11 12 23

11.0% 24.5% 15.4%

89 37 126 89.0% 75.5% 84.6%

100 49 149 100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender Count

% within Gender

No

Yes

Increased my understanding of OTHER peoples and cultures

Total

Female Male

Gender

Total

B.21a:

4.585 b 1 .032 3.609 1 .057

4.344 1 .037 .051 .031

4.554 1 .033

149

Pearson Chi-Square

Continuity Correction a

Likelihood Ratio

Fisher's Exact Test

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided) Exact Sig. (2-sided)

Exact Sig. (1-sided)

Computed only for a 2x2 table a.

0 cells (.0%) have expected count less than 5. The minimum expected count is 7.56.

b.

169

B.22:

2 6 11 4 23

8.0% 10.7% 26.8% 26.7% 15.4%

12 23 50 30 11 126

100.0% 92.0% 89.3% 73.2% 73.3% 84.6%

12 25 56 41 15 149

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

No

Yes

Increased my understanding of OTHER peoples and cultures

Total

Rural/Farm Rural/No n-farm Urban Inner-city Other

Primary Area Where Raised

Total

170

B.23:

13 10 23

20.3% 11.8% 15.4%

51 75 126

79.7% 88.2% 84.6%

64 85 149

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count % within First Generation College Student

No

Yes

Increased my understanding of OTHER peoples and cultures

Total

Yes No

First Generation College Student

Total

B.23a: Chi-Square Tests

2.044 b 1 .153

1.441 1 .230

2.022 1 .155

.174 .115

2.030 1 .154

149

Pearson Chi-Square

Continuity Correction a

Likelihood Ratio Fisher's Exact Test

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided) Exact Sig. (2-sided)

Exact Sig. (1-sided)

Computed only for a 2x2 table a.

0 cells (.0%) have expected count less than 5. The minimum expected count is 9.88.

b.

171

B.24:

3 7 2 10 1 23

16.7% 21.2% 6.9% 17.5% 8.3% 15.4%

15 26 27 47 11 126

83.3% 78.8% 93.1% 82.5% 91.7% 84.6%

18 33 29 57 12 149

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classification in Undergraduate Program Count % within Classification in Undergraduate Program Count

% within Classification in Undergraduate Program

No

Yes

Increased my understanding of OTHER peoples and cultures

Total

Freshman Sophomore Junior Senior

Don't know/Unc lassified

Classification in Undergraduate Program

Total

B.25:

39 22 61

39.0% 44.9% 40.9%

61 27 88

61.0% 55.1% 59.1%

100 49 149

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count

% within Gender

No

Yes

Increased my foreign language skills

Total

Female Male

Gender

Total

172

B.26:

5 11 24 17 4 61

41.7% 44.0% 42.9% 41.5% 26.7% 40.9%

7 14 32 24 11 88

58.3% 56.0% 57.1% 58.5% 73.3% 59.1%

12 25 56 41 15 149

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary Area Where Raised Count

% within Primary Area Where Raised

Count % within Primary Area Where Raised

No

Yes

Increased my foreign language skills

Total

Rural/Farm Rural/No n-farm Urban Inner-city Other

Primary Area Where Raised

Total

B.27:

28 33 61

43.8% 38.8% 40.9%

36 52 88

56.3% 61.2% 59.1%

64 85 149

100.0% 100.0% 100.0%

Count

% within First Generation College Student Count

% within First Generation College Student

Count % within First Generation College Student

No

Yes

Increased my foreign language skills

Total

Yes No

First Generation College Student

Total

173

B.28:

7 14 15 21 4 61

38.9% 42.4% 51.7% 36.8% 33.3% 40.9%

11 19 14 36 8 88

61.1% 57.6% 48.3% 63.2% 66.7% 59.1%

18 33 29 57 12 149

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classification in Undergraduate Program Count % within Classification in Undergraduate Program Count

% within Classification in Undergraduate Program

No

Yes

Increased my foreign language skills

Total

Freshman Sophomore Junior Senior

Don't know/Unc lassified

Classification in Undergraduate Program

Total

B.29:

15 10 25

15.0% 20.4% 16.8%

85 39 124

85.0% 79.6% 83.2%

100 49 149 100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender Count

% within Gender

No

Yes

Made me a more well-rounded person

Total

Female Male

Gender

Total

174

B.30:

2 1 8 10 4 25

16.7% 4.0% 14.3% 24.4% 26.7% 16.8%

10 24 48 31 11 124

83.3% 96.0% 85.7% 75.6% 73.3% 83.2%

12 25 56 41 15 149

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

Count % within Primary Area Where Raised

No

Yes

Made me a more well-rounded person

Total

Rural/Farm Rural/No n-farm Urban Inner-city Other

Primary Area Where Raised

Total

B.31:

11 14 25

17.2% 16.5% 16.8%

53 71 124

82.8% 83.5% 83.2%

64 85 149

100.0% 100.0% 100.0%

Count % within First Generation College Student

Count

% within First Generation College Student Count

% within First Generation College Student

No

Yes

Made me a more well-rounded person

Total

Yes No

First Generation College Student

Total

175

B.32:

6 4 4 10 1 25

33.3% 12.1% 13.8% 17.5% 8.3% 16.8%

12 29 25 47 11 124

66.7% 87.9% 86.2% 82.5% 91.7% 83.2%

18 33 29 57 12 149

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classification in Undergraduate Program Count % within Classification in Undergraduate Program Count

% within Classification in Undergraduate Program

No

Yes

Made me a more well-rounded person

Total

Freshman Sophomore Junior Senior

Don't know/Unc lassified

Classification in Undergraduate Program

Total

B.33:

59 29 88

59.0% 59.2% 59.1%

41 20 61

41.0% 40.8% 40.9%

100 49 149 100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender Count

% within Gender

No

Yes

Will help me get a better job

Total

Female Male

Gender

Total

176

B.34:

6 13 30 32 7 88

50.0% 52.0% 53.6% 78.0% 46.7% 59.1%

6 12 26 9 8 61

50.0% 48.0% 46.4% 22.0% 53.3% 40.9%

12 25 56 41 15 149

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary Area Where Raised Count

% within Primary Area Where Raised

Count % within Primary Area Where Raised

No

Yes

Will help me get a better job

Total

Rural/Farm Rural/No n-farm Urban Inner-city Other

Primary Area Where Raised

Total

B.35:

42 46 88

65.6% 54.1% 59.1%

22 39 61

34.4% 45.9% 40.9%

64 85 149

100.0% 100.0% 100.0%

Count % within First Generation College Student

Count

% within First Generation College Student Count

% within First Generation College Student

No

Yes

Will help me get a better job

Total

Yes No

First Generation College Student

Total

177

B.36:

12 18 18 31 9 88

66.7% 54.5% 62.1% 54.4% 75.0% 59.1%

6 15 11 26 3 61

33.3% 45.5% 37.9% 45.6% 25.0% 40.9%

18 33 29 57 12 149

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classification in Undergraduate Program

Count % within Classification in Undergraduate Program Count

% within Classification in Undergraduate Program

No

Yes

Will help me get a better job

Total

Freshman Sophomore Junior Senior

Don't know/Unc lassified

Classification in Undergraduate Program

Total

178

B.37:

19 17 36

19.0% 34.7% 24.2%

81 32 113 81.0% 65.3% 75.8%

100 49 149 100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender Count

% within Gender

No

Yes

Provided me with skills to work with other people from diverse backgrounds

Total

Female Male

Gender

Total

B.37a: Chi-Square Tests

4.420 b 1 .036

3.605 1 .058

4.266 1 .039

.043 .030

4.391 1 .036

149

Pearson Chi-Square

Continuity Correction a

Likelihood Ratio

Fisher's Exact Test

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided) Exact Sig. (2-sided)

Exact Sig. (1-sided)

Computed only for a 2x2 table a.

0 cells (.0%) have expected count less than 5. The minimum expected count is 11.84.

b.

179

B.38:

2 2 12 16 4 36

16.7% 8.0% 21.4% 39.0% 26.7% 24.2%

10 23 44 25 11 113

83.3% 92.0% 78.6% 61.0% 73.3% 75.8%

12 25 56 41 15 149

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

Count % within Primary Area Where Raised

No

Yes

Provided me with skills to work with other people from diverse backgrounds

Total

Rural/Farm Rural/No n-farm Urban Inner-city Other

Primary Area Where Raised

Total

B.38a: Chi-Square Tests

9.154 a 4 .057

9.584 4 .048

5.108 1 .024

149

Pearson Chi-Square Likelihood Ratio

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig. (2-sided)

2 cells (20.0%) have expected count less than 5. The minimum expected count is 2.90.

a.

180

B.39:

17 19 36

26.6% 22.4% 24.2%

47 66 113

73.4% 77.6% 75.8%

64 85 149

100.0% 100.0% 100.0%

Count

% within First Generation College Student Count

% within First Generation College Student

Count % within First Generation College Student

No

Yes

Provided me with skills to work with other people from diverse backgrounds

Total

Yes No

First Generation College Student

Total

B.40:

8 7 6 14 1 36

44.4% 21.2% 20.7% 24.6% 8.3% 24.2%

10 26 23 43 11 113

55.6% 78.8% 79.3% 75.4% 91.7% 75.8%

18 33 29 57 12 149

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program

No

Yes

Provided me with skills to work with other people from diverse backgrounds

Total

Freshman Sophomore Junior Senior

Don't know/Unc lassified

Classification in Undergraduate Program

Total

181

B.41:

528 170 698

54.6% 44.9% 51.9%

373 148 521

38.6% 39.1% 38.7%

39 25 64

4.0% 6.6% 4.8% 9 8 17

.9% 2.1% 1.3%

18 28 46

1.9% 7.4% 3.4%

967 379 1346 100.0% 100.0% 100.0%

Count % within Gender

Count

% within Gender

Count % within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Studying a foreign language : 2. Please rate how important you think it is to participate in the following <b>academic studies</b> activities.

Total

Female Male Gender

Total

B.41a: Chi-Square Tests

36.102 a 4 .000 32.701 4 .000

32.949 1 .000

1346

Pearson Chi-Square

Likelihood Ratio

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided)

1 cells (10.0%) have expected count less than 5. The minimum expected count is 4.79.

a.

182

Crosstab

51 144 277 185 41 698

47.7% 55.6% 54.7% 48.6% 44.1% 51.9%

43 91 185 163 39 521

40.2% 35.1% 36.6% 42.8% 41.9% 38.7%

7 17 23 12 5 64

6.5% 6.6% 4.5% 3.1% 5.4% 4.8%

2 3 6 4 2 17

1.9% 1.2% 1.2% 1.0% 2.2% 1.3%

4 4 15 17 6 46

3.7% 1.5% 3.0% 4.5% 6.5% 3.4%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Study ing a foreign

language : 2. Please rate

how important you think it

is to participate in the

f ollowing <b>academic

studies</b> activ ities.

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

B.42:

183

B.43:

337 361 698

52.4% 51.4% 51.9%

250 271 521

38.9% 38.5% 38.7%

28 36 64

4.4% 5.1% 4.8%

7 10 17

1.1% 1.4% 1.3%

21 25 46

3.3% 3.6% 3.4%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count % within First Generation College Student

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Studying a foreign language : 2. Please rate how important you think it is to participate in the following <b>academic studies</b> activities.

Total

Yes No

First Generation College Student

Total

184

Crosstab

126 151 142 251 28 698

46.3% 55.3% 50.4% 53.1% 60.9% 51.9%

113 90 120 184 14 521

41.5% 33.0% 42.6% 38.9% 30.4% 38.7%

15 16 14 16 3 64

5.5% 5.9% 5.0% 3.4% 6.5% 4.8%

5 4 2 5 1 17

1.8% 1.5% .7% 1.1% 2.2% 1.3%

13 12 4 17 46

4.8% 4.4% 1.4% 3.6% 3.4%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Study ing a foreign

language : 2. Please rate

how important you think it

is to participate in the

f ollowing <b>academic

studies</b> activ ities.

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif icat ion in Undergraduate Program

Total

B.44:

185

B.45:

448 146 594

46.3% 38.5% 44.1%

410 161 571

42.4% 42.5% 42.4%

81 38 119

8.4% 10.0% 8.8% 8 3 11

.8% .8% .8%

20 31 51

2.1% 8.2% 3.8%

967 379 1346 100.0% 100.0% 100.0%

Count % within Gender

Count

% within Gender

Count % within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

'Taking a course focused on global themes (e.g. international economics, women and development, or some other course covering the international community)' : 2. Please rate how important you think it is to participate in the following <b>academic studies</

Total

Female Male Gender

Total

B.45a:Chi-Square Tests

31.441 a 4 .000

28.181 4 .000

24.485 1 .000

1346

Pearson Chi-Square

Likelihood Ratio

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig. (2-sided)

1 cells (10.0%) have expected count less than 5. The minimum expected count is 3.10.

a.

186

Crosstab

51 106 231 163 43 594

47.7% 40.9% 45.7% 42.8% 46.2% 44.1%

36 120 210 168 37 571

33.6% 46.3% 41.5% 44.1% 39.8% 42.4%

15 27 43 28 6 119

14.0% 10.4% 8.5% 7.3% 6.5% 8.8%

1 5 4 1 11

.4% 1.0% 1.0% 1.1% .8%

5 5 17 18 6 51

4.7% 1.9% 3.4% 4.7% 6.5% 3.8%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

'Taking a course focused

on global themes (e.g.

international economics,

women and dev elopment,

or some other course

covering the internat ional

community)' : 2. Please

rate how important y ou

think it is to part icipate in

the f ollowing

<b>academic studies</

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

B.46:

187

B.47:

268 326 594

41.7% 46.4% 44.1%

296 275 571

46.0% 39.1% 42.4%

53 66 119

8.2% 9.4% 8.8%

5 6 11

.8% .9% .8%

21 30 51

3.3% 4.3% 3.8%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

'Taking a course focused on global themes (e.g. international economics, women and development, or some other course covering the international community)' : 2. Please rate how important you think it is to participate in the following <b>academic studies</

Total

Yes No

First Generation College Student

Total

188

Crosstab

98 114 128 226 28 594

36.0% 41.8% 45.4% 47.8% 60.9% 44.1%

130 117 125 185 14 571

47.8% 42.9% 44.3% 39.1% 30.4% 42.4%

27 26 22 40 4 119

9.9% 9.5% 7.8% 8.5% 8.7% 8.8%

5 2 1 3 11

1.8% .7% .4% .6% .8%

12 14 6 19 51

4.4% 5.1% 2.1% 4.0% 3.8%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

'Taking a course focused

on global themes (e.g.

international economics,

women and dev elopment,

or some other course

covering the internat ional

community)' : 2. Please

rate how important y ou

think it is to part icipate in

the f ollowing

<b>academic studies</

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif icat ion in Undergraduate Program

Total

B.48:

189

B.49:

394 154 548

40.7% 40.6% 40.7%

433 147 580

44.8% 38.8% 43.1%

105 41 146

10.9% 10.8% 10.8%

14 5 19 1.4% 1.3% 1.4%

21 32 53

2.2% 8.4% 3.9%

967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count

% within Gender Count

% within Gender

Count

% within Gender

Count

% within Gender

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Taking a course focused on foreign cultures and religions : 2. Please rate how important you think it is to participate in the following <b>academic studies</b> activities.

Total

Female Male

Gender

Total

B.49a:Chi-Square Tests

29.500 a 4 .000

26.177 4 .000

10.453 1 .001

1346

Pearson Chi-Square

Likelihood Ratio

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig. (2-sided)

0 cells (.0%) have expected count less than 5. The minimum expected count is 5.35.

a.

190

Crosstab

48 111 209 142 38 548

44.9% 42.9% 41.3% 37.3% 40.9% 40.7%

36 109 217 179 39 580

33.6% 42.1% 42.9% 47.0% 41.9% 43.1%

16 33 55 35 7 146

15.0% 12.7% 10.9% 9.2% 7.5% 10.8%

1 2 8 5 3 19

.9% .8% 1.6% 1.3% 3.2% 1.4%

6 4 17 20 6 53

5.6% 1.5% 3.4% 5.2% 6.5% 3.9%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Taking a course focused

on f oreign cultures and

religions : 2. Please rate

how important you think it

is to participate in the

f ollowing <b>academic

studies</b> activ ities.

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

B.50:

191

B.51:

261 287 548

40.6% 40.8% 40.7%

288 292 580

44.8% 41.5% 43.1%

61 85 146

9.5% 12.1% 10.8%

10 9 19

1.6% 1.3% 1.4%

23 30 53

3.6% 4.3% 3.9%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Taking a course focused on foreign cultures and religions : 2. Please rate how important you think it is to participate in the following <b>academic studies</b> activities.

Total

Yes No

First Generation College Student

Total

192

Crosstab

94 100 118 212 24 548

34.6% 36.6% 41.8% 44.8% 52.2% 40.7%

131 118 124 189 18 580

48.2% 43.2% 44.0% 40.0% 39.1% 43.1%

26 37 31 48 4 146

9.6% 13.6% 11.0% 10.1% 8.7% 10.8%

8 4 3 4 19

2.9% 1.5% 1.1% .8% 1.4%

13 14 6 20 53

4.8% 5.1% 2.1% 4.2% 3.9%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Taking a course focused

on f oreign cultures and

religions : 2. Please rate

how important you think it

is to participate in the

f ollowing <b>academic

studies</b> activ ities.

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif icat ion in Undergraduate Program

Total

B.52:

193

B.53:

430 151 581

44.5% 39.8% 43.2%

369 131 500

38.2% 34.6% 37.1%

123 53 176

12.7% 14.0% 13.1%

17 12 29 1.8% 3.2% 2.2%

28 32 60

2.9% 8.4% 4.5%

967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count

% within Gender Count

% within Gender

Count

% within Gender

Count

% within Gender

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Study Abroad or other international travel related to academic study/research : 2. Please rate how important you think it is to participate in the following <b>academic studies</b> activities.

Total

Female Male

Gender

Total

B.53a: Chi-Square Tests

23.935 a 4 .000 21.704 4 .000

16.903 1 .000

1346

Pearson Chi-Square

Likelihood Ratio

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig. (2-sided)

0 cells (.0%) have expected count less than 5. The minimum expected count is 8.17.

a.

194

Crosstab

50 116 228 152 35 581

46.7% 44.8% 45.1% 39.9% 37.6% 43.2%

38 87 192 145 38 500

35.5% 33.6% 37.9% 38.1% 40.9% 37.1%

12 40 58 57 9 176

11.2% 15.4% 11.5% 15.0% 9.7% 13.1%

3 7 8 7 4 29

2.8% 2.7% 1.6% 1.8% 4.3% 2.2%

4 9 20 20 7 60

3.7% 3.5% 4.0% 5.2% 7.5% 4.5%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Study Abroad or other

international travel

related to academic

study/research : 2.

Please rate how

important y ou think it is

to part icipate in the

f ollowing <b>academic

studies</b> activ ities.

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

B.54:

195

B.55:

284 297 581

44.2% 42.2% 43.2%

249 251 500

38.7% 35.7% 37.1%

72 104 176

11.2% 14.8% 13.1%

13 16 29

2.0% 2.3% 2.2%

25 35 60

3.9% 5.0% 4.5%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Study Abroad or other international travel related to academic study/research : 2. Please rate how important you think it is to participate in the following <b>academic studies</b> activities.

Total

Yes No

First Generation College Student

Total

196

Crosstab

108 123 121 204 25 581

39.7% 45.1% 42.9% 43.1% 54.3% 43.2%

106 102 106 173 13 500

39.0% 37.4% 37.6% 36.6% 28.3% 37.1%

32 29 39 69 7 176

11.8% 10.6% 13.8% 14.6% 15.2% 13.1%

8 5 7 8 1 29

2.9% 1.8% 2.5% 1.7% 2.2% 2.2%

18 14 9 19 60

6.6% 5.1% 3.2% 4.0% 4.5%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Study Abroad or other

international travel

related to academic

study/research : 2.

Please rate how

important y ou think it is

to part icipate in the

f ollowing <b>academic

studies</b> activ ities.

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif icat ion in Undergraduate Program

Total

B.56:

197

B.57:

800 291 1091

82.7% 76.8% 81.1%

167 88 255

17.3% 23.2% 18.9%

967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count

% within Gender

Yes

No

Studying a foreign language : 3. Please tell us if you have participated in the following <b>academic studies</b> activities.

Total

Female Male

Gender

Total

B.57a:Chi-Square Tests

6.275 b 1 .012

5.894 1 .015 6.085 1 .014

.013 .008

6.271 1 .012

1346

Pearson Chi-Square

Continuity Correction a

Likelihood Ratio

Fisher's Exact Test Linear-by-Linear Association N of Valid Cases

Value df Asymp. Sig.

