Less than 6% of Study Abroad participants are Black. Studying Abroad for Black women is a travel guide specifically for Black undergraduate/graduate women who need could use some guidance getting started.

Have you been considering international travel but not sure what to expect or where to start? Diary of a Traveling Black Woman: A Guide to International Travel, gives you a taste of what it means to be an international traveler! This diary is your diary. It is filled with useful travel information, experiences of other Black Women who have traveled and lived abroad, and an interactive journal to get you focused on planning your next trip.

In The Pursuit of Happiness Bianca C. Williams traces the experiences of African American women as they travel to Jamaica, where they address the perils and disappointments of American racism by looking for intimacy, happiness, and a connection to their racial identities. Through their encounters with Jamaican online communities and their participation in trips organized by Girlfriend Tours International, the women construct notions of racial, sexual, and emotional belonging by forming relationships with Jamaican men and other "girlfriends." These relationships allow the women to exercise agency and find happiness in ways that resist the damaging intersections of racism and patriarchy in the United States. However, while the women require a spiritual and virtual connection to Jamaica in order to live happily in the United States, their notion of happiness relies on travel, which requires leveraging their national privilege as American citizens. Williams's theorization of "emotional transnationalism" and the construction of affect across diasporic distance attends to the connections between race, gender, and affect while highlighting how affective relationships mark nationalized and gendered power differentials within the African diaspora.

"Threshold Concepts in Practice brings together fifty researchers from sixteen countries and a wide variety of disciplines to analyse their teaching practice, and the learning experiences of their students, through the lens of the Threshold Concepts Framework. In any discipline, there are certain concepts – the ‘jewels in the curriculum’ – whose acquisition is akin to passing through a portal. Learners enter new conceptual (and often affective) territory. Previously inaccessible ways of thinking or practising come into view, without which they cannot progress, and which offer a transformed internal view of subject landscape, or even world view. These conceptual gateways are integrative, exposing the previously hidden interrelatedness of ideas, and are irreversible. However they frequently present troublesome knowledge and are often points at which students become stuck. Difficulty in understanding may leave the learner in a ‘liminal’ state of transition, a ‘betwixt and between’ space of knowing and not knowing, where understanding can approximate to a form of mimicry. Learners navigating such spaces report a sense of uncertainty, ambiguity, paradox, anxiety, even chaos. The liminal space may equally be one of awe and wonderment. Thresholds research identifies these spaces as key transformational points, crucial to the learner’s development but where they can oscillate and remain for considerable periods. These spaces require not only conceptual but ontological and discursive shifts. This volume, the fourth in a tetralogy on Threshold Concepts, discusses student experiences, and the curriculum interventions of their teachers, in a range of disciplines and professional practices including medicine, law, engineering, architecture and military education. Cover image: Detail from ‘Eve offering the apple to Adam in the Garden of Eden and the serpent’ c.1520–25. Lucas Cranach the Elder (1472–1553). Bridgeman Images. All rights reserved.

I would have climbed up a mountain to get on the list [to serve overseas]. We were going to do our duty. Despite all the bad things that happened, America was our home. This is where I was born. It was where my mother and father were. There was a feeling of wanting to do your part. --Gladys Carter, member of the 6888th To Serve My Country, to Serve my Race is the story of the historic 6888th, the first United States Women's Army Corps unit composed of African-American women to serve overseas. While African-American men and white women were invited, if belatedly, to serve their country abroad, African-American women were excluded for overseas duty throughout most of WWII. Under political pressure from legislators like Adam Clayton Powell, Jr., the NAACP, the black press, and even President Roosevelt, the U.S. War Department was forced to deploy African-American women to the European theater in 1945. African-American women, having succeeded, through their own activism and political ties, in their quest to shape their own lives, answered the call from all over the country, from every socioeconomic stratum. Stationed in France and England at the end of World War II, the 6888th brought together women like Mary Daniel Williams, a cook in the 6888th who signed up for the Army to escape the slums of Cleveland and to improve her ninth-grade education, and Margaret Barnes Jones, a public relations officer of the 6888th, who grew up in a comfortable household with a politically active mother who encouraged her to challenge the system. Despite the social, political, and economic restrictions imposed upon these African-American women in their own country, they were eager to serve, not only out of patriotism but out of a desire to uplift their race and dispell bigoted preconceptions about their abilities. Elaine Bennett, a First Sergeant in the 6888th, joined because "I wanted to prove to myself and maybe to the world that we would give what we had back to the United States as a confirmation that we were full- fledged citizens." Filled with compelling personal testimony based on extensive interviews, To Serve My Country is the first book to document the lives of these courageous pioneers. It reveals how their Army experience affected them for the rest of their lives and how they, in turn, transformed the U.S. military forever.

Evans reveals how black women demanded space as students and asserted their voices as educators - despite such barriers as violence, discrimination, and oppressive campus policies - contributing in significant ways to higher education in the United States. She argues that their experiences, ideas, and practices can inspire contemporary educators to create an intellectual democracy in which all people have a voice.

1 in 10 undergraduates in the US will study abroad. Extoled by students as personally transformative and celebrated in academia for fostering cross-cultural understanding, study abroad is also promoted by the US government as a form of cultural diplomacy and a bridge to future participation in the global marketplace. In Documenting the American Student Abroad, Kelly Hankin explores the documentary media cultures that shape these beliefs, drawing our attention to the broad range of stakeholders and documentary modes involved in defining the core values and practices of study abroad. From study abroad video contests and a F.B.I. produced docudrama about student espionage to reality television inspired educational documentaries and docudramas about Amanda Knox, Hankin shows how the institutional values of "global citizenship," "intercultural communication," and "cultural immersion" emerge in contradictory ways through their representation. By bringing study abroad and media studies into conversation with one another, Documenting the American Student Abroad: The Media Cultures of International Education offers a much needed humanist contribution to the field of international education, as well as a unique approach to the growing scholarship on the intersection of media and institutions. As study abroad practitioners and students increase their engagement with moving images and digital environments, the insights of media scholars are essential for helping the field understand how the mediation of study abroad rhetoric shapes rather than reflects the field's central institutional ideals