THE BENJAMIN A. GILMAN INTERNATIONAL
SCHOLARSHIP PROGRAM
Evaluation Report
APRIL 2016
Evaluation Division
Bureau of Educational and Cultural Affairs
U.S. Department of State
Data collected by Research Solutions International, LLC
Evaluation of the Benjamin A. Gilman International Scholarship Program
Evaluation Division
Bureau of Educational and Cultural Affairs
United States Department of State
2200 C Street NW
Washington, DC 20037
Data collected by Research Solutions International, LLC
1142 Regal Oak Dr.
Rockville, MD 20852
Staff Contact: Dr. Izabella Zandberg
The Evaluation Division of the Bureau of Educational and Cultural Affairs thanks members of
the Research Solutions International team for their thoughtful approach to the evaluation design
and excellent data collection, as well as a thorough analysis of the data, and early drafts of the
report: Izabella Zandberg, Suzan Berkowitz, Colleen Ryan Leonard, Laura Johnson, Glenn Nyre,
Yalonda Lewis, Caroline Friedman, Beth Rabinovich, and Kim Standing.
We would also like to thank the Gilman Scholars, members of their families and communities,
and representatives of their home institutions, who provided the data upon which the report is
based.
To download a full copy of this report and its executive summary visit
http://eca.state.gov/impact/evaluation-eca
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Evaluation of the Benjamin A. Gilman International Scholarship Program
Prepared by RSI for the Evaluation Division, ECA, U.S. Department of State
CONTENTS ii
ABBREVIATIONS AND ACRONYMS iii
EXECUTIVE SUMMARY 1
1 | INTRODUCTION 10
2 | GILMAN SCHOLARS: WHO ARE THEY? 14
3 | SHIFTS AND EXPANSION IN PERSPECTIVES 18
4 | SHIFTS AND EXPANSION IN ACADEMIC CHOICES 20
5 | FOREIGN LANGUAGE STUDY 25
6 | SHIFTS AND EXPANSION IN PROFESSIONAL CHOICES 27
7 | EFFECTS ON U.S. HIGHER EDUCATION 32
8 | EFFECTS ON SCHOLARS’ FAMILY AND FRIENDS 37
CONCLUSIONS 41
DATA COLLECTION METHODS AND LIMITATIONS 43
Contents
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Evaluation of the Benjamin A. Gilman International Scholarship Program
Prepared by RSI for the Evaluation Division, ECA, U.S. Department of State
ECA – Bureau of Educational and Cultural Affairs
ESL – English as a Second Language
HBCU – Historically Black Colleges and Universities
HSI – Hispanic Serving Institutions
IHI – Institutions of Higher Education
MBA – Masters of Business Administration
SES – Socioeconomic Status
STEM – Science, Technology, Engineering and Math
TEFL – Teaching English as a Foreign Language
TESOL – Teaching English to Speakers of Other Languages
UNC – University of North Carolina at Chapel Hill
Abbreviations and Acronyms
1
Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
Evaluation and Program Overview
Since 2001, the U.S. Department of State’s Bureau of Educational and Cultural Affairs (ECA)
has administered the Congressionally-mandated Benjamin A. Gilman International Scholarship
Program (Gilman Scholarship, Scholarship) to offer grants for U.S. citizen, undergraduate
students of limited financial means to participate in study and internship programs abroad.
Gilman Scholarships are intended to help prepare these students to assume significant roles in an
increasingly global economy and interdependent world. In 2013, ECA commissioned an
evaluation by Research Solutions International, LLC to investigate whether the program’s goals
were being met. The evaluation studied the medium- and longer-term outcomes for recipients of
the Gilman Scholarship between the years 2003 and 2010, and also considered the impacts of the
scholarship on U.S. higher education institutions, and on the family and communities of
scholarship recipients. According to the data collected, representation of minorities among
Gilman Scholarship recipients well exceeds that of the U.S. study abroad population as a whole.