(2-sided) Exact Sig. (2-sided)

Exact Sig. (1-sided)

Computed only for a 2x2 table a.

0 cells (.0%) have expected count less than 5. The minimum expected count is 71.80.

b.

198

B.58:

75 221 419 307 69 1091

70.1% 85.3% 82.8% 80.6% 74.2% 81.1%

32 38 87 74 24 255

29.9% 14.7% 17.2% 19.4% 25.8% 18.9%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

Count % within Primary Area Where Raised

Yes

No

Studying a foreign language : 3. Please tell us if you have participated in the following <b>academic studies</b> activities.

Total

Rural/Farm Rural/No n-farm Urban Inner-city Other

Primary Area Where Raised

Total

B.58a:Chi-Square Tests

15.371 a 4 .004 14.428 4 .006

.022 1 .883

1346

Pearson Chi-Square

Likelihood Ratio Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig. (2-sided)

0 cells (.0%) have expected count less than 5. The minimum expected count is 17.62.

a.

199

B.59:

515 576 1091

80.1% 81.9% 81.1%

128 127 255

19.9% 18.1% 18.9%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student Count

% within First Generation College Student

Count % within First Generation College Student

Yes

No

Studying a foreign language : 3. Please tell us if you have participated in the following <b>academic studies</b> activities.

Total

Yes No

First Generation College Student

Total

200

B.60:

202 224 240 390 35 1091

74.3% 82.1% 85.1% 82.5% 76.1% 81.1%

70 49 42 83 11 255

25.7% 17.9% 14.9% 17.5% 23.9% 18.9%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classification in Undergraduate Program Count % within Classification in Undergraduate Program Count

% within Classification in Undergraduate Program

Yes

No

Studying a foreign language : 3. Please tell us if you have participated in the following <b>academic studies</b> activities.

Total

Freshman Sophomore Junior Senior

Don't know/Unc lassified

Classification in Undergraduate Program

Total

B.60a: Chi-Square Tests

12.699 a 4 .013

12.227 4 .016

4.341 1 .037

1346

Pearson Chi-Square

Likelihood Ratio

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig. (2-sided)

0 cells (.0%) have expected count less than 5. The minimum expected count is 8.71.

a.

201

B.61:

512 196 708

52.9% 51.7% 52.6%

455 183 638

47.1% 48.3% 47.4%

967 379 1346 100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count

% within Gender

Yes

No

'Taking a course focused on global themes (e.g. international economics, women and development, or some other course covering the international community)' : 3. Please tell us if you have participated in the following <b>academic studies</b> activities.

Total

Female Male Gender

Total

202

B.62:

61 131 267 197 52 708

57.0% 50.6% 52.8% 51.7% 55.9% 52.6%

46 128 239 184 41 638

43.0% 49.4% 47.2% 48.3% 44.1% 47.4%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

Yes

No

'Taking a course focused on global themes (e.g. international economics, women and development, or some other course covering the international community)' : 3. Please tell us if you have participated in the following <b>academic studies</b> activities.

Total

Rural/Farm Rural/No n-farm Urban Inner-city Other

Primary Area Where Raised

Total

203

B.63:

337 371 708

52.4% 52.8% 52.6%

306 332 638

47.6% 47.2% 47.4%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Yes

No

'Taking a course focused on global themes (e.g. international economics, women and development, or some other course covering the international community)' : 3. Please tell us if you have participated in the following <b>academic studies</b> activities.

Total

Yes No

First Generation College Student

Total

204

B.64:

114 128 150 286 30 708

41.9% 46.9% 53.2% 60.5% 65.2% 52.6%

158 145 132 187 16 638

58.1% 53.1% 46.8% 39.5% 34.8% 47.4%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program

Yes

No

'Taking a course focused on global themes (e.g. international economics, women and development, or some other course covering the international community)' : 3. Please tell us if you have participated in the following <b>academic studies</b> activities.

Total

Freshman Sophomore Junior Senior

Don't know/Unc lassified

Classification in Undergraduate Program

Total

B.64a: Chi-Square Tests

30.750 a 4 .000

30.920 4 .000

30.543 1 .000

1346

Pearson Chi-Square

Likelihood Ratio

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig. (2-sided)

0 cells (.0%) have expected count less than 5. The minimum expected count is 21.80.

a.

205

B.65:

543 214 757

56.2% 56.5% 56.2%

424 165 589

43.8% 43.5% 43.8%

967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count % within Gender

Yes

No

Taking a course focused on foreign cultures and religions : 3. Please tell us if you have participated in the following <b>academic studies</b> activities.

Total

Female Male

Gender

Total

B.66:

61 149 303 199 45 757

57.0% 57.5% 59.9% 52.2% 48.4% 56.2%

46 110 203 182 48 589

43.0% 42.5% 40.1% 47.8% 51.6% 43.8%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

Yes

No

Taking a course focused on foreign cultures and religions : 3. Please tell us if you have participated in the following <b>academic studies</b> activities.

Total

Rural/Farm Rural/No n-farm Urban Inner-city Other

Primary Area Where Raised

Total

206

B.67:

373 384 757

58.0% 54.6% 56.2%

270 319 589

42.0% 45.4% 43.8%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Yes

No

Taking a course focused on foreign cultures and religions : 3. Please tell us if you have participated in the following <b>academic studies</b> activities.

Total

Yes No

First Generation College Student

Total

207

B.68:

131 138 167 295 26 757

48.2% 50.5% 59.2% 62.4% 56.5% 56.2%

141 135 115 178 20 589

51.8% 49.5% 40.8% 37.6% 43.5% 43.8%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program

Yes

No

Taking a course focused on foreign cultures and religions : 3. Please tell us if you have participated in the following <b>academic studies</b> activities.

Total

Freshman Sophomore Junior Senior

Don't know/Unc lassified

Classification in Undergraduate Program

Total

B.68a: Chi-Square Tests

19.041 a 4 .001 19.049 4 .001

16.219 1 .000

1346

Pearson Chi-Square

Likelihood Ratio

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig. (2-sided)

0 cells (.0%) have expected count less than 5. The minimum expected count is 20.13.

a.

208

B.69:

181 87 268

18.7% 23.0% 19.9%

786 292 1078

81.3% 77.0% 80.1%

967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count

% within Gender

Yes

No

Study Abroad or other international travel related to academic study/research : 3. Please tell us if you have participated in the following <b>academic studies</b> activities.

Total

Female Male Gender

Total

B.69a: Chi-Square Tests

3.066 b 1 .080

2.806 1 .094 3.001 1 .083

.081 .048

3.064 1 .080

1346

Pearson Chi-Square

Continuity Correction a

Likelihood Ratio Fisher's Exact Test

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided) Exact Sig. (2-sided)

Exact Sig. (1-sided)

Computed only for a 2x2 table a.

0 cells (.0%) have expected count less than 5. The minimum expected count is 75.46.

b.

209

B.70:

29 53 91 77 18 268

27.1% 20.5% 18.0% 20.2% 19.4% 19.9%

78 206 415 304 75 1078

72.9% 79.5% 82.0% 79.8% 80.6% 80.1%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

Yes

No

Study Abroad or other international travel related to academic study/research : 3. Please tell us if you have participated in the following <b>academic studies</b> activities.

Total

Rural/Farm Rural/No n-farm Urban Inner-city Other

Primary Area Where Raised

Total

B.71:

131 137 268

20.4% 19.5% 19.9%

512 566 1078

79.6% 80.5% 80.1%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Yes

No

Study Abroad or other international travel related to academic study/research : 3. Please tell us if you have participated in the following <b>academic studies</b> activities.

Total

Yes No

First Generation College Student

Total

210

B.72:

49 47 52 103 17 268

18.0% 17.2% 18.4% 21.8% 37.0% 19.9%

223 226 230 370 29 1078

82.0% 82.8% 81.6% 78.2% 63.0% 80.1%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program

Count % within Classification in Undergraduate Program

Yes

No

Study Abroad or other international travel related to academic study/research : 3. Please tell us if you have participated in the following <b>academic studies</b> activities.

Total

Freshman Sophomore Junior Senior

Don't know/Unc lassified

Classification in Undergraduate Program

Total

B.72a: Chi-Square Tests

11.652 a 4 .020

10.464 4 .033

5.656 1 .017

1346

Pearson Chi-Square

Likelihood Ratio

Linear-by-Linear Association N of Valid Cases

Value df Asymp. Sig. (2-sided)

0 cells (.0%) have expected count less than 5. The minimum expected count is 9.16.

a.

211

Section C: Informal International Education Experiences C.1: Traveled outside the United States for Non-academic purposes by Gender, Primary

Area Where Raised, Whether First Generation College Student, and Classification.

Variable Number Percent Gender:

Male

Female Chi-square=5.184, df=1, p=.014

356

165

68.3

31.7

Primary Area Where Raised:

Rural Farm

Rural Non-Farm

Urban

Inner City

Other Chi-square=12.383, df=4, p=.015

31

89

203

151

47

6.0

17.1

39.0

29.0

9.0

First Generation College Student?

Yes

No Chi-square=7.162, df=1, p=.004

225

296

43.2

56.8

Classification:

Freshman

Sophomore

Junior

Senior

Don‘t Know/Unclassified Chi-square=20.684, df=4, p=.000

90

104

117

179

31

17.3

20.0

22.5

34.4

6.0

C.2: Duration of Maximum Time Spent Outside the United States by Gender, Primary Area

Where Raised, Whether First Generation College Student, and Classification

Variable 1 month

or less

1-6 months 6 months –

1year

More than 1

year Gender:

Male

Female

109(30.7)

246(69.3)

24(33.8)

47(66.2)

7(29.2)

17(70.8)

25(35.2)

46(64.8)

Primary Area Where Raised:

Rural Farm

Rural Non-Farm

Urban

Inner City

Other

18(5.1)

68(19.2)

138(38.9)

106(29.9)

25 (7.0)

4 (5.6)

5 (7.0)

30(42.3)

23(32.4)

9(12.7)

2 (8.3)

4(16.7)

9(37.5)

7(29.2)

2(8.3)

7 (9.9)

12 (16.9)

26(36.6)

15(21.1)

11(15.5)

First Generation College Student?

Yes

No

153(43.1)

202(56.9)

34(47.9)

37(52.1)

8(33.3)

16(66.7)

30(42.3)

41(57.7)

Classification:

Freshman

Sophomore

Junior

Senior

Don‘t Know/Unclassified

63(17.7)

66(18.6)

79(22.3)

124(34.9)

23(6.5)

10(14.1)

17(23.9)

16(22.5)

23(32.4)

5(7.0)

3(12.5)

4(16.7)

8(33.3)

8(33.3)

1(4.2)

14(19.7)

17(23.9)

14(19.7)

24(33.8)

2(2.8)

Note: Numbers in the parentheses are the percentages within the category.

212

C.3: Countries Visited for Non-Academic Purposes

Country Frequency Percent

Afghanistan 2 0.38%

Africa 6 1.15%

Amsterdam 1 0.19%

Antigua 2 0.38%

Aruba 17 3.26%

Australia 2 0.38%

Bahamas 66 12.67%

Barbados 11 2.11%

Belgium 2 0.38%

Bermuda 8 1.54%

Cameroon 1 0.19%

Canada 94 18.04%

Caribbean Islands 2 0.38%

Costa Rica 6 1.15%

Czech Republic 1 0.19%

Dominican Republic 5 0.96%

Ecuador 1 0.19%

Egypt 5 0.96%

England 9 1.73%

Ethiopia 2 0.38%

France 14 2.69%

Germany 23 4.41%

Ghana 3 0.58%

Guam 2 0.38%

Guyana 2 0.38%

Haiti 12 2.30%

Honduras 2 0.38%

IRAQ 6 1.15%

Israel 1 0.19%

Italy 6 1.15%

Ivory Coast 1 0.19%

Jamacia 39 7.49%

Japan 8 1.54%

Kenya 2 0.38%

Mexico 61 11.71%

Morocco 1 0.19%

Netherlands 2 0.38%

New Zealand 1 0.19%

Nigeria 7 1.34%

213

Panama 6 1.15%

Puerto Rico 7 1.34%

Senegal 1 0.19%

Somalia 3 0.58%

South Africa 12 2.30%

Spain 5 0.96%

Sudan 2 0.38%

Tanzania 2 0.38%

Thailand 1 0.19%

The Virgin Islands 7 1.34%

Trinidad & Tobago 11 2.11%

Turkey 1 0.19%

Ugonda 1 0.19%

United Kingdom 29 5.57%

Venezuela 4 0.77%

Virgin Islands 14 2.69%

West indies 1 0.19%

Zambia 2 0.38%

C.4: In your travel outside the United States as an undergraduate for non-academic purposes, what

were the benefits from this experience? Please select all that apply. (n=521)

Benefits Number Percent

Increased my understanding MY OWN culture and values 305 58.5%

Increased my understanding of OTHER peoples and cultures 378 72.6%

Increased my foreign language skills 164 31.5%

Made me a more well-rounded person 305 58.5%

Will help me get a better job 81 15.5%

Provided me with skills to work with other people from diverse backgrounds

224 43.0%

Other 189 26.3%

C.5: A buddy program that pairs US students with international students : 2. Please indicate whether you have participated or plan to participate in the following campus activities:

92 6.8 6.8 6.8

917 68.1 68.1 75.0

337 25.0 25.0 100.0

1346 100.0 100.0

Have Participated

Would Like to Participate

Not Interested

Total

Valid Frequency Percent Valid Percent

Cumulative Percent

214

C.6: An international residence hall. : 2. Please indicate whether you have participated or plan to participate in the following campus activities:

91 6.8 6.8 6.8 749 55.6 55.6 62.4

506 37.6 37.6 100.0 1346 100.0 100.0

Have Participated

Would Like to Participate

Not Interested

Total

Valid Frequency Percent Valid Percent

Cumulative Percent

C.7: International festivals on campus. : 2. Please indicate whether you have participated or plan to participate in the following campus activities:

392 29.1 29.1 29.1

756 56.2 56.2 85.3

198 14.7 14.7 100.0

1346 100.0 100.0

Have Participated

Would Like to Participate

Not Interested

Total

Valid Frequency Percent Valid Percent

Cumulative Percent

C.8: Study groups with international students. : 2. Please indicate whether you have participated or plan to participate in the following campus activities:

304 22.6 22.6 22.6

767 57.0 57.0 79.6 275 20.4 20.4 100.0

1346 100.0 100.0

Have Participated Would Like to Participate

Not Interested Total

Valid Frequency Percent Valid Percent

Cumulative Percent

C.9: A language partner program that pairs US students with international students. : 2. Please indicate whether you have participated or plan to participate in the following

campus activities:

85 6.3 6.3 6.3

977 72.6 72.6 78.9 284 21.1 21.1 100.0

1346 100.0 100.0

Have Participated Would Like to Participate

Not Interested

Total

Valid Frequency Percent Valid Percent

Cumulative Percent

215

C.10: Internship in the U.S. with an organization focused on international issues : 3. Please rate how important you think it is to participate in the following

<b>extracurricular activities</b>.

471 35.0 35.0 35.0

585 43.5 43.5 78.5 189 14.0 14.0 92.5

29 2.2 2.2 94.7

72 5.3 5.3 100.0 1346 100.0 100.0

High Importance Moderate Importance

Low Importance No Importance No Opinion

Total

Valid Frequency Percent Valid Percent

Cumulative Percent

C.11: International internship: 3. Please rate how important you think it is to participate in the following <b>extracurricular activities</b>.

551 40.9 40.9 40.9

514 38.2 38.2 79.1

168 12.5 12.5 91.6

39 2.9 2.9 94.5

74 5.5 5.5 100.0

1346 100.0 100.0

High Importance

Moderate Importance

Low Importance No Importance

No Opinion

Total

Valid Frequency Percent Valid Percent

Cumulative Percent

C.12: Community Service/Volunteer in the U.S. with an organization focused on international issues : 3. Please rate how important you think it is to in the following <b>extracurricular activities</b>.

577 42.9 42.9 42.9 523 38.9 38.9 81.7

148 11.0 11.0 92.7

31 2.3 2.3 95.0

67 5.0 5.0 100.0

1346 100.0 100.0

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Total

Valid Frequency Percent Valid Percent

Cumulative Percent

C.12: Local Community Service/Volunteer (e.g. tutoring) with international populations : 3. Please rate how important you think it is to participate in the following

in the following <b>extracurricular activities</b>.

602 44.7 44.7 44.7

536 39.8 39.8 84.5 110 8.2 8.2 92.7

31 2.3 2.3 95.0 67 5.0 5.0 100.0

1346 100.0 100.0

High Importance Moderate Importance

Low Importance No Importance

No Opinion

Total

Valid Frequency Percent Valid Percent

Cumulative Percent

216

C.13: Community service/Volunteer in a foreign country : 3. Please rate how important you think it is to participate in the following <b>extracurricular activities</b>.

495 36.8 36.8 36.8

514 38.2 38.2 75.0

203 15.1 15.1 90.0

60 4.5 4.5 94.5

74 5.5 5.5 100.0

1346 100.0 100.0

High Importance Moderate Importance

Low Importance

No Importance

No Opinion Total

Valid Frequency Percent Valid Percent

Cumulative Percent

C.14: Foreign language or international clubs/groups : 3. Please rate how important you think it is to participate in the following <b>extracurricular activities</b>.

520 38.6 38.6 38.6

545 40.5 40.5 79.1

167 12.4 12.4 91.5

42 3.1 3.1 94.7

72 5.3 5.3 100.0

1346 100.0 100.0

High Importance Moderate Importance

Low Importance

No Importance

No Opinion Total

Valid Frequency Percent Valid Percent

Cumulative Percent

C.15: Internship in the U.S. with an organization focused on International issues : 4. Please tell us if you have participated in the

following <b>extracurricular activities</b>.

152 11.3 11.3 11.3 1194 88.7 88.7 100.0

1346 100.0 100.0

Yes

No Total

Valid Frequency Percent Valid Percent

Cumulative Percent

C.16: International internship : 4. Please tell us if you have participated in the following <b>extracurricular activities</b>.

118 8.8 8.8 8.8 1228 91.2 91.2 100.0

1346 100.0 100.0

Yes

No Total

Valid Frequency Percent Valid Percent

Cumulative Percent

217

C.17: Community Service/Volunteer in the U.S. with an organization focused on international issues : 4. Please tell us if you have

participated in the following <b>extracurricular activities</b>.

305 22.7 22.7 22.7

1041 77.3 77.3 100.0

1346 100.0 100.0

Yes

No

Total

Valid Frequency Percent Valid Percent

Cumulative Percent

C.18: Local Community Service/Volunteer (e.g. Tutoring) with International populations : 4. Please tell us if you have participated

in the following <b>extracurricular activities</b>.

410 30.5 30.5 30.5 936 69.5 69.5 100.0

1346 100.0 100.0

Yes

No Total

Valid Frequency Percent Valid Percent

Cumulative Percent

C.19: Community Service/Volunteer in a foreign country : 4. Please tell us if you have participated in the following <b>extracurricular

activities</b>.

175 13.0 13.0 13.0

1171 87.0 87.0 100.0 1346 100.0 100.0

Yes No

Total

Valid Frequency Percent Valid Percent

Cumulative Percent

C.20: Foreign language or international clubs/groups : 4. Please tell us if you have participated in the following <b>extracurricular activities</b>.

