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The Rainbow Newsletter is published once a semester by the Rainbow Special Interest Group (SIG) of NAFSA: Association of International Educators. The Rainbow SIG is comprised of diverse NAFSAns whose goals are to combat homophobia, heterosexism, and transphobia within NAFSA, to counsel international students and study abroad students who are gay, lesbian, bisexual, or transgender, and to support gay, lesbian, bisexual, and transgender professionals in international education.

In T his Edi tio n: • Bed, Bath and Beyond, or: What Is to Be Done About Gender-Binary Accommodations in Study Abroad Programs?- PAGE 2 • Leap of Faith - PAGE 5 • Queer Tango: Being LGBTQ+ in Buenos Aires, Argentina - PAGE 7 • Experiencing LGBT+ Landscape Abroad - PAGE 9 • Turning Allyship into Action: Pre-Departure Advising - PAGE 11 • Fund for Education Abroad: Rainbow Scholarship - PAGE 13

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R AINBOW SIG GET INVOLVED! Subscribe: to the Rainbow SIG Listserv by completing the online form Like: Join the private Rainbow SIG Group on Facebook Give: Donate to the Rainbow Scholarship (page 13) Reach Out: Email the listserv by sending your message to: rainbow-l@indiana.edu Contribute: Submit content for the Rainbow SIG Newsletter for future issues Represent: Volunteer to become a NAFSA Rainbow SIG Regional Rep

Bed, Bath and Beyond, or: What Is to Be Done About Gender-Binary Accommodations in Study Abroad Programs? Dr. Roger Adkins, Director of International and Cultural Education, Gustavus Adolphus College Over the past several years, the “bathroom debates” – the public dialogue about whether transgender and gender non-binary people should be free to use the public restroom that corresponds with their gender identity – has occupied a lot of screen surface on our laptops and smartphones. There are numerous arguments both for and against this freedom, and some of the arguments against it even appear, on the face of it, to be invested in women’s rights and safety concerns (“appear” is the key word here). What the labyrinthine tangle of arguments elides, however, is that the separation of most public restroom facilities into two binary options is the very heart of the problem. If we simply had public restrooms open to everyone of any gender, we would not need to be staging these debates. Think: single-occupancy restrooms or one large, all-gender restroom with individual toilet and shower stalls that are actually small rooms with regular doors – so, no gaps around the edges – as we find in parts of Europe. Those of us who plan and administer study abroad programs must also ask ourselves some important questions about the widespread practice of binary housing and bathroom facilities in our programs. In more or less automatically resorting to a gender binary pattern in our planning, are we not also reaffirming antiquated views of both gender and sexuality? Of course, some settings are less within our immediate control – for example, the homes of host families – but what about situations in which we are housing students in apartments or hostel/hotel rooms booked for them by the home college? How can we operate our programs in ways that are inclusive of a diverse array of gender identities? (And what about those host family situations?) One astonishing statistic makes this concern a very important one, too: according to OUT magazine, less than half of all members of “Generation Z” identify as straight and cisgender. Think about this for a second.