Participation in the Gilman Program from African-American, Latino and Asian communities is
two to three times greater than their participation in U.S. study abroad overall. Just under half of
Gilman Scholars (Scholars) in the cohort examined were part of the first generation in their
families to enroll in higher education.
The Evaluation data shows that the Gilman Scholarship is diversifying the kinds of students who
study and intern abroad and the countries and regions where they go by offering awards to U.S.
undergraduates who might otherwise not participate due to financial constraints. From changed
perspectives on the world and new interests in working on global issues to focusing academic
pursuits on international topics and deepening foreign language skills, the Gilman Scholarship
has enabled students of limited financial means to develop the knowledge and competencies
required to compete in a global economy. The evaluation also uncovered many ways in which
the Gilman Scholarship experience influences Scholars’ professional paths.
Executive Summary
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Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
KEY FINDINGS
SHIFTS AND EXPANSION IN PERSPECTIVES
Two-thirds of Gilman Scholar survey respondents (66 percent) found opportunities to
serve as a bridge between Americans and people from different countries and cultures
when they returned to the United States.
While more than half of the survey respondents (52 percent) said they had had concerns
about living in a foreign culture prior to participation in the program, after the Gilman
Scholarship, seventy-nine percent of survey respondents continued to follow media
coverage on the country or geopolitical region where they studied and nearly three
quarters (74 percent) kept up an active interest in the culture of the country where they
studied.
SHIFTS AND EXPANSION IN ACADEMIC CHOICES
Of the 1,441 survey respondents who returned to undergraduate studies after their Gilman
Scholarship, 87 percent (1,253) reported taking a greater interest in international or cross-
cultural topics, and more than one-third indicated that they had chosen an academic major
or minor field of concentration with an international or cross-cultural focus.
Seventy-nine percent of survey respondents studied a foreign language while on their
academic study program overseas. Among Scholars who had studied a language while
abroad, more than three-fourths (82 percent) sought opportunities to speak the language
they had studied when they returned home.
Of the 819 survey respondents who were attending or already completed graduate or
professional school at the time of the evaluation, almost half (48 percent) had chosen a
concentration with an international or cross-cultural focus, and more than one-third (36
percent) had studied abroad again or pursued international field research.
Eighty-three percent of survey respondents indicated that the Gilman Scholarship had
enabled them to undertake academic activities overseas that they could not have taken at
their home institutions.
SHIFTS AND EXPANSION IN PROFESSIONAL CHOICES
Eighty-three percent of survey respondents found jobs where they could interact with
people from different backgrounds or nationalities, and more than half (54 percent)
reported working in a field that includes an international or cross-cultural component.
Almost three-quarters (73 percent) of survey respondents reported that the Gilman
Scholarship experience caused them to broaden the geographic range of locations where
they were willing to work in the future.
EFFECTS ON U.S. HIGHER EDUCATION
One-third of university representatives interviewed, across all types of institutions,
credited the Gilman Scholarship directly for changes in their school’s study abroad
program offerings and for contributing to their internationalization efforts. Many stated
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Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
that the Gilman Scholarship had allowed them to expand their study abroad programs to
more diverse, non-traditional locations, including Africa, Asia, Latin America, and the
Middle East.
Several study abroad representatives, primarily at minority-serving institutions, reported
using the Gilman Scholarship parameters as a model for revising their study abroad
programs. Other effects included adaptation of campus study abroad programs to meet
Gilman Scholarship parameters, attracting new sources of funding for study abroad in
general, expanding course offerings to help students prepare for a wider array of study
abroad opportunities, and promoting professional development of study abroad
professionals.