418 31.1 31.1 31.1

928 68.9 68.9 100.0

1346 100.0 100.0

Yes No

Total

Valid Frequency Percent Valid Percent

Cumulative Percent

218

Internship in the U.S. with an organization focused on international issues

57 4.2 4.2 4.2

14 1.0 1.0 5.3

15 1.1 1.1 6.4

25 1.9 1.9 8.2

17 1.3 1.3 9.5

105 7.8 7.8 17.3

4 .3 .3 17.6

100 7.4 7.4 25.0

203 15.1 15.1 40.1

90 6.7 6.7 46.8

29 2.2 2.2 49.0

5 .4 .4 49.3

41 3.0 3.0 52.4

34 2.5 2.5 54.9

120 8.9 8.9 63.8

487 36.2 36.2 100.0

1346 100.0 100.0

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective opt ion

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this before I

graduate

Other

Total

Valid

Frequency Percent Valid Percent

Cumulativ e

Percent

C.21: Internship in the U.S. with an organization focused on international issues

219

International internship

44 3.3 3.3 3.3

7 .5 .5 3.8

10 .7 .7 4.5

23 1.7 1.7 6.2

15 1.1 1.1 7.4

186 13.8 13.8 21.2

4 .3 .3 21.5

80 5.9 5.9 27.4

147 10.9 10.9 38.3

74 5.5 5.5 43.8

25 1.9 1.9 45.7

6 .4 .4 46.1

58 4.3 4.3 50.4

77 5.7 5.7 56.2

143 10.6 10.6 66.8

447 33.2 33.2 100.0

1346 100.0 100.0

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective opt ion

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this before I

graduate

Other

Total

Valid

Frequency Percent Valid Percent

Cumulativ e

Percent

C.22: International Internship

220

Community Service/Volunteer in the U.S. with an organization focused on international

issues

45 3.3 3.3 3.3

10 .7 .7 4.1

13 1.0 1.0 5.1

12 .9 .9 5.9

14 1.0 1.0 7.0

48 3.6 3.6 10.5

7 .5 .5 11.1

134 10.0 10.0 21.0

274 20.4 20.4 41.4

77 5.7 5.7 47.1

38 2.8 2.8 49.9

4 .3 .3 50.2

33 2.5 2.5 52.7

29 2.2 2.2 54.8

124 9.2 9.2 64.0

484 36.0 36.0 100.0

1346 100.0 100.0

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective opt ion

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this before I

graduate

Other

Total

Valid

Frequency Percent Valid Percent

Cumulativ e

Percent

C.23: Community Service/Volunteer in the U.S. with an organization focused on

international issues

221

Local community service/volunteer (e.g. tutoring) with international populations

54 4.0 4.0 4.0

13 1.0 1.0 5.0

14 1.0 1.0 6.0

16 1.2 1.2 7.2

23 1.7 1.7 8.9

37 2.7 2.7 11.7

4 .3 .3 12.0

122 9.1 9.1 21.0

309 23.0 23.0 44.0

69 5.1 5.1 49.1

46 3.4 3.4 52.5

4 .3 .3 52.8

26 1.9 1.9 54.8

24 1.8 1.8 56.5

120 8.9 8.9 65.5

465 34.5 34.5 100.0

1346 100.0 100.0

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective opt ion

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this before I

graduate

Other

Total

Valid

Frequency Percent Valid Percent

Cumulativ e

Percent

C.24: Local community service/volunteer (e.g. tutoring) with international populations

222

Community service/volunteer in a foreign country

40 3.0 3.0 3.0

5 .4 .4 3.3

12 .9 .9 4.2

6 .4 .4 4.7

10 .7 .7 5.4

147 10.9 10.9 16.3

5 .4 .4 16.7

84 6.2 6.2 23.0

191 14.2 14.2 37.1

74 5.5 5.5 42.6

28 2.1 2.1 44.7

18 1.3 1.3 46.1

71 5.3 5.3 51.3

57 4.2 4.2 55.6

117 8.7 8.7 64.3

481 35.7 35.7 100.0

1346 100.0 100.0

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective opt ion

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this before I

graduate

Other

Total

Valid

Frequency Percent Valid Percent

Cumulativ e

Percent

C.25: Community service/volunteer in a foreign country

223

International study trips or tours : 6. Please rate how important you think it is to

participate in these <b>other</b> international activities

592 44.0 44.0 44.0

547 40.6 40.6 84.6

130 9.7 9.7 94.3

17 1.3 1.3 95.5

60 4.5 4.5 100.0

1346 100.0 100.0

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Total

ValidFrequency Percent Valid Percent

Cumulat iv e

Percent

Foreign language or international clubs/groups

47 3.5 3.5 3.5

13 1.0 1.0 4.5

14 1.0 1.0 5.5

28 2.1 2.1 7.6

9 .7 .7 8.2

35 2.6 2.6 10.8

4 .3 .3 11.1

107 7.9 7.9 19.1

352 26.2 26.2 45.2

72 5.3 5.3 50.6

15 1.1 1.1 51.7

5 .4 .4 52.1

9 .7 .7 52.7

17 1.3 1.3 54.0

132 9.8 9.8 63.8

487 36.2 36.2 100.0

1346 100.0 100.0

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective opt ion

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this before I

graduate

Other

Total

Valid

Frequency Percent Valid Percent

Cumulativ e

Percent

C.26: Foreign language or international clubs/groups

C.27: International study trips or tours: 6. Please rate how important you think it is to

participate in these <b>other</b> international activities

224

C: 28: 'Panel discussions, workshops, conferences related to international issues' : 6. Please rate how important you think it is to participate in these <b>other</b>

International activities

550 40.9 40.9 40.9

577 42.9 42.9 83.7 135 10.0 10.0 93.8

23 1.7 1.7 95.5

61 4.5 4.5 100.0 1346 100.0 100.0

High Importance Moderate Importance

Low Importance No Importance No Opinion

Total

Valid Frequency Percent Valid Percent

Cumulative Percent

C.29: International travel for holiday or other pleasure related reasons: 6. Please rate how important you think it is to participate in these <b>other</b> international activities

537 39.9 39.9 39.9

541 40.2 40.2 80.1

176 13.1 13.1 93.2

30 2.2 2.2 95.4

62 4.6 4.6 100.0

1346 100.0 100.0

High Importance

Moderate Importance

Low Importance No Importance

No Opinion

Total

Valid Frequency Percent Valid Percent

Cumulative Percent

C.30: International study trips or tours : 7. Please tell us if you have participated in these <b>other</b> international activities

185 13.7 13.7 13.7

1161 86.3 86.3 100.0

1346 100.0 100.0

Yes

No

Total

Valid Frequency Percent Valid Percent

Cumulative Percent

C.31: 'Panel discussions, workshops, conferences related to International issues' : 7. Please tell us if you have participated in these

<b>other</b> international activities

377 28.0 28.0 28.0

969 72.0 72.0 100.0

1346 100.0 100.0

Yes

No

Total

Valid Frequency Percent Valid Percent

Cumulative Percent

225

C.32: International travel for holiday or other pleasure related reasons : 7. Please tell us if you have participated in these <b>other</b>

international activities

292 21.7 21.7 21.7

1054 78.3 78.3 100.0

1346 100.0 100.0

Yes

No

Total

Valid Frequency Percent Valid Percent

Cumulative Percent

International study trips or tours

28 2.1 2.1 2.1

11 .8 .8 2.9

15 1.1 1.1 4.0

18 1.3 1.3 5.3

26 1.9 1.9 7.3

324 24.1 24.1 31.4

1 .1 .1 31.4

47 3.5 3.5 34.9

158 11.7 11.7 46.7

80 5.9 5.9 52.6

22 1.6 1.6 54.2

3 .2 .2 54.5

30 2.2 2.2 56.7

72 5.3 5.3 62.0

125 9.3 9.3 71.3

386 28.7 28.7 100.0

1346 100.0 100.0

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective opt ion

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this before I

graduate

Other

Total

Valid

Frequency Percent Valid Percent

Cumulativ e

Percent

C.33: International study trips or tours

226

Panel discussions, workshops, conferences related to international issues

22 1.6 1.6 1.6

38 2.8 2.8 4.5

23 1.7 1.7 6.2

23 1.7 1.7 7.9

7 .5 .5 8.4

58 4.3 4.3 12.7

2 .1 .1 12.9

108 8.0 8.0 20.9

325 24.1 24.1 45.0

103 7.7 7.7 52.7

21 1.6 1.6 54.2

7 .5 .5 54.8

22 1.6 1.6 56.4

19 1.4 1.4 57.8

99 7.4 7.4 65.2

469 34.8 34.8 100.0

1346 100.0 100.0

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective opt ion

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this before I

graduate

Other

Total

Valid

Frequency Percent Valid Percent

Cumulativ e

Percent

C.34: Panel discussions, workshops, conference related to international issues

227

International travel for holiday or other pleasure related reasons

13 1.0 1.0 1.0

6 .4 .4 1.4

1 .1 .1 1.5

9 .7 .7 2.2

68 5.1 5.1 7.2

282 21.0 21.0 28.2

6 .4 .4 28.6

43 3.2 3.2 31.8

228 16.9 16.9 48.7

40 3.0 3.0 51.7

12 .9 .9 52.6

3 .2 .2 52.8

17 1.3 1.3 54.1

83 6.2 6.2 60.3

108 8.0 8.0 68.3

427 31.7 31.7 100.0

1346 100.0 100.0

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective opt ion

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this before I

graduate

Other

Total

Valid

Frequency Percent Valid Percent

Cumulativ e

Percent

C.35: International travel for holiday or other pleasures related reasons

C.36:

163 53 216

45.8% 32.1% 41.5%

193 112 305 54.2% 67.9% 58.5%

356 165 521 100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender Count

% within Gender

No

Yes

Increased my understanding of MY OWN culture and values

Total

Female Male

Gender

Total

C.36a: Chi-Square Tests

8.675 b 1 .003 8.121 1 .004

8.824 1 .003 .004 .002

8.658 1 .003

521

Pearson Chi-Square

Continuity Correction a

Likelihood Ratio

Fisher's Exact Test

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided) Exact Sig. (2-sided)

Exact Sig. (1-sided)

Computed only for a 2x2 table a.

0 cells (.0%) have expected count less than 5. The minimum expected count is 68.41.

b.

229

C.37:

14 39 85 62 16 216

45.2% 43.8% 41.9% 41.1% 34.0% 41.5%

17 50 118 89 31 305

54.8% 56.2% 58.1% 58.9% 66.0% 58.5%

31 89 203 151 47 521

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

No

Yes

Increased my understanding of MY OWN culture and values

Total

Rural/Farm Rural/No n-farm Urban Inner-city Other

Primary Area Where Raised

Total

C.38:

92 124 216

40.9% 41.9% 41.5%

133 172 305

59.1% 58.1% 58.5%

225 296 521

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student Count

% within First Generation College Student

No

Yes

Increased my understanding of MY OWN culture and values

Total

Yes No

First Generation College Student

Total

231

C.39:

35 51 51 65 14 216

38.9% 49.0% 43.6% 36.3% 45.2% 41.5%

55 53 66 114 17 305

61.1% 51.0% 56.4% 63.7% 54.8% 58.5%

90 104 117 179 31 521

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classification in Undergraduate Program Count % within Classification in Undergraduate Program Count

% within Classification in Undergraduate Program

No

Yes

Increased my understanding of MY OWN culture and values

Total

Freshman Sophomore Junior Senior

Don't know/Unc lassified

Classification in Undergraduate Program

Total

C.40:

101 42 143 28.4% 25.5% 27.4%

255 123 378 71.6% 74.5% 72.6%

356 165 521 100.0% 100.0% 100.0%

Count

% within Gender

Count % within Gender

Count % within Gender

No

Yes

Increased my understanding of OTHER peoples and cultures

Total

Female Male

Gender

Total

232

C.41:

12 19 51 47 14 143

38.7% 21.3% 25.1% 31.1% 29.8% 27.4%

19 70 152 104 33 378

61.3% 78.7% 74.9% 68.9% 70.2% 72.6%

31 89 203 151 47 521

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

Count % within Primary Area Where Raised

No

Yes

Increased my understanding of OTHER peoples and cultures

Total

Rural/Farm Rural/No n-farm Urban Inner-city Other

Primary Area Where Raised

Total

C.42:

75 68 143

33.3% 23.0% 27.4%

150 228 378

66.7% 77.0% 72.6%

225 296 521

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

No

Yes

Increased my understanding of OTHER peoples and cultures

Total

Yes No

First Generation College Student

Total

233

C.42a: Chi-Square Tests

6.890 b 1 .009

6.380 1 .012 6.848 1 .009

.010 .006

6.877 1 .009

521

Pearson Chi-Square

Continuity Correction a

Likelihood Ratio Fisher's Exact Test

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided) Exact Sig. (2-sided)

Exact Sig. (1-sided)

Computed only for a 2x2 table a.

0 cells (.0%) have expected count less than 5. The minimum expected count is 61.76.

b.

C.43:

29 34 29 40 11 143

32.2% 32.7% 24.8% 22.3% 35.5% 27.4%

61 70 88 139 20 378

67.8% 67.3% 75.2% 77.7% 64.5% 72.6%

90 104 117 179 31 521

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program

No

Yes

Increased my understanding of OTHER peoples and cultures

Total

Freshman Sophomore Junior Senior

Don't know/Unc lassified

Classification in Undergraduate Program

Total

234

C.44:

254 103 357

71.3% 62.4% 68.5% 102 62 164

28.7% 37.6% 31.5% 356 165 521

100.0% 100.0% 100.0%

Count % within Gender

Count % within Gender

Count

% within Gender

No

Yes

Increased my foreign language skills

Total

Female Male

Gender

Total

C.44a: Chi-Square Tests

4.163 b 1 .041 3.759 1 .053

4.098 1 .043 .043 .027

4.155 1 .042

521

Pearson Chi-Square

Continuity Correction a

Likelihood Ratio

Fisher's Exact Test

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided) Exact Sig. (2-sided)

Exact Sig. (1-sided)

Computed only for a 2x2 table a.

0 cells (.0%) have expected count less than 5. The minimum expected count is 51.94.

b.

235

C.45:

20 62 137 108 30 357

64.5% 69.7% 67.5% 71.5% 63.8% 68.5%

11 27 66 43 17 164

35.5% 30.3% 32.5% 28.5% 36.2% 31.5%

31 89 203 151 47 521

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

Count % within Primary Area Where Raised

No

Yes

Increased my foreign language skills

Total

Rural/Farm Rural/No n-farm Urban Inner-city Other

Primary Area Where Raised

Total

C.46:

168 189 357

74.7% 63.9% 68.5%

57 107 164

25.3% 36.1% 31.5%

225 296 521

100.0% 100.0% 100.0%

Count

% within First Generation College Student Count

% within First Generation College Student

Count % within First Generation College Student

No

Yes

Increased my foreign language skills

Total

Yes No

First Generation College Student

Total

236

C.46a: Chi-Square Tests

6.932 b 1 .008 6.440 1 .011

7.020 1 .008

.010 .005

6.919 1 .009

521

Pearson Chi-Square

Continuity Correction a

Likelihood Ratio

Fisher's Exact Test

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided) Exact Sig. (2-sided)

Exact Sig. (1-sided)

Computed only for a 2x2 table a.

0 cells (.0%) have expected count less than 5. The minimum expected count is 70.83.

b.

C.47:

58 72 86 117 24 357

64.4% 69.2% 73.5% 65.4% 77.4% 68.5%

32 32 31 62 7 164

35.6% 30.8% 26.5% 34.6% 22.6% 31.5%

90 104 117 179 31 521

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program

No

Yes

Increased my foreign language skills

Total

Freshman Sophomore Junior Senior

Don't know/Unc lassified

Classification in Undergraduate Program

Total

237

C.48:

145 71 216 40.7% 43.0% 41.5%

211 94 305 59.3% 57.0% 58.5%

356 165 521

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender Count % within Gender

No

Yes

Made me a more well-rounded person

Total

Female Male

Gender

Total

C.49

10 35 81 73 17 216

32.3% 39.3% 39.9% 48.3% 36.2% 41.5%

21 54 122 78 30 305

67.7% 60.7% 60.1% 51.7% 63.8% 58.5%

31 89 203 151 47 521

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count % within Primary Area Where Raised

Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

No

Yes

Made me a more well-rounded person

Total

Rural/Farm Rural/No n-farm Urban Inner-city Other

Primary Area Where Raised

Total

238

C.50:

105 111 216

46.7% 37.5% 41.5%

120 185 305

53.3% 62.5% 58.5%

225 296 521

100.0% 100.0% 100.0%

Count

% within First Generation College Student Count

% within First Generation College Student

Count % within First Generation College Student

No

Yes

Made me a more well-rounded person

Total

Yes No

First Generation College Student

Total

C.50a: Chi-Square Tests

4.426 b 1 .035

4.056 1 .044

4.420 1 .036

.039 .022

4.417 1 .036

521

Pearson Chi-Square

Continuity Correction a

Likelihood Ratio

Fisher's Exact Test

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided) Exact Sig. (2-sided)

Exact Sig. (1-sided)

Computed only for a 2x2 table a.

0 cells (.0%) have expected count less than 5. The minimum expected count is 93.28.

b.

239

C.51:

36 49 52 68 11 216

40.0% 47.1% 44.4% 38.0% 35.5% 41.5%

54 55 65 111 20 305

60.0% 52.9% 55.6% 62.0% 64.5% 58.5%

90 104 117 179 31 521

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classification in Undergraduate Program Count % within Classification in Undergraduate Program Count

% within Classification in Undergraduate Program

No

Yes

Made me a more well-rounded person

Total

Freshman Sophomore Junior Senior

Don't know/Un- classified

Classification in Undergraduate Program

Total

C.52:

309 131 440

86.8% 79.4% 84.5%

47 34 81

13.2% 20.6% 15.5%

356 165 521

100.0% 100.0% 100.0%

Count

% within Gender Count

% within Gender

Count

% within Gender

No

Yes

Will help me get a better job

Total

Female Male Gender

Total

240

C.52a: Chi-Square Tests

4.707 b 1 .030

4.160 1 .041

4.529 1 .033

.037 .022

4.698 1 .030

521

Pearson Chi-Square

Continuity Correction a

Likelihood Ratio

Fisher's Exact Test

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided) Exact Sig. (2-sided)

Exact Sig. (1-sided)

Computed only for a 2x2 table a.

0 cells (.0%) have expected count less than 5. The minimum expected count is 25.65.

b.

C.53:

22 80 167 132 39 440

71.0% 89.9% 82.3% 87.4% 83.0% 84.5%

9 9 36 19 8 81

29.0% 10.1% 17.7% 12.6% 17.0% 15.5%

31 89 203 151 47 521

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary Area Where Raised Count

% within Primary Area Where Raised

Count % within Primary Area Where Raised

No

Yes

Will help me get a better job

Total

Rural/Farm Rural/No n-farm Urban Inner-city Other

Primary Area Where Raised

Total

241

C.54:

196 244 440

87.1% 82.4% 84.5%

29 52 81

12.9% 17.6% 15.5%

225 296 521

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count % within First Generation College Student

No

Yes

Will help me get a better job

Total

Yes No

First Generation College Student

Total

C.55:

78 87 98 148 29 440

86.7% 83.7% 83.8% 82.7% 93.5% 84.5%

12 17 19 31 2 81

13.3% 16.3% 16.2% 17.3% 6.5% 15.5%

90 104 117 179 31 521

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program

Count % within Classification in Undergraduate Program

No

Yes

Will help me get a better job

Total

Freshman Sophomore Junior Senior

Don't know/Unc lassified

Classification in Undergraduate Program

Total

242

C.56:

207 90 297

58.1% 54.5% 57.0%

149 75 224 41.9% 45.5% 43.0%

356 165 521 100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender Count

% within Gender

No

Yes

Provided me with skills to work with other people from diverse backgrounds

Total

Female Male

Gender

Total

C.57:

18 49 117 89 24 297

58.1% 55.1% 57.6% 58.9% 51.1% 57.0%

13 40 86 62 23 224

41.9% 44.9% 42.4% 41.1% 48.9% 43.0%

31 89 203 151 47 521

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary Area Where Raised Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

No

Yes

Provided me with skills to work with other people from diverse backgrounds

Total

Rural/Farm Rural/No n-farm Urban Inner-city Other

Primary Area Where Raised

Total

243

C.58:

128 169 297

56.9% 57.1% 57.0%

97 127 224

43.1% 42.9% 43.0%

225 296 521

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count % within First Generation College Student

No

Yes

Provided me with skills to work with other people from diverse backgrounds

Total

Yes No

First Generation College Student

Total

C.59:

51 62 73 94 17 297

56.7% 59.6% 62.4% 52.5% 54.8% 57.0%

39 42 44 85 14 224

43.3% 40.4% 37.6% 47.5% 45.2% 43.0%

90 104 117 179 31 521

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classification in Undergraduate Program Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program

No

Yes

Provided me with skills to work with other people from diverse backgrounds

Total

Freshman Sophomore Junior Senior

Don't know/Unc lassified

Classification in Undergraduate Program

Total

244

C.60:

224 108 332

62.9% 65.5% 63.7%

132 57 189 37.1% 34.5% 36.3%

356 165 521 100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender Count

% within Gender

No

Yes

Other

Total

Female Male

Gender

Total

C.61:

14 58 137 101 22 332

45.2% 65.2% 67.5% 66.9% 46.8% 63.7%

17 31 66 50 25 189

54.8% 34.8% 32.5% 33.1% 53.2% 36.3%

31 89 203 151 47 521

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count % within Primary Area Where Raised

Count

% within Primary Area Where Raised Count

% within Primary Area Where Raised

No

Yes

Other

Total

Rural/Farm Rural/No n-farm Urban Inner-city Other

Primary Area Where Raised

Total

245

C.61a: Chi-Square Tests

12.416 a 4 .015 11.980 4 .018

.007 1 .936

521

Pearson Chi-Square

Likelihood Ratio

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig. (2-sided)

0 cells (.0%) have expected count less than 5. The minimum expected count is 11.25.

a.