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R AINBOW SIG Generation Z is people born since 1995 (some people use 2000 – either way, they’re in college or about to be here). While there may be very strong cultural expectations of gender binary housing in our campus-administered study abroad programs, we are not actually obligated to comply with those expectations. In fact, in many ways, the assumption of a strong expectation on the part of students, their parents, and the larger college community is an excuse for us to continue operating as we always have done without taking a critical look at the effects of our actions. And a great deal is at stake here. The binary understanding of gender is harmful to transgender and nonbinary individuals and is the single most powerful tool for those who want to reinforce sexist and heterosexist policies and outcomes in our society. Our options are not unlimited, though. First of all, there’s a financial reality at play. The fact is, most of our programs are already costly enough for the participating students that a sizable chunk of the populations on our respective campuses cannot afford to participate as it is. Under such circumstances, the idea of doing away altogether with shared housing accommodations is not viable. Indeed, in some instances, students may be staying in rooms shared with multiple other people, in triples or quads or even dormitory-style or hostel rooms, depending on the program, its location, and the financial implications of the arrangements at that site. Nevertheless, there are approaches that we might employ, whether we are arranging the housing in hotels, apartments, etc. or in with host families. Here are some tips ideas for moving past a strictly binary approach to student housing: 1. Consider abandoning the gender binary model for housing and asking students to state their preferences for roommates. For example, you could include, in your housing request form, a question asking for gender identity (open-ended, no “set” or multiple-choice answers provided) and then a second question that asks them their preferences about roommates along the lines of gender identity (“Would you prefer to live with people with the same or similar gender identities as your own, a mix of identities, or some other arrangement?”) Advantages: This approach allows students to self-identify and to state their preferences outside of an assumed binary division. It is inclusive. Disadvantages: This approach is more work for the staff, and it may not be easy to accommodate all of the preferences, which will require yet more work in sorting out how to proceed. It also requires some judgment in deciding which gender identities are the same or similar (and there is the risk of falling back into the powerful vortex of the binary). Local culture: Of course, we must also be aware of the local host culture. In some cultures, the idea of nonbinary housing would be unthinkable and, in such locations, forcing our own views in how we make use of accommodations would be neocolonial and could jeopardize the feasibility of your program.

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R AINBOW SIG 2. Look for affordable options for single accommodations. For example, if you are planning the program in proximity of an institution of higher education, you may find that reserving separate rooms for each individual in student residences is affordable, even compared to shared housing in hotels. Similarly, when using shared apartments, you could look for or request apartments in which the individual bedrooms are singles. In such a situation, the gender distribution within each flat may matter less, and students could be allowed to state flat-mate preferences. 3. If you cannot escape the binary with your current institutional politics (or the local culture), then: (a) work on those politics!; and (b) in the meantime, perhaps consider allowing students to indicate the need for single accommodation if they are gender nonbinary or otherwise concerned that gender-binary housing does not accommodate them well. This approach immediately brings up policy concerns: at whose cost is the single supplement covered? What if your program also has a student who needs a single accommodation for an accessibility-related concern (e.g., a sleep disorder) – would both accommodations be viewed in the same way? Does your program-budgeting model include a set-aside of funding for such purposes? And how do you offer the option to indicate a need for single accommodations without having some students who simply prefer it (and do not really ‘need’ it) raising their hands? 4. Finally, back to those host families. Ideally, your partner organization that makes the homestay arrangements (or your staff, if this is you) will be able to seek families that are comfortable with students who identify as transgender or gender nonbinary (as well as lesbian, gay, bisexual, those with various accessibility challenges, those are belong to other minorities, etc.). I was recently involved in seeking a homestay suitable for a transgender student, and we eventually placed him with a host mother who herself identifies as lesbian and who was absolutely fine accommodating a transgender student. As an added benefit, she even offered to introduce her host student to local LGBTQ organizations and resources. If this approach is not what you use, it is something to work on. Hopefully, this is a useful beginning to what is bound to be an evolving conversation. The number of requests for nonbinary accommodation is likely to increase (remember that Gen Z stat?), so it is in our students’ best interest to start now.

Newsletter Redesign As you may have noticed, the newsletter is sporting a new, updated look. The Rainbow SIG editors wish to thank Mark Ciani at Academic Programs International for volunteering to redesign the newsletter! Thank you, Mark, it looks great!

