A significant challenge facing global learning programs is the lack of equitable access to study abroad opportunities. Students from low-income or first-generation backgrounds participate in study abroad programs at significantly lower rates than their peers. As a result, universities miss opportunities for authentic cultural exchange and inclusive global learning environments. When participation is limited to more privileged student populations, the benefits of intercultural engagement are not shared equally across campus communities.

Financial barriers, lack of mentorship, and limited awareness are key factors that contribute to this inequity. Study abroad programs often involve high upfront costs, which can discourage students from applying even when scholarships are available. In addition, many first-generation students may have limited guidance when navigating the study abroad process because their families may be unfamiliar with international travel or university exchange programs. Without mentorship or accessible information, the application process can feel overwhelming and unattainable. As a result, many students who could benefit from global learning opportunities never pursue them.

My understanding of cultural inclusion and global learning developed significantly during my semester studying abroad in Paris. In my Global Studies course at the American Business School of Paris, I was exposed to a wide range of cultural perspectives and traditions. Our class discussions emphasized understanding cultural differences rather than identifying a single correct answer. Through this experience, I learned that meaningful cultural exchange requires intentional interaction and openness to diverse perspectives. This experience strengthened my cultural intelligence and reinforced the importance of creating inclusive environments where students feel encouraged to engage across cultural differences.

During my time in Paris, I also had the opportunity to participate in a program called Going Global with Barbara, which focuses on expanding study abroad opportunities for underrepresented students. I was invited to speak with a group of visiting high school students and share my personal study abroad experiences. During this presentation, I discussed my experiences living in Paris, participating in my Global Studies class, and traveling independently throughout Europe. Hearing about the organization's mission was eye-opening. The program highlighted that only a small percentage of students of color participate in study abroad programs and emphasized the importance of increasing access for underrepresented students. Seeing the impact of this initiative demonstrated how mentorship and financial support can make global learning opportunities more accessible.

To address these barriers, I propose implementing a peer mentorship program that connects returned study abroad students with first-generation and low-income students who are interested in participating in global learning opportunities. Peer mentors could provide guidance throughout the application process, offer advice on financial planning and scholarships, and share their personal experiences navigating study abroad programs. This mentorship would help reduce informational barriers and build confidence for students who may feel uncertain about applying.

Implementing this initiative would require collaboration between the Study Abroad Office, student organizations, and Student Government. First, universities could recruit returned study abroad students to serve as mentors and provide training on how to support prospective applicants. Second, the program could host informational sessions and mentorship workshops where students can learn about application processes, scholarships, and program options. Third, mentorship meetings could be scheduled throughout the academic year to provide ongoing support for students preparing to study abroad.

To evaluate the effectiveness of the program, universities could track participation rates among first-generation and low-income students over time. Surveys could also be used to measure whether students feel more informed, supported, and confident in pursuing study abroad opportunities. Success would be reflected through increased application rates and greater diversity among students participating in global learning programs.

Promoting equitable access to global learning requires both intentional leadership and institutional commitment. My experience abroad demonstrated the value of engaging with diverse cultures and perspectives, and programs like Going Global with Barbara show how mentorship and financial support can expand these opportunities for more students. By implementing structured mentorship programs and improving awareness of available resources, universities can help ensure that global learning opportunities are accessible to a broader and more diverse group of students.

Ultimately, expanding equitable access to study abroad programs strengthens cultural inclusion and creates more meaningful intercultural engagement on campus. When students from diverse backgrounds participate in global learning experiences, universities foster stronger communities built on empathy, collaboration, and global understanding.