C.62:

140 192 332

62.2% 64.9% 63.7%

85 104 189

37.8% 35.1% 36.3%

225 296 521

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

No

Yes

Other

Total

Yes No

First Generation College Student

Total

246

C.63:

63 64 81 109 15 332

70.0% 61.5% 69.2% 60.9% 48.4% 63.7%

27 40 36 70 16 189

30.0% 38.5% 30.8% 39.1% 51.6% 36.3%

90 104 117 179 31 521

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classification in Undergraduate Program Count % within Classification in Undergraduate Program Count

% within Classification in Undergraduate Program

No

Yes

Other

Total

Freshman Sophomore Junior Senior

Don't know/Unc lassified

Classification in Undergraduate Program

Total

C.64:

56 36 92

5.8% 9.5% 6.8%

685 232 917

70.8% 61.2% 68.1%

226 111 337

23.4% 29.3% 25.0%

967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Have Participated

Would Like to Participate

Not Interested

A buddy program that pairs US students with international students : 2. Please indicate whether you have participated or plan to participate in the following campus activities:

Total

Female Male Gender

Total

247

C.64a: Chi-Square Tests

12.984 a 2 .002

12.602 2 .002

.465 1 .495

1346

Pearson Chi-Square

Likelihood Ratio

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig. (2-sided)

0 cells (.0%) have expected count less than 5. The minimum expected count is 25.90.

a.

C.65:

7 15 36 28 6 92

6.5% 5.8% 7.1% 7.3% 6.5% 6.8%

68 186 348 253 62 917

63.6% 71.8% 68.8% 66.4% 66.7% 68.1%

32 58 122 100 25 337

29.9% 22.4% 24.1% 26.2% 26.9% 25.0%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary Area Where Raised

Count % within Primary Area Where Raised

Count

% within Primary Area Where Raised

Count % within Primary Area Where Raised

Have Participated

Would Like to Participate

Not Interested

A buddy program that pairs US students with international students : 2. Please indicate whether you have participated or plan to participate in the following campus activities:

Total

Rural/Farm Rural/No n-farm Urban Inner-city Other

Primary Area Where Raised

Total

248

C.66:

48 44 92

7.5% 6.3% 6.8%

445 472 917

69.2% 67.1% 68.1%

150 187 337

23.3% 26.6% 25.0%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count % within First Generation College Student Count

% within First Generation College Student

Have Participated

Would Like to Participate

Not Interested

A buddy program that pairs US students with international students : 2. Please indicate whether you have participated or plan to participate in the following campus activities:

Total

Yes No

First Generation College Student

Total

C.67:

17 17 19 36 3 92

6.3% 6.2% 6.7% 7.6% 6.5% 6.8%

194 195 190 310 28 917

71.3% 71.4% 67.4% 65.5% 60.9% 68.1%

61 61 73 127 15 337

22.4% 22.3% 25.9% 26.8% 32.6% 25.0%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program Count

% within Classification in Undergraduate Program

Have Participated

Would Like to Participate

Not Interested

A buddy program that pairs US students with international students : 2. Please indicate whether you have participated or plan to participate in the following campus activities:

Total

Freshman Sophomore Junior Senior

Don't know/Unc lassified

Classification in Undergraduate Program

Total

249

C.68:

67 24 91 6.9% 6.3% 6.8%

528 221 749

54.6% 58.3% 55.6%

372 134 506

38.5% 35.4% 37.6%

967 379 1346 100.0% 100.0% 100.0%

Count

% within Gender Count

% within Gender

Count

% within Gender Count

% within Gender

Have Participated

Would Like to Participate

Not Interested

An international residence hall. : 2. Please indicate whether you have participated or plan to participate in the following campus activities:

Total

Female Male

Gender

Total

C.69:

8 18 35 21 9 91

7.5% 6.9% 6.9% 5.5% 9.7% 6.8%

48 153 297 198 53 749

44.9% 59.1% 58.7% 52.0% 57.0% 55.6%

51 88 174 162 31 506

47.7% 34.0% 34.4% 42.5% 33.3% 37.6%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count % within Primary Area Where Raised

Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

Have Participated

Would Like to Participate

Not Interested

An international residence hall. : 2. Please indicate whether you have participated or plan to participate in the following campus activities:

Total

Rural/Farm Rural/No n-farm Urban Inner-city Other

Primary Area Where Raised

Total

250

C.70:

40 51 91

6.2% 7.3% 6.8%

379 370 749

58.9% 52.6% 55.6%

224 282 506

34.8% 40.1% 37.6%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student Count % within First Generation College Student

Have Participated

Would Like to Participate

Not Interested

An international residence hall. : 2. Please indicate whether you have participated or plan to participate in the following campus activities:

Total

Yes No

First Generation College Student

Total

251

C.71:

14 23 16 34 4 91

5.1% 8.4% 5.7% 7.2% 8.7% 6.8%

170 156 161 240 22 749

62.5% 57.1% 57.1% 50.7% 47.8% 55.6%

88 94 105 199 20 506

32.4% 34.4% 37.2% 42.1% 43.5% 37.6%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program

Count % within Classification in Undergraduate Program Count

% within Classification in Undergraduate Program

Have Participated

Would Like to Participate

Not Interested

An international residence hall. : 2. Please indicate whether you have participated or plan to participate in the following campus activities:

Total

Freshman Sophomore Junior Senior

Don't know/Unc lassified

Classification in Undergraduate Program

Total

C.72:

286 106 392

29.6% 28.0% 29.1%

546 210 756

56.5% 55.4% 56.2%

135 63 198

14.0% 16.6% 14.7%

967 379 1346 100.0% 100.0% 100.0%

Count

% within Gender Count

% within Gender

Count

% within Gender

Count

% within Gender

Have Participated

Would Like to Participate

Not Interested

International festivals on campus. : 2. Please indicate whether you have participated or plan to participate in the following campus activities:

Total

Female Male

Gender

Total

252

C.73:

20 76 155 115 26 392

18.7% 29.3% 30.6% 30.2% 28.0% 29.1%

66 148 284 205 53 756

61.7% 57.1% 56.1% 53.8% 57.0% 56.2%

21 35 67 61 14 198

19.6% 13.5% 13.2% 16.0% 15.1% 14.7%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

Count % within Primary Area Where Raised Count

% within Primary Area Where Raised

Have Participated

Would Like to Participate

Not Interested

International festivals on campus. : 2. Please indicate whether you have participated or plan to participate in the following campus activities:

Total

Rural/Farm Rural/No n-farm Urban Inner-city Other

Primary Area Where Raised

Total

253

C.74:

176 216 392

27.4% 30.7% 29.1%

373 383 756

58.0% 54.5% 56.2%

94 104 198

14.6% 14.8% 14.7%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count % within First Generation College Student Count

% within First Generation College Student

Have Participated

Would Like to Participate

Not Interested

International festivals on campus. : 2. Please indicate whether you have participated or plan to participate in the following campus activities:

Total

Yes No

First Generation College Student

Total

C.75:

62 76 82 155 17 392

22.8% 27.8% 29.1% 32.8% 37.0% 29.1%

173 163 161 236 23 756

63.6% 59.7% 57.1% 49.9% 50.0% 56.2%

37 34 39 82 6 198

13.6% 12.5% 13.8% 17.3% 13.0% 14.7%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program

Count % within Classification in Undergraduate Program Count

% within Classification in Undergraduate Program

Have Participated

Would Like to Participate

Not Interested

International festivals on campus. : 2. Please indicate whether you have participated or plan to participate in the following campus activities:

Total

Freshman Sophomore Junior Senior

Don't know/Unc lassified

Classification in Undergraduate Program

Total

254

C.75a: Chi-Square Tests

17.603 a 8 .024

17.712 8 .023

1.877 1 .171

1346

Pearson Chi-Square Likelihood Ratio

Linear-by-Linear Association N of Valid Cases

Value df Asymp. Sig. (2-sided)

0 cells (.0%) have expected count less than 5. The minimum expected count is 6.77.

a.

C.76:

208 96 304

21.5% 25.3% 22.6%

574 193 767

59.4% 50.9% 57.0%

185 90 275

19.1% 23.7% 20.4%

967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count % within Gender

Have Participated

Would Like to Participate

Not Interested

Study groups with international students. : 2. Please indicate whether you have participated or plan to participate in the following campus activities:

Total

Female Male Gender

Total

255

C.76a: Chi-Square Tests

7.998 a 2 .018 7.952 2 .019

.040 1 .841

1346

Pearson Chi-Square

Likelihood Ratio

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig. (2-sided)

0 cells (.0%) have expected count less than 5. The minimum expected count is 77.43.

a.

C.77:

19 62 115 86 22 304

17.8% 23.9% 22.7% 22.6% 23.7% 22.6%

62 155 291 215 44 767

57.9% 59.8% 57.5% 56.4% 47.3% 57.0%

26 42 100 80 27 275

24.3% 16.2% 19.8% 21.0% 29.0% 20.4%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary Area Where Raised

Count % within Primary Area Where Raised

Count

% within Primary Area Where Raised

Count % within Primary Area Where Raised

Have Participated

Would Like to Participate

Not Interested

Study groups with international students. : 2. Please indicate whether you have participated or plan to participate in the following campus activities:

Total

Rural/Farm Rural/No n-farm Urban Inner-city Other

Primary Area Where Raised

Total

256

C.78:

136 168 304

21.2% 23.9% 22.6%

374 393 767

58.2% 55.9% 57.0%

133 142 275

20.7% 20.2% 20.4%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count % within First Generation College Student Count

% within First Generation College Student

Have Participated

Would Like to Participate

Not Interested

Study groups with international students. : 2. Please indicate whether you have participated or plan to participate in the following campus activities:

Total

Yes No

First Generation College Student

Total

C.79:

42 54 67 125 16 304

15.4% 19.8% 23.8% 26.4% 34.8% 22.6%

169 165 164 250 19 767

62.1% 60.4% 58.2% 52.9% 41.3% 57.0%

61 54 51 98 11 275

22.4% 19.8% 18.1% 20.7% 23.9% 20.4%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program Count

% within Classification in Undergraduate Program

Have Participated

Would Like to Participate

Not Interested

Study groups with international students. : 2. Please indicate whether you have participated or plan to participate in the following campus activities:

Total

Freshman Sophomore Junior Senior

Don't know/Unc lassified

Classification in Undergraduate Program

Total

257

C.79a: Chi-Square Tests

20.335 a 8 .009

20.754 8 .008

7.633 1 .006

1346

Pearson Chi-Square Likelihood Ratio

Linear-by-Linear Association N of Valid Cases

Value df Asymp. Sig. (2-sided)

0 cells (.0%) have expected count less than 5. The minimum expected count is 9.40.

a.

C.80:

52 33 85

5.4% 8.7% 6.3%

727 250 977

75.2% 66.0% 72.6%

188 96 284

19.4% 25.3% 21.1%

967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Have Participated

Would Like to Participate

Not Interested

A language partner program that pairs US students with international students. : 2. Please indicate whether you have participated or plan to participate in the following campus activities:

Total

Female Male

Gender

Total

258

C.80a: Chi-Square Tests

12.442 a 2 .002

12.049 2 .002

.706 1 .401

1346

Pearson Chi-Square

Likelihood Ratio

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig. (2-sided)

0 cells (.0%) have expected count less than 5. The minimum expected count is 23.93.

a.

C.81:

7 14 34 25 5 85

6.5% 5.4% 6.7% 6.6% 5.4% 6.3%

71 197 373 274 62 977

66.4% 76.1% 73.7% 71.9% 66.7% 72.6%

29 48 99 82 26 284

27.1% 18.5% 19.6% 21.5% 28.0% 21.1%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary Area Where Raised

Count % within Primary Area Where Raised Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

Have Participated

Would Like to Participate

Not Interested

A language partner program that pairs US students with international students. : 2. Please indicate whether you have participated or plan to participate in the following campus activities:

Total

Rural/Farm Rural/No n-farm Urban Inner-city Other

Primary Area Where Raised

Total

259

C.82:

42 43 85

6.5% 6.1% 6.3%

471 506 977

73.3% 72.0% 72.6%

130 154 284

20.2% 21.9% 21.1%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student Count % within First Generation College Student

Have Participated

Would Like to Participate

Not Interested

A language partner program that pairs US students with international students. : 2. Please indicate whether you have participated or plan to participate in the following campus activities:

Total

Yes No

First Generation College Student

Total

260

C.83:

12 14 16 38 5 85

4.4% 5.1% 5.7% 8.0% 10.9% 6.3%

195 208 214 328 32 977

71.7% 76.2% 75.9% 69.3% 69.6% 72.6%

65 51 52 107 9 284

23.9% 18.7% 18.4% 22.6% 19.6% 21.1%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program

Count % within Classification in Undergraduate Program Count

% within Classification in Undergraduate Program

Have Participated

Would Like to Participate

Not Interested

A language partner program that pairs US students with international students. : 2. Please indicate whether you have participated or plan to participate in the following campus activities:

Total

Freshman Sophomore Junior Senior

Don't know/Unc lassified

Classification in Undergraduate Program

Total

C.84:

324 147 471

33.5% 38.8% 35.0%

440 145 585

45.5% 38.3% 43.5% 142 47 189

14.7% 12.4% 14.0%

19 10 29

2.0% 2.6% 2.2%

42 30 72

4.3% 7.9% 5.3% 967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count % within Gender

Count

% within Gender

Count

% within Gender

Count % within Gender

Count

% within Gender

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Internship in the U.S. with an organization focused on international issues : 3. Please rate how important you think it is to participate in the following <b>extracurricular activities</b>.

Total

Female Male

Gender

Total

261

C.84a: Chi-Square Tests

13.537 a 4 .009

13.101 4 .011

.521 1 .471

1346

Pearson Chi-Square Likelihood Ratio

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig. (2-sided)

0 cells (.0%) have expected count less than 5. The minimum expected count is 8.17.

a.

262

Crosstab

47 99 170 129 26 471

43.9% 38.2% 33.6% 33.9% 28.0% 35.0%

37 107 228 169 44 585

34.6% 41.3% 45.1% 44.4% 47.3% 43.5%

15 39 73 53 9 189

14.0% 15.1% 14.4% 13.9% 9.7% 14.0%

2 5 14 6 2 29

1.9% 1.9% 2.8% 1.6% 2.2% 2.2%

6 9 21 24 12 72

5.6% 3.5% 4.2% 6.3% 12.9% 5.3%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Internship in the U.S. with

an organization f ocused

on international issues :

3. Please rate how

important y ou think it is to

participate in the f ollowing

<b>extracurricular

activ ities</b>.

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

C.85:

263

C.86:

229 242 471

35.6% 34.4% 35.0%

283 302 585

44.0% 43.0% 43.5%

84 105 189

13.1% 14.9% 14.0%

14 15 29

2.2% 2.1% 2.2%

33 39 72

5.1% 5.5% 5.3%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Internship in the U.S. with an organization focused on international issues : 3. Please rate how important you think it is to participate in the following <b>extracurricular activities</b>.

Total

Yes No

First Generation College Student

Total

264

Crosstab

88 98 100 168 17 471

32.4% 35.9% 35.5% 35.5% 37.0% 35.0%

126 112 119 206 22 585

46.3% 41.0% 42.2% 43.6% 47.8% 43.5%

35 38 46 66 4 189

12.9% 13.9% 16.3% 14.0% 8.7% 14.0%

6 2 5 14 2 29

2.2% .7% 1.8% 3.0% 4.3% 2.2%

17 23 12 19 1 72

6.3% 8.4% 4.3% 4.0% 2.2% 5.3%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Internship in the U.S. with

an organization f ocused

on international issues :

3. Please rate how

important y ou think it is to

participate in the f ollowing

<b>extracurricular

activ ities</b>.

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif icat ion in Undergraduate Program

Total

C.87:

265

C.88:

395 156 551

40.8% 41.2% 40.9%

381 133 514

39.4% 35.1% 38.2% 121 47 168

12.5% 12.4% 12.5% 26 13 39

2.7% 3.4% 2.9%

44 30 74

4.6% 7.9% 5.5% 967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count % within Gender

Count

% within Gender

Count

% within Gender

Count % within Gender

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

International internship : 3. Please rate how important you think it is to participate in the following <b>extracurricular activities</b>.

Total

Female Male Gender

Total

266

C.89a: Chi-Square Tests

35.333 a 16 .004

32.555 16 .008

4.602 1 .032

1346

Pearson Chi-Square

Likelihood Ratio

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig. (2-sided)

2 cells (8.0%) have expected count less than 5. The minimum expected count is 2.69.

a.

Crosstab

55 113 201 146 36 551

51.4% 43.6% 39.7% 38.3% 38.7% 40.9%

26 92 206 158 32 514

24.3% 35.5% 40.7% 41.5% 34.4% 38.2%

15 35 65 43 10 168

14.0% 13.5% 12.8% 11.3% 10.8% 12.5%

5 11 13 8 2 39

4.7% 4.2% 2.6% 2.1% 2.2% 2.9%

6 8 21 26 13 74

5.6% 3.1% 4.2% 6.8% 14.0% 5.5%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

International internship :

3. Please rate how

important y ou think it is to

participate in the f ollowing

<b>extracurricular

activ ities</b>.

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

C.89:

267

C.90:

257 294 551

40.0% 41.8% 40.9%

263 251 514

40.9% 35.7% 38.2%

75 93 168

11.7% 13.2% 12.5%

15 24 39

2.3% 3.4% 2.9%

33 41 74

5.1% 5.8% 5.5%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

International internship : 3. Please rate how important you think it is to participate in the following <b>extracurricular activities</b>.

Total

Yes No

First Generation College Student

Total

268

Crosstab

106 116 118 189 22 551

39.0% 42.5% 41.8% 40.0% 47.8% 40.9%

115 93 103 187 16 514

42.3% 34.1% 36.5% 39.5% 34.8% 38.2%

28 37 37 62 4 168

10.3% 13.6% 13.1% 13.1% 8.7% 12.5%

8 4 10 16 1 39

2.9% 1.5% 3.5% 3.4% 2.2% 2.9%

15 23 14 19 3 74

5.5% 8.4% 5.0% 4.0% 6.5% 5.5%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

International internship :

3. Please rate how

important y ou think it is to

participate in the f ollowing

<b>extracurricular

activ ities</b>.

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif icat ion in Undergraduate Program

Total

C.91:

269

C.92:

425 152 577

44.0% 40.1% 42.9%

375 148 523

38.8% 39.1% 38.9% 108 40 148

11.2% 10.6% 11.0% 19 12 31

2.0% 3.2% 2.3%

40 27 67

4.1% 7.1% 5.0% 967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count % within Gender

Count

% within Gender

Count

% within Gender

Count % within Gender

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Community Service/Volunteer in the U.S. with an organization focused on international issues : 3. Please rate how important you think it is to participate in the following <b>extracurricular activities</b>.

Total

Female Male Gender

Total

270

Crosstab

59 123 215 146 34 577

55.1% 47.5% 42.5% 38.3% 36.6% 42.9%

32 82 209 165 35 523

29.9% 31.7% 41.3% 43.3% 37.6% 38.9%

10 39 49 41 9 148

9.3% 15.1% 9.7% 10.8% 9.7% 11.0%

1 8 13 6 3 31

.9% 3.1% 2.6% 1.6% 3.2% 2.3%

5 7 20 23 12 67

4.7% 2.7% 4.0% 6.0% 12.9% 5.0%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Community

Serv ice/Volunteer in the

U.S. with an organization

f ocused on internat ional

issues : 3. Please rate

how important you think

it is to part icipate in the

f ollowing

<b>extracurricular

activ ities</b>.

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

C.93a: Chi-Square Tests

40.611 a 16 .001

37.562 16 .002

11.524 1 .001

1346

Pearson Chi-Square

Likelihood Ratio Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig. (2-sided)

3 cells (12.0%) have expected count less than 5. The minimum expected count is 2.14.

a.

C.93:

271

C.94:

283 294 577

44.0% 41.8% 42.9%

246 277 523

38.3% 39.4% 38.9%

73 75 148

11.4% 10.7% 11.0%

13 18 31

2.0% 2.6% 2.3%

28 39 67

4.4% 5.5% 5.0%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Community Service/Volunteer in the U.S. with an organization focused on international issues : 3. Please rate how important you think it is to participate in the following <b>extracurricular activities</b>.