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R AINBOW SIG Leap of Faith Zen Andra, IEAA / Rainbow International Students Network When I was 19 and coming to terms with my sexuality, my first feeling was fear. As a Muslim, I knew my friends and family wouldn’t approve of anything they saw as “abnormal” and may even take me to a psychiatrist to try to cure my gayness. As part of my compulsory prayers every day, I prayed for death. After more than two years of constantly wishing that God would take things into his own hands, and yet finding myself still alive, I decided I’d had enough of living with my sadness. I decided to explore my sexuality discreetly while studying abroad in Melbourne. I came to Melbourne with the expectation of a typical love story: marrying an Australian man, building a life together and living happily ever after. I knew nothing about gay culture or sexual health. I also did not know that in Australia, there were such things as gay rights and that for many people around the world, this remains a daily struggle. Because I came from Indonesia, a quite conservative country in terms of LGBTQI+ rights and any sexual activities in general, I did not receive any advising about gay culture or sexual health before departing. My lack of knowledge about LGBTQI+ rights and sexual health resulted in many difficulties with my new life in Australia. In the beginning, it was hard to make friends with the locals. My broken English and poor selfconfidence meant that I ended up developing friendships only with other international students in my first year. They have since become my main source of information and support. My only real connection with locals was through dating. I soon realised how important speaking English fluently was to making deeper connections. I felt lonely and missed my home country so much. I have had little support or preparation to help manage these feelings. In talking openly about my experience, I have discovered that my international student friends also had little or no pre-departure education about sexual health. We believed that, as foreigners, we would get less support from (or it would be much more expensive to access) Australia’s health care services. We supported each other based on assumptions, rather than facts. Yet sexual health needs for gay men are completely different to those who identify as heterosexual. After six months in Melbourne, I was in a deep depression. I thought I was at risk of HIV and was too scared to get a sexual health check-up. I was also scared of losing my current student visa and not being able to apply for another. After some encouragement from several friends, I took my first step to attend a sexual health clinic. The positive changes started there. I was referred to a counselor and was informed of all the available services, whether they were specifically for gay men or LGBTQI+ individuals. From there, I not only became more aware about my sexual health, but started to make a new group of friends from an LGBTQI+ social workshop, volunteering mentoring and training, and even various sports clubs. Getting connected to

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R AINBOW SIG these services was a huge change for me and I was able to get more involved in the community that I was initially terrified of. I am one of the lucky ones. I was able to find resources, and I decided to access and connect with the community that could support me. Many other students are still terrified of their sexuality and sexual health, and decide not to take any further action. LGBTQI+ international students who come from more conservative countries are the hardest communities to access, but they are the ones who need the most support. Fear and lack of knowledge are the ultimate enemies. As the first gate through which many international students walk, education providers play an important role in tackling this fear. All students studying abroad should have access to adequate pre-departure advising. For LGBTQI+ students, it is especially important that universities and organizations provide advising on host country resources for mental and sexual health, as students shouldn’t feel alone in navigating such an important part of their identity in a new and unfamiliar place It takes resilience to survive and thrive as a gay international student. Most of my fellow LGBTQI+ international students and I have followed a similar path. Many of us start by rejecting our true identity, due to the conservative religious and cultural values of our home countries. We came to Australia to study and experience the freedom to express our sexuality in a more open environment, but we were not prepared and did not know about important resources available to us. The key is bravery. Creating efforts to be connected to the LGBT and local communities can lead to a significant life change for us as LGBTQI+ individuals. The memories and experiences I have collected along the journey to becoming a proud LGBTQI+ international student have been invaluable. I only hope that my experience can help other LGBTQI+ students on their own journey.

Have a great idea or story to share? We’re looking for submission for the next edition to come out in the spring. Contact Sarah McNeely or Kelly Zuniga to propose a submission. The formal call for submissions will come out in early spring. We’re looking for: • country profiles - what’s it like for students when they get abroad? • submissions from professionals working with international students in the USA • recaps of relevent regional events and programs • new and creative ideas on how to support students

