Given the academic and labor market benefits of study abroad, closing gaps in study abroad participation is essential to educational equity. Students of color remain underrepresented in study abroad despite past efforts at diversification. Traditionally, study abroad opportunities for U.S. students have been designed for White audiences, and past research has indicated that a perceived disconnect between students of color’s identities and the available programs has served as one of the barriers to their participation. This qualitative inquiry of the Frederick Douglass Global Fellowship, a 4-week study abroad initiative that was crafted for students from minority-serving institutions, investigates how the 10 participants’ narratives of their experiences in the program illustrate principles of cultural relevance outlined in Museus’ (2014) culturally engaging campus environments model. The marketing and framing of the program attracted students to apply for it, as many valued that it honored Frederick Douglass, presented the rare opportunity to study abroad with other students of color, and would prepare them to serve their communities more effectively upon returning. The instructors’ pedagogical strategies validated students’ identities and, in concert with the programming, presented numerous opportunities for students to learn more about themselves and others. The ethnic, regional, and institutional diversity within the cohort enhanced their experiences because of the abundant opportunities that it provided for cross-cultural engagement. These findings point to strategies that might be used in the development, promotion, and facilitation of study abroad programs for diverse audiences.

Drawing upon 15 qualitative interviews with early-to mid-career faculty (seven men and eight women) at Minority Serving Institutions (MSIs), this study examines the diverse motivations and paths those faculty members have taken to becoming professors at their respective institutions. The faculty come from a range of MSIs (Historically Black Colleges and Universities, Hispanic Serving Institutions, Asian American and Native American Pacific Islander Serving Institutions, and Predominantly Black Institutions) across the country and represent a broad spectrum of disciplines. This study sheds light on factors that guide their choices of discipline and entrance into the faculty ranks at MSIs. Social cognitive career theory (SCCT) was used as a lens during qualitative coding and analysis in order to develop the findings, which reveal that (1) teaching, activism, and community uplift were primary motivators to enter the professoriate; (2) supportive environmental factors, including single individuals, proved pivotal in influencing faculty to take these roles; and (3) career transitions into the academy were spurred by learning experiences that revealed disciplinary and teaching interests. The findings suggest that MSIs attract community-oriented individuals to their faculty positions, and that colleges and universities interested in diversifying their faculties should craft such roles in ways that are appealing to the populations that they are trying to recruit and retain.

In experienced hands, OBA techniques deliver an anesthetic for office-based cosmetic surgery superior to the usual general anesthesia performed in hospitals and ambulatory surgical centers. These techniques are safe, do not require expensive equipment other than an infusion pump and vital signs monitor, avoid sore throats and nausea, provide postoperative analgesia, and are well received by patients and surgeons. OBA presents an opportunity for anesthesiologists and aesthetic surgeons to partner for greater patient satisfaction.

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