Total

Yes No

First Generation College Student

Total

272

C.95a: Chi-Square Tests

32.292 a 16 .009

34.368 16 .005

1.721 1 .190

1346

Pearson Chi-Square Likelihood Ratio

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig. (2-sided)

2 cells (8.0%) have expected count less than 5. The minimum expected count is 1.06.

a.

Crosstab

104 118 124 212 19 577

38.2% 43.2% 44.0% 44.8% 41.3% 42.9%

124 102 107 169 21 523

45.6% 37.4% 37.9% 35.7% 45.7% 38.9%

22 27 36 59 4 148

8.1% 9.9% 12.8% 12.5% 8.7% 11.0%

8 2 3 16 2 31

2.9% .7% 1.1% 3.4% 4.3% 2.3%

14 24 12 17 67

5.1% 8.8% 4.3% 3.6% 5.0%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Community

Serv ice/Volunteer in the

U.S. with an organization

f ocused on internat ional

issues : 3. Please rate

how important you think

it is to part icipate in the

f ollowing

<b>extracurricular

activ ities</b>.

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif icat ion in Undergraduate Program

Total

C.95:

273

C.96:

457 145 602

47.3% 38.3% 44.7%

375 161 536

38.8% 42.5% 39.8% 75 35 110

7.8% 9.2% 8.2% 19 12 31

2.0% 3.2% 2.3%

41 26 67

4.2% 6.9% 5.0% 967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count % within Gender

Count

% within Gender

Count

% within Gender

Count % within Gender

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Local Community Service/Volunteer (e.g. tutoring) with international populations : 3. Please rate how important you think it is to participate in the following <b>extracurricular activities</b>.

Total

Female Male Gender

Total

C.96a: Chi-Square Tests

12.059 a 4 .017

11.853 4 .018

11.255 1 .001

1346

Pearson Chi-Square

Likelihood Ratio

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig. (2-sided)

0 cells (.0%) have expected count less than 5. The minimum expected count is 8.73.

a.

274

C.97a: Chi-Square Tests

29.838 a 16 .019

27.884 16 .033

10.808 1 .001

1346

Pearson Chi-Square

Likelihood Ratio

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig. (2-sided)

3 cells (12.0%) have expected count less than 5. The minimum expected count is 2.14.

a.

Crosstab

57 131 218 158 38 602

53.3% 50.6% 43.1% 41.5% 40.9% 44.7%

38 88 215 165 30 536

35.5% 34.0% 42.5% 43.3% 32.3% 39.8%

6 24 40 29 11 110

5.6% 9.3% 7.9% 7.6% 11.8% 8.2%

1 8 13 6 3 31

.9% 3.1% 2.6% 1.6% 3.2% 2.3%

5 8 20 23 11 67

4.7% 3.1% 4.0% 6.0% 11.8% 5.0%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Local Community

Serv ice/Volunteer (e.g.

tutoring) with international

populations : 3. Please

rate how important y ou

think it is to part icipate in

the f ollowing

<b>extracurricular

activ ities</b>.

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

C.97:

275

C.98:

290 312 602

45.1% 44.4% 44.7%

264 272 536

41.1% 38.7% 39.8%

50 60 110

7.8% 8.5% 8.2%

13 18 31

2.0% 2.6% 2.3%

26 41 67

4.0% 5.8% 5.0%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Local Community Service/Volunteer (e.g. tutoring) with international populations : 3. Please rate how important you think it is to participate in the following <b>extracurricular activities</b>.

Total

Yes No

First Generation College Student

Total

276

Crosstab

107 125 124 224 22 602

39.3% 45.8% 44.0% 47.4% 47.8% 44.7%

124 107 115 173 17 536

45.6% 39.2% 40.8% 36.6% 37.0% 39.8%

18 18 28 42 4 110

6.6% 6.6% 9.9% 8.9% 8.7% 8.2%

8 2 3 16 2 31

2.9% .7% 1.1% 3.4% 4.3% 2.3%

15 21 12 18 1 67

5.5% 7.7% 4.3% 3.8% 2.2% 5.0%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Local Community

Serv ice/Volunteer (e.g.

tutoring) with international

populations : 3. Please

rate how important y ou

think it is to part icipate in

the f ollowing

<b>extracurricular

activ ities</b>.

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif icat ion in Undergraduate Program

Total

C.99

277

C.100

366 129 495

37.8% 34.0% 36.8%

367 147 514

38.0% 38.8% 38.2% 149 54 203

15.4% 14.2% 15.1% 40 20 60

4.1% 5.3% 4.5%

45 29 74

4.7% 7.7% 5.5% 967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count % within Gender

Count

% within Gender

Count

% within Gender

Count % within Gender

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Community service/Volunteer in a foreign country : 3. Please rate how important you think it is to participate in the following <b>extracurricular activities</b>.

Total

Female Male Gender

Total

278

C.101a: Chi-Square Tests

28.151 a 16 .030

25.795 16 .057

6.896 1 .009

1346

Pearson Chi-Square

Likelihood Ratio

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig. (2-sided)

2 cells (8.0%) have expected count less than 5. The minimum expected count is 4.15.

a.

Crosstab

46 105 188 128 28 495

43.0% 40.5% 37.2% 33.6% 30.1% 36.8%

36 94 191 157 36 514

33.6% 36.3% 37.7% 41.2% 38.7% 38.2%

11 38 87 55 12 203

10.3% 14.7% 17.2% 14.4% 12.9% 15.1%

8 13 20 14 5 60

7.5% 5.0% 4.0% 3.7% 5.4% 4.5%

6 9 20 27 12 74

5.6% 3.5% 4.0% 7.1% 12.9% 5.5%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Community

serv ice/Volunteer in a

f oreign country : 3. Please

rate how important y ou

think it is to part icipate in

the f ollowing

<b>extracurricular

activ ities</b>.

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

C.101

279

C.102:

247 248 495

38.4% 35.3% 36.8%

253 261 514

39.3% 37.1% 38.2%

81 122 203

12.6% 17.4% 15.1%

28 32 60

4.4% 4.6% 4.5%

34 40 74

5.3% 5.7% 5.5%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Community service/Volunteer in a foreign country : 3. Please rate how important you think it is to participate in the following <b>extracurricular activities</b>.

Total

Yes No

First Generation College Student

Total

280

Crosstab

92 105 105 175 18 495

33.8% 38.5% 37.2% 37.0% 39.1% 36.8%

110 103 107 177 17 514

40.4% 37.7% 37.9% 37.4% 37.0% 38.2%

33 39 45 78 8 203

12.1% 14.3% 16.0% 16.5% 17.4% 15.1%

19 5 12 23 1 60

7.0% 1.8% 4.3% 4.9% 2.2% 4.5%

18 21 13 20 2 74

6.6% 7.7% 4.6% 4.2% 4.3% 5.5%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Community

serv ice/Volunteer in a

f oreign country : 3. Please

rate how important y ou

think it is to part icipate in

the f ollowing

<b>extracurricular

activ ities</b>.

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif icat ion in Undergraduate Program

Total

C.103:

281

C.104:

387 133 520

40.0% 35.1% 38.6%

404 141 545

41.8% 37.2% 40.5% 110 57 167

11.4% 15.0% 12.4%

25 17 42

2.6% 4.5% 3.1%

41 31 72

4.2% 8.2% 5.3% 967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count % within Gender

Count

% within Gender

Count

% within Gender

Count % within Gender

Count

% within Gender

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Foreign language or international clubs/groups : 3. Please rate how important you think it is to participate in the following <b>extracurricular activities</b>.

Total

Female Male

Gender

Total

C.104a: Chi-Square Tests

17.117 a 4 .002

16.219 4 .003

14.303 1 .000

1346

Pearson Chi-Square

Likelihood Ratio

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig. (2-sided)

0 cells (.0%) have expected count less than 5. The minimum expected count is 11.83.

a.

282

C.105a: Chi-Square Tests

31.266 a 16 .012

28.414 16 .028

5.967 1 .015

1346

Pearson Chi-Square

Likelihood Ratio

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig. (2-sided)

3 cells (12.0%) have expected count less than 5. The minimum expected count is 2.90.

a.

Crosstab

47 109 188 145 31 520

43.9% 42.1% 37.2% 38.1% 33.3% 38.6%

37 100 211 161 36 545

34.6% 38.6% 41.7% 42.3% 38.7% 40.5%

13 34 69 43 8 167

12.1% 13.1% 13.6% 11.3% 8.6% 12.4%

5 9 17 6 5 42

4.7% 3.5% 3.4% 1.6% 5.4% 3.1%

5 7 21 26 13 72

4.7% 2.7% 4.2% 6.8% 14.0% 5.3%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Foreign language or

international

clubs/groups : 3. Please

rate how important you

think it is to participate in

the f ollowing

<b>extracurricular

activ ities</b>.

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

C.105

283

C.106:

251 269 520

39.0% 38.3% 38.6%

279 266 545

43.4% 37.8% 40.5%

67 100 167

10.4% 14.2% 12.4%

17 25 42

2.6% 3.6% 3.1%

29 43 72

4.5% 6.1% 5.3%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Foreign language or international clubs/groups : 3. Please rate how important you think it is to participate in the following <b>extracurricular activities</b>.

Total

Yes No

First Generation College Student

Total

284

Crosstab

103 113 102 183 19 520

37.9% 41.4% 36.2% 38.7% 41.3% 38.6%

115 100 124 188 18 545

42.3% 36.6% 44.0% 39.7% 39.1% 40.5%

26 33 35 66 7 167

9.6% 12.1% 12.4% 14.0% 15.2% 12.4%

10 4 8 18 2 42

3.7% 1.5% 2.8% 3.8% 4.3% 3.1%

18 23 13 18 72

6.6% 8.4% 4.6% 3.8% 5.3%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

Foreign language or

international

clubs/groups : 3. Please

rate how important you

think it is to participate in

the f ollowing

<b>extracurricular

activ ities</b>.

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif icat ion in Undergraduate Program

Total

C.107:

285

C.108:

91 61 152

9.4% 16.1% 11.3%

876 318 1194

90.6% 83.9% 88.7%

967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count

% within Gender

Yes

No

Internship in the U.S. with an organization focused on international issues : 4. Please tell us if you have participated in the following <b>extracurricular activities</b>.

Total

Female Male Gender

Total

C.108a: Chi-Square Tests

12.145 b 1 .000 11.487 1 .001 11.434 1 .001

.001 .000

12.136 1 .000

1346

Pearson Chi-Square Continuity Correction a

Likelihood Ratio Fisher's Exact Test

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided) Exact Sig. (2-sided)

Exact Sig. (1-sided)

Computed only for a 2x2 table a.

0 cells (.0%) have expected count less than 5. The minimum expected count is 42.80.

b.

286

C.109

10 27 51 51 13 152

9.3% 10.4% 10.1% 13.4% 14.0% 11.3%

97 232 455 330 80 1194

90.7% 89.6% 89.9% 86.6% 86.0% 88.7%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

Yes

No

Internship in the U.S. with an organization focused on international issues : 4. Please tell us if you have participated in the following <b>extracurricular activities</b>.

Total

Rural/Farm Rural/No n-farm Urban Inner-city Other

Primary Area Where Raised

Total

C.110:

71 81 152

11.0% 11.5% 11.3%

572 622 1194

89.0% 88.5% 88.7%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Yes

No

Internship in the U.S. with an organization focused on international issues : 4. Please tell us if you have participated in the following <b>extracurricular activities</b>.

Total

Yes No

First Generation College Student

Total

287

C.111:

30 25 27 61 9 152

11.0% 9.2% 9.6% 12.9% 19.6% 11.3%

242 248 255 412 37 1194

89.0% 90.8% 90.4% 87.1% 80.4% 88.7%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program

Count % within Classification in Undergraduate Program

Yes

No

Internship in the U.S. with an organization focused on international issues : 4. Please tell us if you have participated in the following <b>extracurricular activities</b>.

Total

Freshman Sophomore Junior Senior

Don't know/Unc lassified

Classification in Undergraduate Program

Total

288

C.112:

70 48 118

7.2% 12.7% 8.8%

897 331 1228

92.8% 87.3% 91.2%

967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count % within Gender

Yes

No

International internship : 4. Please tell us if you have participated in the following <b>extracurricular activities</b>.

Total

Female Male

Gender

Total

C.112a: Chi-Square Tests

10.023 b 1 .002

9.356 1 .002

9.393 1 .002

.003 .001

10.015 1 .002

1346

Pearson Chi-Square

Continuity Correction a

Likelihood Ratio

Fisher's Exact Test

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided) Exact Sig. (2-sided)

Exact Sig. (1-sided)

Computed only for a 2x2 table a.

0 cells (.0%) have expected count less than 5. The minimum expected count is 33.23.

b.

289

C.113:

9 25 35 39 10 118

8.4% 9.7% 6.9% 10.2% 10.8% 8.8%

98 234 471 342 83 1228

91.6% 90.3% 93.1% 89.8% 89.2% 91.2%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

Count % within Primary Area Where Raised

Yes

No

International internship : 4. Please tell us if you have participated in the following <b>extracurricular activities</b>.

Total

Rural/Farm Rural/No n-farm Urban Inner-city Other

Primary Area Where Raised

Total

C.114:

56 62 118

8.7% 8.8% 8.8%

587 641 1228

91.3% 91.2% 91.2%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Yes

No

International internship : 4. Please tell us if you have participated in the following <b>extracurricular activities</b>.

Total

Yes No

First Generation College Student

Total

290

C.115:

24 24 18 44 8 118

8.8% 8.8% 6.4% 9.3% 17.4% 8.8%

248 249 264 429 38 1228

91.2% 91.2% 93.6% 90.7% 82.6% 91.2%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classification in Undergraduate Program Count % within Classification in Undergraduate Program Count

% within Classification in Undergraduate Program

Yes

No

International internship : 4. Please tell us if you have participated in the following <b>extracurricular activities</b>.

Total

Freshman Sophomore Junior Senior

Don't know/Unc lassified

Classification in Undergraduate Program

Total

C.116:

208 97 305

21.5% 25.6% 22.7%

759 282 1041

78.5% 74.4% 77.3%

967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count % within Gender

Yes

No

Community Service/Volunteer in the U.S. with an organization focused on international issues : 4. Please tell us if you have participated in the following <b>extracurricular activities</b>.

Total

Female Male Gender

Total

291

C.117:

28 62 108 84 23 305

26.2% 23.9% 21.3% 22.0% 24.7% 22.7%

79 197 398 297 70 1041

73.8% 76.1% 78.7% 78.0% 75.3% 77.3%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

Count % within Primary Area Where Raised

Yes

No

Community Service/Volunteer in the U.S. with an organization focused on international issues : 4. Please tell us if you have participated in the following <b>extracurricular activities</b>.

Total

Rural/Farm Rural/No n-farm Urban Inner-city Other

Primary Area Where Raised

Total

C.118:

146 159 305

22.7% 22.6% 22.7%

497 544 1041

77.3% 77.4% 77.3%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Yes

No

Community Service/Volunteer in the U.S. with an organization focused on international issues : 4. Please tell us if you have participated in the following <b>extracurricular activities</b>.

Total

Yes No

First Generation College Student

Total

292

C.119:

55 61 55 119 15 305

20.2% 22.3% 19.5% 25.2% 32.6% 22.7%

217 212 227 354 31 1041

79.8% 77.7% 80.5% 74.8% 67.4% 77.3%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program

Yes

No

Community Service/Volunteer in the U.S. with an organization focused on international issues : 4. Please tell us if you have participated in the following <b>extracurricular activities</b>.

Total

Freshman Sophomore Junior Senior

Don't know/Unc lassified

Classification in Undergraduate Program

Total

C.120:

290 120 410

30.0% 31.7% 30.5%

677 259 936

70.0% 68.3% 69.5%

967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count % within Gender

Yes

No

Local Community Service/Volunteer (e.g. Tutoring) with international populations : 4. Please tell us if you have participated in the following <b>extracurricular activities</b>.

Total

Female Male Gender

Total

293

C.121:

31 82 153 114 30 410

29.0% 31.7% 30.2% 29.9% 32.3% 30.5%

76 177 353 267 63 936

71.0% 68.3% 69.8% 70.1% 67.7% 69.5%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

Count % within Primary Area Where Raised

Yes

No

Local Community Service/Volunteer (e.g. Tutoring) with international populations : 4. Please tell us if you have participated in the following <b>extracurricular activities</b>.

Total

Rural/Farm Rural/No n-farm Urban Inner-city Other

Primary Area Where Raised

Total

C.122:

192 218 410

29.9% 31.0% 30.5%

451 485 936

70.1% 69.0% 69.5%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count % within First Generation College Student

Yes

No

Local Community Service/Volunteer (e.g. Tutoring) with international populations : 4. Please tell us if you have participated in the following <b>extracurricular activities</b>.

Total

Yes No

First Generation College Student

Total

294

C.123:

79 90 69 157 15 410

29.0% 33.0% 24.5% 33.2% 32.6% 30.5%

193 183 213 316 31 936

71.0% 67.0% 75.5% 66.8% 67.4% 69.5%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program

Yes

No

Local Community Service/Volunteer (e.g. Tutoring) with international populations : 4. Please tell us if you have participated in the following <b>extracurricular activities</b>.

Total

Freshman Sophomore Junior Senior

Don't know/Unc lassified

Classification in Undergraduate Program

Total

C.124:

112 63 175

11.6% 16.6% 13.0%

855 316 1171

88.4% 83.4% 87.0%

967 379 1346 100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count

% within Gender

Yes

No

Community Service/Volunteer in a foreign country : 4. Please tell us if you have participated in the following <b>extracurricular activities</b>.

Total

Female Male

Gender

Total

295

C.124a: Chi-Square Tests

6.116 b 1 .013

5.678 1 .017

5.868 1 .015

.015 .010

6.111 1 .013

1346

Pearson Chi-Square

Continuity Correction a

Likelihood Ratio Fisher's Exact Test

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided) Exact Sig. (2-sided)

Exact Sig. (1-sided)

Computed only for a 2x2 table a.

0 cells (.0%) have expected count less than 5. The minimum expected count is 49.28.

b.

C.125:

16 37 64 43 15 175

15.0% 14.3% 12.6% 11.3% 16.1% 13.0%

91 222 442 338 78 1171

85.0% 85.7% 87.4% 88.7% 83.9% 87.0%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

Yes

No

Community Service/Volunteer in a foreign country : 4. Please tell us if you have participated in the following <b>extracurricular activities</b>.

Total

Rural/Farm Rural/No n-farm Urban Inner-city Other

Primary Area Where Raised

Total

296

C.126:

80 95 175

12.4% 13.5% 13.0%

563 608 1171

87.6% 86.5% 87.0%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count % within First Generation College Student

Yes

No

Community Service/Volunteer in a foreign country : 4. Please tell us if you have participated in the following <b>extracurricular activities</b>.

Total

Yes No

First Generation College Student

Total

C.127:

31 27 37 70 10 175

11.4% 9.9% 13.1% 14.8% 21.7% 13.0%

241 246 245 403 36 1171

88.6% 90.1% 86.9% 85.2% 78.3% 87.0%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program

Yes

No

Community Service/Volunteer in a foreign country : 4. Please tell us if you have participated in the following <b>extracurricular activities</b>.

Total

Freshman Sophomore Junior Senior

Don't know/Unc lassified

Classification in Undergraduate Program

Total

297

C.128:

319 99 418

33.0% 26.1% 31.1%

648 280 928

67.0% 73.9% 68.9%

967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count

% within Gender

Yes

No

Foreign language or international clubs/groups : 4. Please tell us if you have participated in the following <b>extracurricular activities</b>.

Total

Female Male Gender

Total

C.128a: Chi-Square Tests

5.997 b 1 .014 5.681 1 .017

6.119 1 .013 .015 .008

5.993 1 .014

1346

Pearson Chi-Square

Continuity Correction a

Likelihood Ratio

Fisher's Exact Test Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided) Exact Sig. (2-sided)

Exact Sig. (1-sided)

Computed only for a 2x2 table a.

0 cells (.0%) have expected count less than 5. The minimum expected count is 117.70.

b.

298

C.129:

30 89 161 103 35 418

28.0% 34.4% 31.8% 27.0% 37.6% 31.1%

77 170 345 278 58 928

72.0% 65.6% 68.2% 73.0% 62.4% 68.9%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

Yes

No

Foreign language or international clubs/groups : 4. Please tell us if you have participated in the following <b>extracurricular activities</b>.