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R AINBOW SIG Queer Tango: Being LGBTQ+ in Buenos Aires, Argentina Ellis Davenport, Macalester College When I was researching study away programs and locations, one of the biggest factors I considered was safety. There are many places in the world where it is not safe for LGBTQ+ individuals to live openly, and I was not prepared to go back into the closet for a semester. From the research I had done before, Buenos Aires seemed like the opposite was true, that LGBTQ+ people do not have to hide their identities and can live freely and openly. After being here for almost two months, I’ve found myself immersed in queer culture even more than I was in the US, and I rarely feel unsafe in the city. I am only one small part of the queer umbrella, however, and my experiences do not reflect everyone. For that reason, I decided to interview fellow LGBTQ+-identifying IFSA-Butler students to see how their identities interact with life in Buenos Aires, Argentina. Safety Where in the US do you live? Who do you surround yourself with, both in Buenos Aires and back home? For some of us, this city may seem a refuge while for others it may feel the same as home. One aspect in particular that caught the eye of Hamilton College student Olivia Melodia was the difference in PDA culture (public displays of affection). Here in Buenos Aires, she says, gay couples are more ‘visible’ due to the general acceptance of public acts of affection such as hand-holding, hugging, and kissing. When talking about feeling unsafe, we have to reconcile our LGBTQ+ identities with our physical ones. For example, Nicholas and I stated that we feel safe in most environments in the city, but as men we are not subjects of catcalling or other forms of public harassment. Olivia, as a woman, says that she feels “significantly less safe here than in [New York City]… catcalling here is on a totally different level.” It appears to be that safety as an LGBTQ+ person is linked to other identities, such as perceived gender and appearance. Nevertheless, I would rank Buenos Aires as a very safe city for LGBTQ+ individuals; it has definitely exceeded my expectations. Community “It’s really easy to find queer safe spaces… it’s easy to find community,” Paige told me confidently. One shining example of this is “queer tango.” There are several milongas, or tango clubs, that regularly host evenings of dancing especially for the community. Nicholas attends one every Tuesday night, and says that “queer tango is dope.” It’s a fantastic way to get to know local LGBTQ+ individuals, and learn to dance like them too. Speaking in general terms, Buenos Aires is an easy place to find community. To those of us who use them, dating apps have been a very useful way to meet locals and create safe spaces.

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R AINBOW SIG Language An interesting topic that we discussed was the linguistics of being LGBTQ+ in a Spanish-speaking country. In our liberal-arts college circles in the US, personal gender pronouns are not a new concept. In Spanish, however, there’s a different story. None of us has felt exposed to viable alternative pronoun options (I’m talking besides el/ella). Classmates interviewed for this article and I are comfortable fitting within the gender binary while abroad, thus we cannot attest to the experience of a person who does not. For expanded inclusivity, we suggest students receive more exposure to pronoun options and uses of gender in Spanish (such as les amigues/ lxs amigxs etc.), and more awareness and support for trans and gendernonconforming students. Buenos Aires was clearly the right choice for me for study away for many reasons, but especially for its openness regarding queerness and LGBTQ+ identity. Olivia told me that while being here she “is the most comfortable I’ve ever felt with my sexuality.” I echo this sentiment completely. In these two short months, I have been able to live my gay life to the fullest.

Ellis Davenport is a Hispanic Studies and Linguistics student at Macalester College and studied abroad through the IFSA-Butler Argentine Universities Program, Buenos Aires Directed Research track in 2017. He is an International Correspondent for IFSA-Butler through the Work-to-Study Program.

CONNECT ON LINKEDIN Let’s spend more time together virtually on the Rainbow SIG official LinkedIn group! This closed group supports the Rainbow SIG mission and its members by increasing networking, fostering collaboration, sharing resources, and providing information. The group page will feature articles, reports, research, presentations and more (because we all like more!). Here are three recent posts that will (hopefully) seal the deal: • The first nationwide study to ask high school students about their sexuality • What Will College Be Like for a Transgender Student in North Carolina? • Research: Counseling and advocacy with LGBT international students Ready to make it official? Request to join the NAFSA Rainbow Special Interest Group (SIG) today! Dawn Harris Wooten www.linkedin.com/in/dchwooten dawn@nafsa.org