Total

Rural/Farm Rural/No n-farm Urban Inner-city Other

Primary Area Where Raised

Total

C.130:

184 234 418

28.6% 33.3% 31.1%

459 469 928

71.4% 66.7% 68.9%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Yes

No

Foreign language or international clubs/groups : 4. Please tell us if you have participated in the following <b>extracurricular activities</b>.

Total

Yes No

First Generation College Student

Total

299

C.131:

74 91 78 157 18 418

27.2% 33.3% 27.7% 33.2% 39.1% 31.1%

198 182 204 316 28 928

72.8% 66.7% 72.3% 66.8% 60.9% 68.9%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program

Count % within Classification in Undergraduate Program

Yes

No

Foreign language or international clubs/groups : 4. Please tell us if you have participated in the following <b>extracurricular activities</b>.

Total

Freshman Sophomore Junior Senior

Don't know/Unc lassified

Classification in Undergraduate Program

Total

300

Crosstab

33 24 57

3.4% 6.3% 4.2%

8 6 14

.8% 1.6% 1.0%

9 6 15

.9% 1.6% 1.1%

17 8 25

1.8% 2.1% 1.9%

11 6 17

1.1% 1.6% 1.3%

71 34 105

7.3% 9.0% 7.8%

3 1 4

.3% .3% .3%

77 23 100

8.0% 6.1% 7.4%

147 56 203

15.2% 14.8% 15.1%

67 23 90

6.9% 6.1% 6.7%

19 10 29

2.0% 2.6% 2.2%

2 3 5

.2% .8% .4%

31 10 41

3.2% 2.6% 3.0%

21 13 34

2.2% 3.4% 2.5%

99 21 120

10.2% 5.5% 8.9%

352 135 487

36.4% 35.6% 36.2%

967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective option

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institutionSaf ety /health issues

Distance/ location

Financial support

Plan to do this bef ore I

graduate

Other

Internship in the

U.S. with an

organization

f ocused on

international

issues

Total

Female Male

Gender

Total

C.132:

301

Crosstab

4 15 18 19 1 57

3.7% 5.8% 3.6% 5.0% 1.1% 4.2%

1 2 7 3 1 14

.9% .8% 1.4% .8% 1.1% 1.0%

3 5 5 2 15

2.8% 1.0% 1.3% 2.2% 1.1%

2 7 4 10 2 25

1.9% 2.7% .8% 2.6% 2.2% 1.9%

2 3 5 3 4 17

1.9% 1.2% 1.0% .8% 4.3% 1.3%

11 23 40 29 2 105

10.3% 8.9% 7.9% 7.6% 2.2% 7.8%

1 3 4

.2% .8% .3%

14 20 37 21 8 100

13.1% 7.7% 7.3% 5.5% 8.6% 7.4%

13 42 76 54 18 203

12.1% 16.2% 15.0% 14.2% 19.4% 15.1%

6 23 34 24 3 90

5.6% 8.9% 6.7% 6.3% 3.2% 6.7%

3 4 15 6 1 29

2.8% 1.5% 3.0% 1.6% 1.1% 2.2%

4 1 5

.8% 1.1% .4%

5 7 13 13 3 41

4.7% 2.7% 2.6% 3.4% 3.2% 3.0%

2 6 12 11 3 34

1.9% 2.3% 2.4% 2.9% 3.2% 2.5%

5 20 59 30 6 120

4.7% 7.7% 11.7% 7.9% 6.5% 8.9%

36 87 176 150 38 487

33.6% 33.6% 34.8% 39.4% 40.9% 36.2%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective option

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this bef ore I

graduate

Other

Internship in the

U.S. with an

organization

f ocused on

international

issues

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

C.133:

302

Crosstab

28 29 57

4.4% 4.1% 4.2%

3 11 14

.5% 1.6% 1.0%

6 9 15

.9% 1.3% 1.1%

14 11 25

2.2% 1.6% 1.9%

10 7 17

1.6% 1.0% 1.3%

52 53 105

8.1% 7.5% 7.8%

1 3 4

.2% .4% .3%

50 50 100

7.8% 7.1% 7.4%

93 110 203

14.5% 15.6% 15.1%

41 49 90

6.4% 7.0% 6.7%

13 16 29

2.0% 2.3% 2.2%

2 3 5

.3% .4% .4%

22 19 41

3.4% 2.7% 3.0%

19 15 34

3.0% 2.1% 2.5%

61 59 120

9.5% 8.4% 8.9%

228 259 487

35.5% 36.8% 36.2%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective option

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this bef ore I

graduate

Other

Internship in the

U.S. with an

organization

f ocused on

international

issues

Total

Yes No

First Generation

College Student

Total

C.133:

303

Crosstab

9 6 14 26 2 57

3.3% 2.2% 5.0% 5.5% 4.3% 4.2%

5 1 2 5 1 14

1.8% .4% .7% 1.1% 2.2% 1.0%

1 4 6 3 1 15

.4% 1.5% 2.1% .6% 2.2% 1.1%

9 3 7 5 1 25

3.3% 1.1% 2.5% 1.1% 2.2% 1.9%

4 2 1 10 17

1.5% .7% .4% 2.1% 1.3%

18 21 20 42 4 105

6.6% 7.7% 7.1% 8.9% 8.7% 7.8%

2 2 4

.7% .4% .3%

13 20 22 40 5 100

4.8% 7.3% 7.8% 8.5% 10.9% 7.4%

48 43 33 75 4 203

17.6% 15.8% 11.7% 15.9% 8.7% 15.1%

12 23 14 35 6 90

4.4% 8.4% 5.0% 7.4% 13.0% 6.7%

2 4 9 11 3 29

.7% 1.5% 3.2% 2.3% 6.5% 2.2%

1 1 2 1 5

.4% .4% .7% .2% .4%

9 11 10 11 41

3.3% 4.0% 3.5% 2.3% 3.0%

3 5 12 14 34

1.1% 1.8% 4.3% 3.0% 2.5%

45 40 20 14 1 120

16.5% 14.7% 7.1% 3.0% 2.2% 8.9%

93 89 108 179 18 487

34.2% 32.6% 38.3% 37.8% 39.1% 36.2%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective opt ion

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this bef ore I

graduate

Other

Internship in the

U.S. with an

organization

f ocused on

international

issues

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif icat ion in Undergraduate Program

Total

C.134:

304

Crosstab

23 21 44

2.4% 5.5% 3.3%

4 3 7

.4% .8% .5%

5 5 10

.5% 1.3% .7%

12 11 23

1.2% 2.9% 1.7%

12 3 15

1.2% .8% 1.1%

140 46 186

14.5% 12.1% 13.8%

3 1 4

.3% .3% .3%

61 19 80

6.3% 5.0% 5.9%

99 48 147

10.2% 12.7% 10.9%

50 24 74

5.2% 6.3% 5.5%

15 10 25

1.6% 2.6% 1.9%

5 1 6

.5% .3% .4%

49 9 58

5.1% 2.4% 4.3%

55 22 77

5.7% 5.8% 5.7%

108 35 143

11.2% 9.2% 10.6%

326 121 447

33.7% 31.9% 33.2%

967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective option

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institutionSaf ety /health issues

Distance/ location

Financial support

Plan to do this bef ore I

graduate

Other

International

internship

Total

Female Male

Gender

Total

C.135:

305

Crosstab

2 17 13 12 44

1.9% 6.6% 2.6% 3.1% 3.3%

1 3 3 7

.4% .6% .8% .5%

4 1 5 10

3.7% .2% 1.3% .7%

2 3 7 7 4 23

1.9% 1.2% 1.4% 1.8% 4.3% 1.7%

1 9 2 3 15

.4% 1.8% .5% 3.2% 1.1%

19 42 64 49 12 186

17.8% 16.2% 12.6% 12.9% 12.9% 13.8%

1 3 4

.9% .8% .3%

8 17 30 17 8 80

7.5% 6.6% 5.9% 4.5% 8.6% 5.9%

11 27 57 42 10 147

10.3% 10.4% 11.3% 11.0% 10.8% 10.9%

3 23 32 14 2 74

2.8% 8.9% 6.3% 3.7% 2.2% 5.5%

5 6 11 3 25

4.7% 2.3% 2.2% .8% 1.9%

3 3 6

.6% .8% .4%

3 12 24 15 4 58

2.8% 4.6% 4.7% 3.9% 4.3% 4.3%

6 9 28 22 12 77

5.6% 3.5% 5.5% 5.8% 12.9% 5.7%

7 22 69 37 8 143

6.5% 8.5% 13.6% 9.7% 8.6% 10.6%

36 79 155 147 30 447

33.6% 30.5% 30.6% 38.6% 32.3% 33.2%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective opt ion

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this before I

graduate

Other

Internat ional

internship

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

C.136:

306

Crosstab

20 24 44

3.1% 3.4% 3.3%

1 6 7

.2% .9% .5%

6 4 10

.9% .6% .7%

9 14 23

1.4% 2.0% 1.7%

8 7 15

1.2% 1.0% 1.1%

85 101 186

13.2% 14.4% 13.8%

4 4

.6% .3%

36 44 80

5.6% 6.3% 5.9%

70 77 147

10.9% 11.0% 10.9%

33 41 74

5.1% 5.8% 5.5%

12 13 25

1.9% 1.8% 1.9%

2 4 6

.3% .6% .4%

26 32 58

4.0% 4.6% 4.3%

45 32 77

7.0% 4.6% 5.7%

71 72 143

11.0% 10.2% 10.6%

219 228 447

34.1% 32.4% 33.2%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective opt ion

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this before I

graduate

Other

Internat ional

internship

Total

Yes No

First Generat ion

College Student

Total

C.137:

307

Crosstab

5 4 10 23 2 44

1.8% 1.5% 3.5% 4.9% 4.3% 3.3%

2 2 2 1 7

.7% .7% .7% 2.2% .5%

1 1 1 6 1 10

.4% .4% .4% 1.3% 2.2% .7%

4 1 7 11 23

1.5% .4% 2.5% 2.3% 1.7%

4 2 4 5 15

1.5% .7% 1.4% 1.1% 1.1%

28 38 33 80 7 186

10.3% 13.9% 11.7% 16.9% 15.2% 13.8%

2 2 4

.7% .4% .3%

9 14 23 28 6 80

3.3% 5.1% 8.2% 5.9% 13.0% 5.9%

37 29 24 54 3 147

13.6% 10.6% 8.5% 11.4% 6.5% 10.9%

7 17 15 29 6 74

2.6% 6.2% 5.3% 6.1% 13.0% 5.5%

6 5 5 8 1 25

2.2% 1.8% 1.8% 1.7% 2.2% 1.9%

1 2 2 1 6

.4% .7% .7% .2% .4%

12 16 12 17 1 58

4.4% 5.9% 4.3% 3.6% 2.2% 4.3%

10 14 19 32 2 77

3.7% 5.1% 6.7% 6.8% 4.3% 5.7%

58 49 23 13 143

21.3% 17.9% 8.2% 2.7% 10.6%

88 79 100 164 16 447

32.4% 28.9% 35.5% 34.7% 34.8% 33.2%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective option

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this bef ore I

graduate

Other

International

internship

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif ication in Undergraduate Program

Total

C.138:

308

Crosstab

23 22 45

2.4% 5.8% 3.3%

7 3 10

.7% .8% .7%

9 4 13

.9% 1.1% 1.0%

7 5 12

.7% 1.3% .9%

9 5 14

.9% 1.3% 1.0%

31 17 48

3.2% 4.5% 3.6%

5 2 7

.5% .5% .5%

102 32 134

10.5% 8.4% 10.0%

194 80 274

20.1% 21.1% 20.4%

64 13 77

6.6% 3.4% 5.7%

22 16 38

2.3% 4.2% 2.8%

2 2 4

.2% .5% .3%

23 10 33

2.4% 2.6% 2.5%

19 10 29

2.0% 2.6% 2.2%

105 19 124

10.9% 5.0% 9.2%

345 139 484

35.7% 36.7% 36.0%

967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective option

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institutionSaf ety /health issues

Distance/ location

Financial support

Plan to do this bef ore I

graduate

Other

Community

Serv ice/Volunteer

in the U.S. with an

organization

f ocused on

international

issues

Total

Female Male

Gender

Total

C.139:

309

Crosstab

26 19 45

4.0% 2.7% 3.3%

2 8 10

.3% 1.1% .7%

6 7 13

.9% 1.0% 1.0%

6 6 12

.9% .9% .9%

7 7 14

1.1% 1.0% 1.0%

17 31 48

2.6% 4.4% 3.6%

3 4 7

.5% .6% .5%

64 70 134

10.0% 10.0% 10.0%

134 140 274

20.8% 19.9% 20.4%

36 41 77

5.6% 5.8% 5.7%

15 23 38

2.3% 3.3% 2.8%

2 2 4

.3% .3% .3%

14 19 33

2.2% 2.7% 2.5%

19 10 29

3.0% 1.4% 2.2%

56 68 124

8.7% 9.7% 9.2%

236 248 484

36.7% 35.3% 36.0%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective option

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this bef ore I

graduate

Other

Community

Serv ice/Volunteer

in the U.S. with an

organization

f ocused on

international

issues

Total

Yes No

First Generation

College Student

Total

C.140:

310

Crosstab

9 4 9 21 2 45

3.3% 1.5% 3.2% 4.4% 4.3% 3.3%

1 2 3 3 1 10

.4% .7% 1.1% .6% 2.2% .7%

1 5 2 5 13

.4% 1.8% .7% 1.1% 1.0%

3 2 3 4 12

1.1% .7% 1.1% .8% .9%

1 2 3 7 1 14

.4% .7% 1.1% 1.5% 2.2% 1.0%

8 10 11 17 2 48

2.9% 3.7% 3.9% 3.6% 4.3% 3.6%

2 3 2 7

.7% 1.1% .4% .5%

23 24 27 54 6 134

8.5% 8.8% 9.6% 11.4% 13.0% 10.0%

53 56 54 99 12 274

19.5% 20.5% 19.1% 20.9% 26.1% 20.4%

10 14 19 31 3 77

3.7% 5.1% 6.7% 6.6% 6.5% 5.7%

4 6 11 15 2 38

1.5% 2.2% 3.9% 3.2% 4.3% 2.8%

1 2 1 4

.4% .7% .2% .3%

7 8 5 11 2 33

2.6% 2.9% 1.8% 2.3% 4.3% 2.5%

7 4 4 14 29

2.6% 1.5% 1.4% 3.0% 2.2%

47 32 24 18 3 124

17.3% 11.7% 8.5% 3.8% 6.5% 9.2%

98 101 102 171 12 484

36.0% 37.0% 36.2% 36.2% 26.1% 36.0%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective option

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this bef ore I

graduate

Other

Community

Serv ice/Volunteer

in the U.S. with an

organization

f ocused on

international

issues

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif ication in Undergraduate Program

Total

C.141:

311

Crosstab

30 24 54

3.1% 6.3% 4.0%

11 2 13

1.1% .5% 1.0%

12 2 14

1.2% .5% 1.0%

10 6 16

1.0% 1.6% 1.2%

17 6 23

1.8% 1.6% 1.7%

23 14 37

2.4% 3.7% 2.7%

3 1 4

.3% .3% .3%

97 25 122

10.0% 6.6% 9.1%

219 90 309

22.6% 23.7% 23.0%

51 18 69

5.3% 4.7% 5.1%

32 14 46

3.3% 3.7% 3.4%

2 2 4

.2% .5% .3%

18 8 26

1.9% 2.1% 1.9%

15 9 24

1.6% 2.4% 1.8%

92 28 120

9.5% 7.4% 8.9%

335 130 465

34.6% 34.3% 34.5%

967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective opt ion

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institutionSaf ety /health issues

Distance/locat ion

Financial support

Plan to do this before I

graduate

Other

Local community

serv ice/v olunteer

(e.g. tutoring)

with internat ional

populations

Total

Female Male

Gender

Total

C.142:

312

Crosstab

5 16 19 11 3 54

4.7% 6.2% 3.8% 2.9% 3.2% 4.0%

1 4 4 4 13

.9% 1.5% .8% 1.0% 1.0%

3 1 5 5 14

2.8% .4% 1.0% 1.3% 1.0%

2 4 6 2 2 16

1.9% 1.5% 1.2% .5% 2.2% 1.2%

3 5 6 7 2 23

2.8% 1.9% 1.2% 1.8% 2.2% 1.7%

3 6 15 12 1 37

2.8% 2.3% 3.0% 3.1% 1.1% 2.7%

1 2 1 4

.9% .4% .3% .3%

11 25 47 31 8 122

10.3% 9.7% 9.3% 8.1% 8.6% 9.1%

18 60 120 89 22 309

16.8% 23.2% 23.7% 23.4% 23.7% 23.0%

5 20 28 13 3 69

4.7% 7.7% 5.5% 3.4% 3.2% 5.1%

3 10 17 14 2 46

2.8% 3.9% 3.4% 3.7% 2.2% 3.4%

1 1 2 4

.4% .2% .5% .3%

5 5 9 3 4 26

4.7% 1.9% 1.8% .8% 4.3% 1.9%

2 4 8 7 3 24

1.9% 1.5% 1.6% 1.8% 3.2% 1.8%

5 15 57 36 7 120

4.7% 5.8% 11.3% 9.4% 7.5% 8.9%

40 83 162 144 36 465

37.4% 32.0% 32.0% 37.8% 38.7% 34.5%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective opt ion

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this before I

graduate

Other

Local community

serv ice/v olunteer

(e.g. tutoring)

with internat ional

populations

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

C.143:

313

Crosstab

34 20 54

5.3% 2.8% 4.0%

4 9 13

.6% 1.3% 1.0%

3 11 14

.5% 1.6% 1.0%

12 4 16

1.9% .6% 1.2%

14 9 23

2.2% 1.3% 1.7%

12 25 37

1.9% 3.6% 2.7%

1 3 4

.2% .4% .3%

58 64 122

9.0% 9.1% 9.1%

143 166 309

22.2% 23.6% 23.0%

27 42 69

4.2% 6.0% 5.1%

25 21 46

3.9% 3.0% 3.4%

2 2 4

.3% .3% .3%

13 13 26

2.0% 1.8% 1.9%

14 10 24

2.2% 1.4% 1.8%

60 60 120

9.3% 8.5% 8.9%

221 244 465

34.4% 34.7% 34.5%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective opt ion

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this before I

graduate

Other

Local community

serv ice/v olunteer

(e.g. tutoring)

with internat ional

populations

Total

Yes No

First Generat ion

College Student

Total

C.144:

314

Crosstab

12 5 11 25 1 54

4.4% 1.8% 3.9% 5.3% 2.2% 4.0%

3 2 4 3 1 13

1.1% .7% 1.4% .6% 2.2% 1.0%

1 2 6 5 14

.4% .7% 2.1% 1.1% 1.0%

7 3 5 1 16

2.6% 1.1% 1.1% 2.2% 1.2%

4 6 7 5 1 23

1.5% 2.2% 2.5% 1.1% 2.2% 1.7%

4 7 9 15 2 37

1.5% 2.6% 3.2% 3.2% 4.3% 2.7%

1 1 1 1 4

.4% .4% .4% .2% .3%

15 21 26 53 7 122

5.5% 7.7% 9.2% 11.2% 15.2% 9.1%

63 66 58 112 10 309

23.2% 24.2% 20.6% 23.7% 21.7% 23.0%

11 13 12 29 4 69

4.0% 4.8% 4.3% 6.1% 8.7% 5.1%

6 10 15 15 46

2.2% 3.7% 5.3% 3.2% 3.4%

1 1 1 1 4

.4% .4% .4% .2% .3%

5 6 6 8 1 26

1.8% 2.2% 2.1% 1.7% 2.2% 1.9%

1 4 5 14 24

.4% 1.5% 1.8% 3.0% 1.8%

45 28 24 20 3 120

16.5% 10.3% 8.5% 4.2% 6.5% 8.9%

93 98 97 162 15 465

34.2% 35.9% 34.4% 34.2% 32.6% 34.5%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective option

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this bef ore I

graduate

Other

Local community

serv ice/v olunteer

(e.g. tutoring)

with international

populat ions

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif ication in Undergraduate Program

Total

C.145:

315

Crosstab

19 21 40

2.0% 5.5% 3.0%

4 1 5

.4% .3% .4%

8 4 12

.8% 1.1% .9%

4 2 6

.4% .5% .4%

10 10

1.0% .7%

115 32 147

11.9% 8.4% 10.9%

4 1 5

.4% .3% .4%

65 19 84

6.7% 5.0% 6.2%

127 64 191

13.1% 16.9% 14.2%

57 17 74

5.9% 4.5% 5.5%

15 13 28

1.6% 3.4% 2.1%

14 4 18

1.4% 1.1% 1.3%

52 19 71

5.4% 5.0% 5.3%

43 14 57

4.4% 3.7% 4.2%

90 27 117

9.3% 7.1% 8.7%

340 141 481

35.2% 37.2% 35.7%

967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective opt ion

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institutionSaf ety /health issues

Distance/locat ion

Financial support

Plan to do this before I

graduate

Other

Community

serv ice/v olunteer

in a f oreign

country

Total

Female Male

Gender

Total

C.146:

316

Crosstab

3 9 20 8 40

2.8% 3.5% 4.0% 2.1% 3.0%

2 1 2 5

1.9% .4% .5% .4%

3 5 4 12

2.8% 1.0% 1.0% .9%

3 2 1 6

1.2% .5% 1.1% .4%

1 1 4 2 2 10

.9% .4% .8% .5% 2.2% .7%

11 30 58 41 7 147

10.3% 11.6% 11.5% 10.8% 7.5% 10.9%

1 1 3 5

.9% .2% .8% .4%

8 21 31 17 7 84

7.5% 8.1% 6.1% 4.5% 7.5% 6.2%

10 36 75 58 12 191

9.3% 13.9% 14.8% 15.2% 12.9% 14.2%

6 21 29 17 1 74

5.6% 8.1% 5.7% 4.5% 1.1% 5.5%

3 8 8 8 1 28

2.8% 3.1% 1.6% 2.1% 1.1% 2.1%

1 2 8 4 3 18

.9% .8% 1.6% 1.0% 3.2% 1.3%

10 17 25 16 3 71

9.3% 6.6% 4.9% 4.2% 3.2% 5.3%

4 7 20 17 9 57

3.7% 2.7% 4.0% 4.5% 9.7% 4.2%

5 14 58 33 7 117

4.7% 5.4% 11.5% 8.7% 7.5% 8.7%

39 89 164 149 40 481

36.4% 34.4% 32.4% 39.1% 43.0% 35.7%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective opt ion

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this before I

graduate

Other

Community

serv ice/v olunteer

in a f oreign

country

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

C.147:

317

Crosstab

23 17 40

3.6% 2.4% 3.0%

2 3 5

.3% .4% .4%

4 8 12

.6% 1.1% .9%

5 1 6

.8% .1% .4%

5 5 10

.8% .7% .7%

63 84 147

9.8% 11.9% 10.9%

5 5

.7% .4%

42 42 84

6.5% 6.0% 6.2%

92 99 191

14.3% 14.1% 14.2%

34 40 74

5.3% 5.7% 5.5%

15 13 28

2.3% 1.8% 2.1%

9 9 18

1.4% 1.3% 1.3%

36 35 71

5.6% 5.0% 5.3%

28 29 57

4.4% 4.1% 4.2%

59 58 117

9.2% 8.3% 8.7%

226 255 481

35.1% 36.3% 35.7%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective opt ion

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this before I

graduate

Other

Community

serv ice/v olunteer

in a f oreign

country

Total

Yes No

First Generat ion

College Student

Total

C.148:

318

Crosstab

5 3 11 20 1 40

1.8% 1.1% 3.9% 4.2% 2.2% 3.0%

1 1 1 2 5

.4% .4% .4% .4% .4%

2 1 1 7 1 12

.7% .4% .4% 1.5% 2.2% .9%

3 3 6

1.1% .6% .4%

2 3 3 2 10

.7% 1.1% .6% 4.3% .7%

27 31 31 53 5 147

9.9% 11.4% 11.0% 11.2% 10.9% 10.9%

1 3 1 5

.4% 1.1% .2% .4%

9 11 22 39 3 84

3.3% 4.0% 7.8% 8.2% 6.5% 6.2%

37 37 38 74 5 191

13.6% 13.6% 13.5% 15.6% 10.9% 14.2%

14 15 12 28 5 74

5.1% 5.5% 4.3% 5.9% 10.9% 5.5%

2 8 5 11 2 28

.7% 2.9% 1.8% 2.3% 4.3% 2.1%

3 6 4 4 1 18

1.1% 2.2% 1.4% .8% 2.2% 1.3%

18 11 17 23 2 71

6.6% 4.0% 6.0% 4.9% 4.3% 5.3%

7 16 16 16 2 57

2.6% 5.9% 5.7% 3.4% 4.3% 4.2%

48 39 18 11 1 117

17.6% 14.3% 6.4% 2.3% 2.2% 8.7%

95 92 100 178 16 481

34.9% 33.7% 35.5% 37.6% 34.8% 35.7%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective option

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this bef ore I

graduate

Other

Community

serv ice/v olunteer

in a f oreign

country

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif ication in Undergraduate Program

Total

C.149:

319

Crosstab

29 18 47

3.0% 4.7% 3.5%

11 2 13

1.1% .5% 1.0%

10 4 14

1.0% 1.1% 1.0%

22 6 28

2.3% 1.6% 2.1%

6 3 9

.6% .8% .7%

20 15 35

2.1% 4.0% 2.6%

4 4

.4% .3%

85 22 107

8.8% 5.8% 7.9%

265 87 352

27.4% 23.0% 26.2%

55 17 72

5.7% 4.5% 5.3%

8 7 15

.8% 1.8% 1.1%

2 3 5

.2% .8% .4%

5 4 9

.5% 1.1% .7%

7 10 17

.7% 2.6% 1.3%

99 33 132

10.2% 8.7% 9.8%

339 148 487

35.1% 39.1% 36.2%

967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective opt ion

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institutionSaf ety /health issues

Distance/ location

Financial support

Plan to do this before I

graduate

Other

Foreign

language or

international

clubs/groups

Total

Female Male

Gender

Total

C.150:

320

Crosstab

3 11 24 8 1 47

2.8% 4.2% 4.7% 2.1% 1.1% 3.5%

2 3 6 2 13

1.9% 1.2% 1.2% .5% 1.0%

1 1 6 5 1 14

.9% .4% 1.2% 1.3% 1.1% 1.0%

1 8 12 6 1 28

.9% 3.1% 2.4% 1.6% 1.1% 2.1%

1 1 2 2 3 9

.9% .4% .4% .5% 3.2% .7%

3 7 11 13 1 35

2.8% 2.7% 2.2% 3.4% 1.1% 2.6%

1 2 1 4

.2% .5% 1.1% .3%

12 18 36 35 6 107

11.2% 6.9% 7.1% 9.2% 6.5% 7.9%

25 72 145 85 25 352

23.4% 27.8% 28.7% 22.3% 26.9% 26.2%

6 19 29 16 2 72

5.6% 7.3% 5.7% 4.2% 2.2% 5.3%

2 2 9 2 15

1.9% .8% 1.8% .5% 1.1%

1 1 3 5

.9% .4% .6% .4%

1 4 3 1 9

.4% .8% .8% 1.1% .7%

1 3 6 5 2 17

.9% 1.2% 1.2% 1.3% 2.2% 1.3%

8 21 51 41 11 132

7.5% 8.1% 10.1% 10.8% 11.8% 9.8%

41 91 161 156 38 487

38.3% 35.1% 31.8% 40.9% 40.9% 36.2%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective opt ion

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this bef ore I

graduate

Other

Foreign

language or

international

clubs/groups

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

C.151:

321

Crosstab

23 24 47

3.6% 3.4% 3.5%

8 5 13

1.2% .7% 1.0%

5 9 14

.8% 1.3% 1.0%

14 14 28

2.2% 2.0% 2.1%

5 4 9

.8% .6% .7%

12 23 35

1.9% 3.3% 2.6%

2 2 4

.3% .3% .3%

61 46 107

9.5% 6.5% 7.9%

157 195 352

24.4% 27.7% 26.2%

37 35 72

5.8% 5.0% 5.3%

8 7 15

1.2% 1.0% 1.1%

5 5

.8% .4%

3 6 9

.5% .9% .7%

10 7 17

1.6% 1.0% 1.3%

68 64 132

10.6% 9.1% 9.8%

225 262 487

35.0% 37.3% 36.2%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective opt ion

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this before I

graduate

Other

Foreign

language or

international

clubs/groups

Total

Yes No

First Generation

College Student

Total

C.152:

322

Crosstab

6 3 12 23 3 47

2.2% 1.1% 4.3% 4.9% 6.5% 3.5%

1 3 4 5 13

.4% 1.1% 1.4% 1.1% 1.0%

1 1 5 7 14

.4% .4% 1.8% 1.5% 1.0%

6 5 5 11 1 28

2.2% 1.8% 1.8% 2.3% 2.2% 2.1%

4 1 4 9

1.5% .4% .8% .7%

3 5 10 15 2 35

1.1% 1.8% 3.5% 3.2% 4.3% 2.6%

1 1 2 4

.4% .4% .7% .3%

19 16 22 46 4 107

7.0% 5.9% 7.8% 9.7% 8.7% 7.9%

64 85 65 128 10 352

23.5% 31.1% 23.0% 27.1% 21.7% 26.2%

11 14 10 29 8 72

4.0% 5.1% 3.5% 6.1% 17.4% 5.3%

3 6 6 15

1.1% 2.1% 1.3% 1.1%

2 3 5

.7% .6% .4%

2 2 2 3 9

.7% .7% .7% .6% .7%

2 6 6 3 17

.7% 2.2% 2.1% .6% 1.3%

43 40 27 20 2 132

15.8% 14.7% 9.6% 4.2% 4.3% 9.8%

109 87 105 170 16 487

40.1% 31.9% 37.2% 35.9% 34.8% 36.2%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective option

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this bef ore I

graduate

Other

Foreign

language or

international

clubs/groups

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif icat ion in Undergraduate Program

Total

C.153:

323

C.153:

430 162 592

44.5% 42.7% 44.0%

394 153 547

40.7% 40.4% 40.6% 96 34 130

9.9% 9.0% 9.7% 11 6 17

1.1% 1.6% 1.3%

36 24 60

3.7% 6.3% 4.5% 967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count % within Gender

Count

% within Gender

Count

% within Gender

Count % within Gender

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

International study trips or tours : 6. Please rate how important you think it is to participate in these <b>other</b> international activities

Total

Female Male Gender

Total

324

Crosstab

47 119 237 151 38 592

43.9% 45.9% 46.8% 39.6% 40.9% 44.0%

37 101 199 174 36 547

34.6% 39.0% 39.3% 45.7% 38.7% 40.6%

14 31 43 35 7 130

13.1% 12.0% 8.5% 9.2% 7.5% 9.7%

2 2 9 3 1 17

1.9% .8% 1.8% .8% 1.1% 1.3%

7 6 18 18 11 60

6.5% 2.3% 3.6% 4.7% 11.8% 4.5%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

International study trips

or tours : 6. Please rate

how important you think

it is to part icipate in

these <b>other</b>

international activ ities

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

C.154:

325

C.155:

299 293 592

46.5% 41.7% 44.0%

248 299 547

38.6% 42.5% 40.6%

64 66 130

10.0% 9.4% 9.7%

6 11 17

.9% 1.6% 1.3%

26 34 60

4.0% 4.8% 4.5%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count % within First Generation College Student Count

% within First Generation College Student

Count

% within First Generation College Student

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

International study trips or tours : 6. Please rate how important you think it is to participate in these <b>other</b> international activities

Total

Yes No

First Generation College Student

Total

326

Crosstab

117 119 122 206 28 592

43.0% 43.6% 43.3% 43.6% 60.9% 44.0%

115 108 120 190 14 547

42.3% 39.6% 42.6% 40.2% 30.4% 40.6%

24 26 29 48 3 130

8.8% 9.5% 10.3% 10.1% 6.5% 9.7%

4 1 4 7 1 17

1.5% .4% 1.4% 1.5% 2.2% 1.3%

12 19 7 22 60

4.4% 7.0% 2.5% 4.7% 4.5%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

International study t rips

or tours : 6. Please rate

how important you think

it is to participate in

these <b>other</b>

international act iv ities

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif ication in Undergraduate Program

Total

C.156:

327

C.157

390 160 550

40.3% 42.2% 40.9%

427 150 577 44.2% 39.6% 42.9%

98 37 135 10.1% 9.8% 10.0%

15 8 23

1.6% 2.1% 1.7% 37 24 61

3.8% 6.3% 4.5%

967 379 1346 100.0% 100.0% 100.0%

Count

% within Gender Count

% within Gender

Count % within Gender

Count % within Gender

Count

% within Gender Count

% within Gender

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

'Panel discussions, workshops, conferences related to international issues' : 6. Please rate how important you think it is to participate in these <b>other</b> international activities

Total

Female Male Gender

Total

328

Crosstab

44 111 206 159 30 550

41.1% 42.9% 40.7% 41.7% 32.3% 40.9%

41 104 224 166 42 577

38.3% 40.2% 44.3% 43.6% 45.2% 42.9%

14 34 46 32 9 135

13.1% 13.1% 9.1% 8.4% 9.7% 10.0%

2 3 11 5 2 23

1.9% 1.2% 2.2% 1.3% 2.2% 1.7%

6 7 19 19 10 61

5.6% 2.7% 3.8% 5.0% 10.8% 4.5%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

'Panel discussions,

workshops, conf erences

related to international

issues' : 6. Please rate

how important you think it

is to participate in these

<b>other</b>

international activ ities

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

C.158:

329

C.159:

273 277 550

42.5% 39.4% 40.9%

264 313 577

41.1% 44.5% 42.9%

73 62 135

11.4% 8.8% 10.0%

9 14 23

1.4% 2.0% 1.7%

24 37 61

3.7% 5.3% 4.5%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count % within First Generation College Student Count

% within First Generation College Student

Count

% within First Generation College Student

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

'Panel discussions, workshops, conferences related to international issues' : 6. Please rate how important you think it is to participate in these <b>other</b> international activities

Total

Yes No

First Generation College Student

Total

330

Crosstab

104 106 123 194 23 550

38.2% 38.8% 43.6% 41.0% 50.0% 40.9%

117 120 114 206 20 577

43.0% 44.0% 40.4% 43.6% 43.5% 42.9%

31 25 28 49 2 135

11.4% 9.2% 9.9% 10.4% 4.3% 10.0%

5 2 6 9 1 23

1.8% .7% 2.1% 1.9% 2.2% 1.7%

15 20 11 15 61

5.5% 7.3% 3.9% 3.2% 4.5%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

'Panel discussions,

workshops, conf erences

related to international

issues' : 6. Please rate

how important you think it

is to participate in these

<b>other</b>

international activ ities

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif icat ion in Undergraduate Program

Total

C.160:

331

C.161:

380 157 537

39.3% 41.4% 39.9%

406 135 541 42.0% 35.6% 40.2%

125 51 176 12.9% 13.5% 13.1%

20 10 30

2.1% 2.6% 2.2% 36 26 62

3.7% 6.9% 4.6%

967 379 1346 100.0% 100.0% 100.0%

Count

% within Gender Count

% within Gender

Count % within Gender

Count % within Gender

Count

% within Gender Count

% within Gender

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

International travel for holiday or other pleasure related reasons : 6. Please rate how important you think it is to participate in these <b>other</b> international activities

Total

Female Male Gender

Total

9.328 a 4 .053 8.944 4 .063

2.126 1 .145

1346

Pearson Chi-Square

Likelihood Ratio

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig. (2-sided)

0 cells (.0%) have expected count less than 5. The minimum expected count is 8.45.

a.

C.161a: Chi-Square Tests

332

Crosstab

45 111 195 147 39 537

42.1% 42.9% 38.5% 38.6% 41.9% 39.9%

34 99 220 155 33 541

31.8% 38.2% 43.5% 40.7% 35.5% 40.2%

20 39 62 46 9 176

18.7% 15.1% 12.3% 12.1% 9.7% 13.1%

1 5 11 12 1 30

.9% 1.9% 2.2% 3.1% 1.1% 2.2%

7 5 18 21 11 62

6.5% 1.9% 3.6% 5.5% 11.8% 4.6%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

International trav el for

holiday or other

pleasure related

reasons : 6. Please

rate how important y ou

think it is to part icipate

in these <b>other</b>

international activ ities

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

C.162:

333

C.163:

258 279 537

40.1% 39.7% 39.9%

260 281 541

40.4% 40.0% 40.2%

89 87 176

13.8% 12.4% 13.1%

10 20 30

1.6% 2.8% 2.2%

26 36 62

4.0% 5.1% 4.6%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Count % within First Generation College Student Count

% within First Generation College Student

Count

% within First Generation College Student

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

International travel for holiday or other pleasure related reasons : 6. Please rate how important you think it is to participate in these <b>other</b> international activities

Total

Yes No

First Generation College Student

Total

334

Crosstab

102 104 110 191 30 537

37.5% 38.1% 39.0% 40.4% 65.2% 39.9%

115 113 114 187 12 541

42.3% 41.4% 40.4% 39.5% 26.1% 40.2%

34 36 39 65 2 176

12.5% 13.2% 13.8% 13.7% 4.3% 13.1%

7 1 9 12 1 30

2.6% .4% 3.2% 2.5% 2.2% 2.2%

14 19 10 18 1 62

5.1% 7.0% 3.5% 3.8% 2.2% 4.6%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

High Importance

Moderate Importance

Low Importance

No Importance

No Opinion

International trav el for

holiday or other

pleasure related

reasons : 6. Please

rate how important y ou

think it is to part icipate

in these <b>other</b>

international activ ities

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif icat ion in Undergraduate Program

Total

C.165:

127 58 185

13.1% 15.3% 13.7%

840 321 1161

86.9% 84.7% 86.3%

967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count

% within Gender

Yes

No

International study trips or tours : 7. Please tell us if you have participated in these <b>other</b> international activities

Total

Female Male Gender

Total

C.164:

335

C.165:

17 29 67 53 19 185

15.9% 11.2% 13.2% 13.9% 20.4% 13.7%

90 230 439 328 74 1161

84.1% 88.8% 86.8% 86.1% 79.6% 86.3%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary Area Where Raised

Count % within Primary Area Where Raised Count

% within Primary Area Where Raised

Yes

No

International study trips or tours : 7. Please tell us if you have participated in these <b>other</b> international activities

Total

Rural/Farm Rural/No n-farm Urban Inner-city Other

Primary Area Where Raised

Total

C.166:

74 111 185

11.5% 15.8% 13.7%

569 592 1161

88.5% 84.2% 86.3%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count % within First Generation College Student

Count

% within First Generation College Student

Yes

No

International study trips or tours : 7. Please tell us if you have participated in these <b>other</b> international activities

Total

Yes No

First Generation College Student

Total

336

C.166a: Chi-Square Tests

5.191 b 1 .023

4.837 1 .028

5.230 1 .022

.026 .014

5.188 1 .023

1346

Pearson Chi-Square

Continuity Correction a

Likelihood Ratio

Fisher's Exact Test

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided) Exact Sig. (2-sided)

Exact Sig. (1-sided)

Computed only for a 2x2 table a.

0 cells (.0%) have expected count less than 5. The minimum expected count is 88.38.

b.

C.167:

28 37 32 77 11 185

10.3% 13.6% 11.3% 16.3% 23.9% 13.7%

244 236 250 396 35 1161

89.7% 86.4% 88.7% 83.7% 76.1% 86.3%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count % within Classification in Undergraduate Program Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program

Yes

No

International study trips or tours : 7. Please tell us if you have participated in these <b>other</b> international activities

Total

Freshman Sophomore Junior Senior

Don't know/Unc lassified

Classification in Undergraduate Program

Total

337

C.167a: Chi-Square Tests

10.682 a 4 .030

10.246 4 .036

7.062 1 .008

1346

Pearson Chi-Square

Likelihood Ratio Linear-by-Linear Association N of Valid Cases

Value df Asymp. Sig. (2-sided)

0 cells (.0%) have expected count less than 5. The minimum expected count is 6.32.

a.

C.168:

269 108 377

27.8% 28.5% 28.0%

698 271 969

72.2% 71.5% 72.0%

967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count % within Gender

Yes

No

'Panel discussions, workshops, conferences related to international issues' : 7. Please tell us if you have participated in these <b>other</b> international activities

Total

Female Male

Gender

Total

338

C.169:

23 65 146 107 36 377

21.5% 25.1% 28.9% 28.1% 38.7% 28.0%

84 194 360 274 57 969

78.5% 74.9% 71.1% 71.9% 61.3% 72.0%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

Count % within Primary Area Where Raised

Yes

No

'Panel discussions, workshops, conferences related to international issues' : 7. Please tell us if you have participated in these <b>other</b> international activities

Total

Rural/Farm Rural/No n-farm Urban Inner-city Other

Primary Area Where Raised

Total

C.170:

163 214 377

25.3% 30.4% 28.0%

480 489 969

74.7% 69.6% 72.0%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Yes

No

'Panel discussions, workshops, conferences related to international issues' : 7. Please tell us if you have participated in these <b>other</b> international activities

Total

Yes No

First Generation College Student

Total

339

C.170a: Chi-Square Tests

4.317 b 1 .038

4.068 1 .044

4.329 1 .037

.039 .022

4.314 1 .038

1346

Pearson Chi-Square

Continuity Correction a

Likelihood Ratio

Fisher's Exact Test

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided) Exact Sig. (2-sided)

Exact Sig. (1-sided)

Computed only for a 2x2 table a.