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R AINBOW SIG Experiencing LGBT+ Landscape Abroad Michael Chapman, NC State University According to the most recent Institute of International Education’s Open Doors annual report (1), over 313,000 American students are studying abroad. That means that roughly one in every ten undergraduate students will study abroad before they graduate. With so many students deciding to participate in this globalizing experience, it is important to inform them of any difficulties that they may face. For students who identify as a part of the LGBT+ community, studying abroad can often be an extraordinarily difficult decision on many fronts. In addition to financial conditions, students in the LGBT+ community are also constantly worrying about their safety and whether they are breaking any LGBT+ cultural norms in their new surroundings. While navigating the challenges of study abroad with students is hard, it is important for the ultimate safety of the students that educators have such conversations. The acceptance of the LGBT+ community varies by location and is influenced by the cultural norms and laws of each country or area. For LGBT+ students, experiencing more conservative cultural norms in a host country may be disheartening and may even remind them of similar experiences of homophobia and transphobia that they have encountered in the U.S. Additionally, intersex and asexual students may have trouble finding acceptance in cultures where the main belief system is built upon a gender binary system. While some cultures will be restrictive toward LGBT+ students, it is important for educators to remind students that there are many accepting places around the world that just use different words to describe LGBT+. The Fa’afafine community in American Samoa, whose concept of a third-gender is an integral part of their culture, provides a concrete example of how gender identity can be approached differently in another culture. Since norms and laws impacting LGBT+ people vary around the world, it is important that educators take the time to understand the legal and cultural landscape of the countries that students may be studying in, as this may have implications for the program a student ultimately selects. But where do educators even look to see if a country is a safe option for LGBT+ students? While the resource list is growing, there are a few key places where educators and students can go to get the best information. One such place is the International Lesbian, Gay, Bisexual, Trans and Intersex Association (ILGA) website (2). The largest federation of national and local organizations dedicated to achieving equal rights for LGBT+ people, ILGA has up-to-date maps, data, and sexual orientation laws for countries across the world. In addition to the ILGA website, the University of California Davis’ LGBTQIA Resource Center (3) provides an interactive world map of the 20 most popular study abroad destinations. This map profiles these countries by the laws impacting their LGBT+ communities, local organizations providing LGBT+ advocacy, multimedia resources about LGBT+ identities in the region, and even upcoming pride events. Just like UC Davis, it is ideal for all study abroad offices, educators, and companies to have countryspecific information ready for advising purposes. Furthermore, educators can turn to social climate guides and human rights reports as an excellent resource for determining a country’s attitude toward LGBT+ communities. V O L U M E 2 3 , N U M B E R 3 , F A L L 2 0 1 7


R AINBOW SIG Once educators have reviewed the available resources, there should be a discussion between students, faculty and administrators regarding the type of experience students are seeking through study abroad, and how to achieve these expectations. This discussion should include topics ranging from what being out and abroad means to the student, whether the student feels like they are equipped with the necessary resources to understand the foreign LGBT+ climate, and whether there could potentially be any genderbased onsite activities that are not LGBT+ inclusive. It is important that this discussion includes all study abroad students. By including all students in this discussion, not only do LGBT+ students feel supported, but a growing dialogue between peers can be fostered. Education about LGBT+ students who study abroad is a small niche in international education. But, a growing number of study abroad program providers and universities are realizing the importance of increased information and guides for LGBT+ students. By equipping educators with the right tools, more and more LGBT+ students will be able to have a safe and positive study abroad experience. 1

https://www.iie.org/Research-and-Insights/Open-Doors/Fact-Sheets-and-Infographics/Infographics, Open DoorsÂŽ is supported by the Bureau of Educational and Cultural Affairs at the U.S. Department of State. 2 http://ilga.org/what-we-do/maps-sexual-orientation-laws/ 3 http://lgbtqia.ucdavis.edu/support/study-abroad.html