0 cells (.0%) have expected count less than 5. The minimum expected count is 180.10.

b.

C.171:

72 72 70 145 18 377

26.5% 26.4% 24.8% 30.7% 39.1% 28.0%

200 201 212 328 28 969

73.5% 73.6% 75.2% 69.3% 60.9% 72.0%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program

Yes

No

'Panel discussions, workshops, conferences related to international issues' : 7. Please tell us if you have participated in these <b>other</b> international activities

Total

Freshman Sophomore Junior Senior

Don't know/Unc lassified

Classification in Undergraduate Program

Total

340

C.172:

198 94 292

20.5% 24.8% 21.7%

769 285 1054

79.5% 75.2% 78.3%

967 379 1346 100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count

% within Gender

Yes

No

International travel for holiday or other pleasure related reasons : 7. Please tell us if you have participated in these <b>other</b> international activities

Total

Female Male

Gender

Total

C.173:

21 54 109 74 34 292

19.6% 20.8% 21.5% 19.4% 36.6% 21.7%

86 205 397 307 59 1054

80.4% 79.2% 78.5% 80.6% 63.4% 78.3%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

Count

% within Primary Area Where Raised

Yes

No

International travel for holiday or other pleasure related reasons : 7. Please tell us if you have participated in these <b>other</b> international activities

Total

Rural/Farm Rural/No n-farm Urban Inner-city Other

Primary Area Where Raised

Total

341

C.173a: Chi-Square Tests

13.639 a 4 .009

12.229 4 .016

2.691 1 .101

1346

Pearson Chi-Square

Likelihood Ratio Linear-by-Linear Association N of Valid Cases

Value df Asymp. Sig. (2-sided)

0 cells (.0%) have expected count less than 5. The minimum expected count is 20.18.

a.

C.174:

115 177 292

17.9% 25.2% 21.7%

528 526 1054

82.1% 74.8% 78.3%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation College Student

Count

% within First Generation College Student

Count

% within First Generation College Student

Yes

No

International travel for holiday or other pleasure related reasons : 7. Please tell us if you have participated in these <b>other</b> international activities

Total

Yes No

First Generation College Student

Total

342

C.174a: Chi-Square Tests

10.514 b 1 .001

10.090 1 .001 10.593 1 .001

.001 .001

10.507 1 .001

1346

Pearson Chi-Square

Continuity Correction a

Likelihood Ratio Fisher's Exact Test

Linear-by-Linear Association

N of Valid Cases

Value df Asymp. Sig.

(2-sided) Exact Sig. (2-sided)

Exact Sig. (1-sided)

Computed only for a 2x2 table a.

0 cells (.0%) have expected count less than 5. The minimum expected count is 139.49.

b.

C.175:

46 57 58 109 22 292

16.9% 20.9% 20.6% 23.0% 47.8% 21.7%

226 216 224 364 24 1054

83.1% 79.1% 79.4% 77.0% 52.2% 78.3%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program

Count

% within Classification in Undergraduate Program

Yes

No

International travel for holiday or other pleasure related reasons : 7. Please tell us if you have participated in these <b>other</b> international activities

Total

Freshman Sophomore Junior Senior

Don't know/Unc lassified

Classification in Undergraduate Program

Total

343

C.175a: Chi-Square Tests

22.979 a 4 .000

19.999 4 .000

10.273 1 .001

1346

Pearson Chi-Square

Likelihood Ratio Linear-by-Linear Association N of Valid Cases

Value df Asymp. Sig. (2-sided)

0 cells (.0%) have expected count less than 5. The minimum expected count is 9.98.

a.

344

Crosstab

14 14 28

1.4% 3.7% 2.1%

4 7 11

.4% 1.8% .8%

8 7 15

.8% 1.8% 1.1%

13 5 18

1.3% 1.3% 1.3%

15 11 26

1.6% 2.9% 1.9%

247 77 324

25.5% 20.3% 24.1%

1 1

.1% .1%

32 15 47

3.3% 4.0% 3.5%

108 50 158

11.2% 13.2% 11.7%

64 16 80

6.6% 4.2% 5.9%

15 7 22

1.6% 1.8% 1.6%

1 2 3

.1% .5% .2%

21 9 30

2.2% 2.4% 2.2%

55 17 72

5.7% 4.5% 5.3%

94 31 125

9.7% 8.2% 9.3%

275 111 386

28.4% 29.3% 28.7%

967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective option

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institutionSaf ety /health issues

Distance/ location

Financial support

Plan to do this bef ore I

graduate

Other

International

study trips or

tours

Total

Female Male

Gender

Total

C.176:

345

Crosstab

2 4 13 8 1 28

1.9% 1.5% 2.6% 2.1% 1.1% 2.1%

2 8 1 11

.8% 1.6% 1.1% .8%

2 4 3 6 15

1.9% 1.5% .6% 1.6% 1.1%

3 2 6 5 2 18

2.8% .8% 1.2% 1.3% 2.2% 1.3%

1 4 11 8 2 26

.9% 1.5% 2.2% 2.1% 2.2% 1.9%

24 76 125 85 14 324

22.4% 29.3% 24.7% 22.3% 15.1% 24.1%

1 1

.2% .1%

8 9 13 13 4 47

7.5% 3.5% 2.6% 3.4% 4.3% 3.5%

10 34 59 38 17 158

9.3% 13.1% 11.7% 10.0% 18.3% 11.7%

4 23 29 19 5 80

3.7% 8.9% 5.7% 5.0% 5.4% 5.9%

3 3 9 6 1 22

2.8% 1.2% 1.8% 1.6% 1.1% 1.6%

2 1 3

.4% .3% .2%

4 4 8 11 3 30

3.7% 1.5% 1.6% 2.9% 3.2% 2.2%

5 9 30 22 6 72

4.7% 3.5% 5.9% 5.8% 6.5% 5.3%

8 13 59 35 10 125

7.5% 5.0% 11.7% 9.2% 10.8% 9.3%

33 72 130 124 27 386

30.8% 27.8% 25.7% 32.5% 29.0% 28.7%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective opt ion

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this before I

graduate

Other

Internat ional

study trips or

tours

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

C.177:

346

Crosstab

17 11 28 2.6% 1.6% 2.1%

3 8 11 .5% 1.1% .8%

9 6 15 1.4% .9% 1.1%

9 9 18 1.4% 1.3% 1.3%

10 16 26 1.6% 2.3% 1.9%

151 173 324 23.5% 24.6% 24.1%

1 1 .1% .1%

17 30 47 2.6% 4.3% 3.5%

72 86 158 11.2% 12.2% 11.7%

37 43 80 5.8% 6.1% 5.9%

12 10 22 1.9% 1.4% 1.6%

1 2 3 .2% .3% .2%

18 12 30 2.8% 1.7% 2.2%

40 32 72 6.2% 4.6% 5.3%

63 62 125 9.8% 8.8% 9.3%

184 202 386 28.6% 28.7% 28.7%

643 703 1346 100.0% 100.0% 100.0%

Count % within First Generation College Student Count % within First Generation College Student Count % within First Generation College Student Count % within First Generation College Student Count % within First Generation College Student Count % within First Generation College Student Count % within First Generation College Student Count % within First Generation College Student Count % within First Generation College Student Count % within First Generation College Student Count % within First Generation College Student Count % within First Generation College Student Count % within First Generation College Student Count % within First Generation College Student Count % within First Generation College Student Count % within First Generation College Student Count % within First Generation College Student

Graduation requirements

Faculty advisement

Institutional policy/encouragement

Elective option

Family influence

Costs

Learning differences or physical disability

Time requirements

Interest

Program availability at home institution

Program availability outside of home institution Safety/health issues

Distance/location

Financial support

Plan to do this before I graduate

Other

International study trips or tours

Total

Yes No

First Generation College Student

Total

C.178:

347

Crosstab

4 1 7 15 1 28

1.5% .4% 2.5% 3.2% 2.2% 2.1%

2 2 1 6 11

.7% .7% .4% 1.3% .8%

3 3 6 3 15

1.1% 1.1% 2.1% .6% 1.1%

4 4 3 7 18

1.5% 1.5% 1.1% 1.5% 1.3%

5 5 8 7 1 26

1.8% 1.8% 2.8% 1.5% 2.2% 1.9%

59 71 68 114 12 324

21.7% 26.0% 24.1% 24.1% 26.1% 24.1%

1 1

.4% .1%

7 7 13 18 2 47

2.6% 2.6% 4.6% 3.8% 4.3% 3.5%

31 32 29 62 4 158

11.4% 11.7% 10.3% 13.1% 8.7% 11.7%

11 21 17 26 5 80

4.0% 7.7% 6.0% 5.5% 10.9% 5.9%

2 6 5 6 3 22

.7% 2.2% 1.8% 1.3% 6.5% 1.6%

1 1 1 3

.4% .4% .4% .2%

9 7 5 9 30

3.3% 2.6% 1.8% 1.9% 2.2%

10 14 22 24 2 72

3.7% 5.1% 7.8% 5.1% 4.3% 5.3%

51 37 20 15 2 125

18.8% 13.6% 7.1% 3.2% 4.3% 9.3%

73 62 76 161 14 386

26.8% 22.7% 27.0% 34.0% 30.4% 28.7%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective option

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this bef ore I

graduate

Other

International

study t rips or

tours

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif ication in Undergraduate Program

Total

C.179:

348

Crosstab

12 10 22

1.2% 2.6% 1.6%

28 10 38

2.9% 2.6% 2.8%

18 5 23

1.9% 1.3% 1.7%

17 6 23

1.8% 1.6% 1.7%

4 3 7

.4% .8% .5%

34 24 58

3.5% 6.3% 4.3%

2 2

.5% .1%

79 29 108

8.2% 7.7% 8.0%

232 93 325

24.0% 24.5% 24.1%

77 26 103

8.0% 6.9% 7.7%

12 9 21

1.2% 2.4% 1.6%

4 3 7

.4% .8% .5%

12 10 22

1.2% 2.6% 1.6%

15 4 19

1.6% 1.1% 1.4%

74 25 99

7.7% 6.6% 7.4%

349 120 469

36.1% 31.7% 34.8%

967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective option

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institutionSaf ety /health issues

Distance/ location

Financial support

Plan to do this bef ore I

graduate

Other

Panel

discussions,

workshops,

conferences

related to

international

issues

Total

Female Male

Gender

Total

C.180:

349

Crosstab

1 5 12 4 22

.9% 1.9% 2.4% 1.0% 1.6%

4 8 16 8 2 38

3.7% 3.1% 3.2% 2.1% 2.2% 2.8%

1 1 9 8 4 23

.9% .4% 1.8% 2.1% 4.3% 1.7%

2 3 7 10 1 23

1.9% 1.2% 1.4% 2.6% 1.1% 1.7%

2 1 2 1 1 7

1.9% .4% .4% .3% 1.1% .5%

7 10 20 21 58

6.5% 3.9% 4.0% 5.5% 4.3%

1 1 2

.2% .3% .1%

17 17 36 31 7 108

15.9% 6.6% 7.1% 8.1% 7.5% 8.0%

15 70 130 79 31 325

14.0% 27.0% 25.7% 20.7% 33.3% 24.1%

8 24 46 23 2 103

7.5% 9.3% 9.1% 6.0% 2.2% 7.7%

3 4 10 4 21

2.8% 1.5% 2.0% 1.0% 1.6%

1 1 1 3 1 7

.9% .4% .2% .8% 1.1% .5%

4 4 11 3 22

3.7% 1.5% 2.2% .8% 1.6%

1 1 3 10 4 19

.9% .4% .6% 2.6% 4.3% 1.4%

4 15 49 27 4 99

3.7% 5.8% 9.7% 7.1% 4.3% 7.4%

37 95 153 148 36 469

34.6% 36.7% 30.2% 38.8% 38.7% 34.8%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective option

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this bef ore I

graduate

Other

Panel

discussions,

workshops,

conferences

related to

international

issues

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

C.181:

350

Crosstab

14 8 22

2.2% 1.1% 1.6%

14 24 38

2.2% 3.4% 2.8%

9 14 23

1.4% 2.0% 1.7%

12 11 23

1.9% 1.6% 1.7%

2 5 7

.3% .7% .5%

27 31 58

4.2% 4.4% 4.3%

2 2

.3% .1%

53 55 108

8.2% 7.8% 8.0%

144 181 325

22.4% 25.7% 24.1%

51 52 103

7.9% 7.4% 7.7%

11 10 21

1.7% 1.4% 1.6%

3 4 7

.5% .6% .5%

14 8 22

2.2% 1.1% 1.6%

10 9 19

1.6% 1.3% 1.4%

52 47 99

8.1% 6.7% 7.4%

227 242 469

35.3% 34.4% 34.8%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective option

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this bef ore I

graduate

Other

Panel

discussions,

workshops,

conferences

related to

international

issues

Total

Yes No

First Generation

College Student

Total

C.182:

351

Crosstab

4 2 6 8 2 22

1.5% .7% 2.1% 1.7% 4.3% 1.6%

6 8 10 11 3 38

2.2% 2.9% 3.5% 2.3% 6.5% 2.8%

5 7 6 4 1 23

1.8% 2.6% 2.1% .8% 2.2% 1.7%

5 4 5 7 2 23

1.8% 1.5% 1.8% 1.5% 4.3% 1.7%

2 2 3 7

.7% .7% .6% .5%

12 17 13 14 2 58

4.4% 6.2% 4.6% 3.0% 4.3% 4.3%

2 2

.4% .1%

12 21 22 48 5 108

4.4% 7.7% 7.8% 10.1% 10.9% 8.0%

67 63 64 121 10 325

24.6% 23.1% 22.7% 25.6% 21.7% 24.1%

11 24 19 43 6 103

4.0% 8.8% 6.7% 9.1% 13.0% 7.7%

2 6 7 6 21

.7% 2.2% 2.5% 1.3% 1.6%

2 2 2 1 7

.7% .7% .7% .2% .5%

5 6 5 6 22

1.8% 2.2% 1.8% 1.3% 1.6%

2 5 7 3 2 19

.7% 1.8% 2.5% .6% 4.3% 1.4%

44 21 22 12 99

16.2% 7.7% 7.8% 2.5% 7.4%

93 85 94 184 13 469

34.2% 31.1% 33.3% 38.9% 28.3% 34.8%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective opt ion

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this before I

graduate

Other

Panel

discussions,

workshops,

conferences

related to

international

issues

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif icat ion in Undergraduate Program

Total

C.183:

352

Crosstab

5 8 13

.5% 2.1% 1.0%

4 2 6

.4% .5% .4%

1 1

.1% .1%

6 3 9

.6% .8% .7%

51 17 68

5.3% 4.5% 5.1%

215 67 282

22.2% 17.7% 21.0%

4 2 6

.4% .5% .4%

34 9 43

3.5% 2.4% 3.2%

153 75 228

15.8% 19.8% 16.9%

29 11 40

3.0% 2.9% 3.0%

6 6 12

.6% 1.6% .9%

1 2 3

.1% .5% .2%

8 9 17

.8% 2.4% 1.3%

65 18 83

6.7% 4.7% 6.2%

83 25 108

8.6% 6.6% 8.0%

302 125 427

31.2% 33.0% 31.7%

967 379 1346

100.0% 100.0% 100.0%

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Count

% within Gender

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective option

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institutionSaf ety /health issues

Distance/ location

Financial support

Plan to do this bef ore I

graduate

Other

International

trav el for

holiday or

other

pleasure

related

reasons

Total

Female Male

Gender

Total

C.184:

353

Crosstab

1 1 9 2 13

.9% .4% 1.8% .5% 1.0%

3 3 6

.6% .8% .4%

1 1

.3% .1%

1 1 6 1 9

.4% .2% 1.6% 1.1% .7%

6 14 30 13 5 68

5.6% 5.4% 5.9% 3.4% 5.4% 5.1%

18 68 118 68 10 282

16.8% 26.3% 23.3% 17.8% 10.8% 21.0%

2 1 3 6

1.9% .4% .8% .4%

7 7 15 11 3 43

6.5% 2.7% 3.0% 2.9% 3.2% 3.2%

13 46 88 59 22 228

12.1% 17.8% 17.4% 15.5% 23.7% 16.9%

3 7 19 10 1 40

2.8% 2.7% 3.8% 2.6% 1.1% 3.0%

3 1 5 3 12

2.8% .4% 1.0% .8% .9%

1 2 3

.2% .5% .2%

1 4 4 8 17

.9% 1.5% .8% 2.1% 1.3%

6 13 29 25 10 83

5.6% 5.0% 5.7% 6.6% 10.8% 6.2%

6 10 51 33 8 108

5.6% 3.9% 10.1% 8.7% 8.6% 8.0%

41 86 133 134 33 427

38.3% 33.2% 26.3% 35.2% 35.5% 31.7%

107 259 506 381 93 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Count

% within Primary

Area Where Raised

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective opt ion

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this before I

graduate

Other

Internat ional

trav el for

holiday or

other

pleasure

related

reasons

Total

Rural/Farm

Rural/No

n-f arm Urban Inner-city Other

Primary Area Where Raised

Total

C.185:

354

Crosstab

9 4 13

1.4% .6% 1.0%

2 4 6

.3% .6% .4%

1 1

.2% .1%

5 4 9

.8% .6% .7%

29 39 68

4.5% 5.5% 5.1%

126 156 282

19.6% 22.2% 21.0%

3 3 6

.5% .4% .4%

22 21 43

3.4% 3.0% 3.2%

102 126 228

15.9% 17.9% 16.9%

25 15 40

3.9% 2.1% 3.0%

7 5 12

1.1% .7% .9%

1 2 3

.2% .3% .2%

7 10 17

1.1% 1.4% 1.3%

46 37 83

7.2% 5.3% 6.2%

55 53 108

8.6% 7.5% 8.0%

203 224 427

31.6% 31.9% 31.7%

643 703 1346

100.0% 100.0% 100.0%

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Count

% within First Generation

College Student

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective opt ion

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this before I

graduate

Other

Internat ional

trav el for

holiday or

other

pleasure

related

reasons

Total

Yes No

First Generat ion

College Student

Total

C.186:

355

Crosstab

1 5 7 13

.4% 1.8% 1.5% 1.0%

5 1 6

1.8% .4% .4%

1 1

.4% .1%

3 1 2 3 9

1.1% .4% .7% .6% .7%

15 8 17 22 6 68

5.5% 2.9% 6.0% 4.7% 13.0% 5.1%

56 65 59 93 9 282

20.6% 23.8% 20.9% 19.7% 19.6% 21.0%

3 1 2 6

1.1% .4% .7% .4%

3 11 11 16 2 43

1.1% 4.0% 3.9% 3.4% 4.3% 3.2%

36 44 42 92 14 228

13.2% 16.1% 14.9% 19.5% 30.4% 16.9%

5 10 8 15 2 40

1.8% 3.7% 2.8% 3.2% 4.3% 3.0%

1 5 4 2 12

.4% 1.8% 1.4% .4% .9%

2 1 3

.7% .2% .2%

2 2 2 10 1 17

.7% .7% .7% 2.1% 2.2% 1.3%

14 15 31 22 1 83

5.1% 5.5% 11.0% 4.7% 2.2% 6.2%

43 32 15 16 2 108

15.8% 11.7% 5.3% 3.4% 4.3% 8.0%

86 75 83 174 9 427

31.6% 27.5% 29.4% 36.8% 19.6% 31.7%

272 273 282 473 46 1346

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Count

% within Classif ication in

Undergraduate Program

Graduation requirements

Faculty adv isement

Institutional

policy /encouragement

Elective option

Family inf luence

Costs

Learning dif f erences or

physical disability

Time requirements

Interest

Program availability at

home institution

Program availability

outside of home

institution

Saf ety /health issues

Distance/ location

Financial support

Plan to do this bef ore I

graduate

Other

International

trav el f or

holiday or

other

pleasure

related

reasons

Total

Freshman Sophomore Junior Senior

Don't

know/Unc

lassif ied

Classif ication in Undergraduate Program

Total

C.187:

356