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R AINBOW SIG Turning Allyship into Action: Pre-Departure Advising Keara DeKay- University of South Carolina I remember the first time I dug into gender theory in college. Our class had just watched Blade Runner (the original- it makes me feel very old that I have to define that) and I was fascinated by the Replicants and how they knew to act like a certain gender even though they were not human. As a straight white woman, who had not yet heard or learned the term “cis,” that film helped me understand the idea of gender as performance. This happened in my early twenties, and that is my straight, cis privilege at work. For those who identify (or just exist) as cis, straight, and white, there are many spaces that we have taken for granted as ours. We are welcomed in most any public space without judgement, fear, or hatred. We are encouraged and expected to go to college, or graduate school, or to study abroad. Preparation for those expectations is designed to appeal and relate to the “norm”- addressing issues and complaints and benefits common to ourselves and those like us. We know people who are in the LGBTQIA+ community. We are friends with people who are in the LGBTQIA+ community. But as a professional in education abroad, I noticed that we were not doing anything at my institution to support our students in the LGBTQIA+ community beyond getting ALLY-certified and telling students to research their own host country’s culture surrounding LGBTQIA+ identities and acceptance. It was with this in mind that I wanted to do more - to turn my ALLY-ship into action. We completely restructured our pre-departure orientation to include a general session for all students (coverings transcripts, grade transfers, insurance, etc.), then broke out into region-specific groups where we discussed cultural differences, academic differences, culture shock, and general travel tips. Finally, we would end with special interest workshops so that students could learn more about what their identity means in terms of studying abroad. I began putting together a pre-departure workshop designed specifically with LGBTQIA+ students in mind. For more guidance, I reached out to on-campus partners - our Office of Multicultural Student Affairs (OMSA) and LGBTQ student organizations - and off-campus resources such as colleagues in the field, Rainbow SIG members, and providers who had long ago come to the same conclusion about the lack of preparation and representation of the LGBTQIA+ community. Thus “Travelling While Queer” came to be. The first time we offered our Travelling While Queer workshop, we were thrilled to have three students (out of about 400) attend. I co-facilitated with our OMSA representative for LGBTQ Programs, and we talked about the locations that our students were going to, exactly what resources they could look to, and what their goals and concerns were. All in all, it was a decent first run, but you may have already guessed what was missing by now: the peer-to-peer experience. The next semester, the LGBTQ Programs representative and I recruited returnees who identified themselves as part of the LGBTQ community to participate in a roundtable discussion. They were able to bring the student perspective and shared their tips for coming out to host families, finding LGBTQ-friendly social activities, and staying safe abroad. We

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R AINBOW SIG again had 2-3 students attend the workshop out of about 350, which I like to think of as 2-3 students who might have otherwise felt overlooked, or who might have felt that they could not come to us for advice or help because we did not address their concerns. We offered visibility with no expectations and no questions asked. And when we heard our returnees remark that they wished they had had something like this before they went abroad, we knew that this was an initiative worth pursuing. It seems that lately we’ve seen words like “diversity” somewhat lose their meaning. We can show diversity in a picture or on a panel, but it seems to be more about the numbers than about trying to empathize with and support the underrepresented students who study abroad. LGBTQIA+ students deserve support for the situations unique to their identity that they may experience when they travel. They certainly deserve more than one mention on one slide of a PowerPoint. I urge my fellow allies to keep learning, to keep innovating, and to keep cooperating. I am still learning a great deal about gender, sexuality, and the various spectrums those ideas exist upon, but I will continue to channel my advocacy and ALLY-ship into preparing any student whose experience will be different from mine for the challenges and benefits ahead of them.

Rainbow SIG is Turning 25!

The inaugural meeting of the Rainbow SIG took place in 1993 at the annual NAFSA conference in San Francisco, California. In 2018, the Rainbow SIG will celebrate its 25th anniversary of providing a community for international educators of all sexual orientations, offering resources for professionals advising LGBT students, and promoting a welcoming and safe environment within NAFSA. Be on the lookout in the spring issue of the newsletter for announcements of events to commemorate the Rainbow SIG’s anniverary. In the meantime, consider making a donation to the Fund for Education Abroad (FEA) Rainbow Scholarship in honor of a Rainbow SIG member, teacher, student, or mentor who has tourched your life.

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R AINBOW SIG Fund for Education Abroad: Rainbow Scholarship

The Rainbow Scholarship awards deserving lesbian, gay, bisexual, transgender, and queer (LGBTQ+) students who aim to participate in high-quality, rigorous education abroad programs. To be considered for the Rainbow Scholarship, applicants must self-identify on the Fund for Education Abroad (FEA) scholarship application. 2018-2019 Application Cycle Funding Amounts: Awards up to $10,000 Eligibility Requirements: • U.S. citizen, permanent resident, or DACA student • Currently enrolled as undergraduate at a U.S. university or college • Minimum of 4 weeks of study in country during Summer 2018, Fall 2018, or Spring 2019 • Program must be eligible for credit Apply Online: Fund for Education Abroad (FEA) Opens: November 16, 2017 Closes: January 11, 2018

Can’t Apply? Donate to the Rainbow Scholarship Fund!

The Rainbow Scholarship is made possible by the generous support of a group of international education professionals who are committed to advocating on behalf of LGBTQ+ students. These professionals counsel international and study abroad LGBTQ+ students and support their LGBTQ+ professionals in international education. Many of these educators have come together through groups created with the support of NAFSA and the Forum for Education Abroad.

Make a Donation Today! If you can’t donate but want to help, there are a number of ways you can support the Fund for Education Abroad Scholarships • Attend fundraising events in your area • Review scholarship applications - http://fundforeducationabroad.org/volunteers/ • Sign up for the FEA newsletter • Promote the scholarship to your students

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R AINBOW SIG Rainbow Regional Representatives Region I - OPEN Region II Drew Ross; andrew.ross@asu.edu

Region VII PJ Shoulders; pshoulders@ceastudyabroad Heath Thompson; hmthompson@ua.edu Brett Reichert; breichert@gsu.edu

Region III Jeff Simpson; jeff.simpson10@okstate.edu

Region VIII Brett Wobbe; bwobbe1@jhu.edu

Region IV Will Bonfiglio; boniglio.w@wustl.edu Kristen Albrecht; AlbrechtKL@missouri.edu David Gardner; david.gardner@mnsu.edu

Region X Rebecca Greenstrom; becky.greenstrom@nyu.edu

Region V Jesus Velasco; jvelasco@millikin.edu Mark Chung Kwan Fan; chungkw1@msu.edu Region VI Kyle Hayes; kghayes@iu.edu

Region XI David Griffin; David_Griffin@emerson.edu Region XII Shawna Hook-Held; sheld@ucsd.edu Travis Pentz; tpentz@berkeley.edu Outside US Representative - OPEN

Rainbow Leadership Team TREASURER RAINBOW CO-CHAIRS • Jennie Weingarten, ‘17-’18; jweingarten@saonet.ucla.edu • Rick Russo; russo@berkeley.edu • Mike Nieto, ‘17-’19; mike.nieto@theinterngroup.com LISTSERV MANAGERS • Daniel Soto (Executive Board); NEWSLETTER CO-EDITORS dsoto@indiana.edu • Sarah McNeely ‘16-’18; • J. Scott Van Der Meid (Advisory Board); sarah.mcneely@apiabroad.com svanderm@brandeis.edu • Kelly Zuniga, ‘17-’19; kzuniga@saonet.ucla.edu WEB-CONTENT MANAGERS • Evelyn Rosengren-Hovee ‘17-’19; evelyn@gennexteducation • Luis Legaspi ‘16-’18; llegaspi@ucsd.edu MEMBERSHIP COORDINATOR • Susan Carty (Advisory Board); scarty@iu.edu

SCHOLARSHIP COORDINATORS • Andrew Rapin, ‘17-’19; andrew.rapin@columbia.edu • Erik Gaarder, ‘15-’17; gaarder.1@osu.edu • Jan Kieling , honorary; yaneechay@hotmail.com • Mark Lenhart, honorary; mlenhart@academic-travel.com

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Profile for Rainbow SIG

Fall 2017 NAFSA Rainbow SIG Newsletter  

Fall 2017 newsletter publication of NAFSA's Rainbow SIG.

Fall 2017 NAFSA Rainbow SIG Newsletter  

Fall 2017 newsletter publication of NAFSA's Rainbow SIG.