Gilman Scholars on the Program’s Impact on their Academic and Career
Goals
Former Gilman Scholars:
My current employer told me that my international experience and the internship I held
while abroad was a deciding factor in my getting hired. —Scholar, 2010
I am a Naval officer and always focus on problems with global implications. I was able
to get a job in this field largely because of my study abroad. —Scholar, 2007
For the first time in my higher education experience, it allowed me to focus completely on
my academics and study abroad experience instead of worrying about [how] to pay for
school. It provided me with a stress-free environment to fully embrace the study abroad
experience. —Scholar, 2008
[The Gilman Scholarship experience was] crucial and definitely a pivotal [point] for
me… the first big step in figuring out how I wanted to contribute to the world. —Scholar,
2005
I have committed my life to helping U.S. citizens gain greater self-reliance so that we can
be positive contributors to globally shared resources…. —Scholar, 2008
(Now) when there is a problem of international concern, I try to think about it from a
comprehensive point of view knowing that the current state of a country, an event, or a
conflict is probably the result of years and years of different decisions and events…. —
Scholar, 2010
University Administrators on the Gilman Scholarships:
They’ve really had to fight hard to get where they are (just to pursue higher education).
[The Gilman Scholarship] makes something that seemed like an out-of-reach dream
become a reality for them.
[The Gilman Scholarship] allows some of our highest need students to think about their
[undergraduate] academic experience, their international experience in the same way as
other students do.
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Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
EVALUATION DESIGN
In designing this evaluation, the research team focused their inquiry on whether the Gilman
Scholarship addressed Department of State priorities, including increasing opportunities for
students of limited financial means, improving Americans’ understanding of other countries,
increasing U.S. global economic competitiveness, and supporting the internationalization of U.S.
institutions of higher education.
In order to assess medium and longer-term outcomes, the evaluation focused on collecting
information from Gilman Scholars who had studied abroad from the 2002-03 to 2009-10
academic years.
This evaluation gathered data from former Gilman Scholars and representatives from colleges
and universities. Data was also gathered from Scholars’ family or friends. In all, the research
team electronically surveyed 1,591 Scholars, conducted 17 focus groups with Scholars in six
cities, conducted phone interviews with 25 Scholars individually, and interviewed
representatives at 42 colleges. Thirty family or friends of Gilman Scholars were also
interviewed.
SUMMARY OF FINDINGS
Gilman Scholars: Under-represented in Study Abroad
The Gilman Scholarship aims to support students who have been traditionally under-represented
in academic study abroad programs. The results from this evaluation confirm that the
Scholarship successfully targeted students in this population and provided additional insight into
how the program assists them in overcoming challenges to pursuing international opportunities.
Financial Obstacles: More than three-fourths of survey respondents (79 percent) reported that
financial considerations were a significant challenge in studying abroad. This included both the
cost of travel and lost income from leaving a position of employment.
Not the “Typical” Study Abroad Student: In focus groups and interviews, Scholars spoke
about seeing themselves differently from “typical” study abroad participants, primarily by virtue
of their lower socioeconomic status (SES). Other self-identified characteristics distinguishing
them from usual study abroad students included race/ethnicity, older age, having a physical
disability, and being a parent. Forty-four percent of survey respondents indicated they were part
of the first generation in their families to attend college.
New Academic Opportunities Overseas: In addition to giving recipients access to other
countries and cultures, Gilman Scholarships also supported their enrollment in a variety of
academic study abroad programs, providing experience with different academic structures,
students, activities, academic topics and extracurricular experiences than their home institutions.
Eighty-three percent of survey respondents indicated that the Gilman Scholarship had enabled
them to undertake academic activities overseas that they could not have taken at their home
institutions.
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Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
Shifts in Perspectives
The evaluation results indicate that the Gilman Scholarship supported Scholars in expanding
their knowledge of other peoples, cultures and perspectives.
Shifts in Worldview and Perspective: More than half of the survey respondents (52 percent)
said they had concerns about living in a foreign culture prior to their study abroad experience.
After coming home, the majority (74 percent) kept up an active interest in the culture of the
country where they studied. Seventy-nine percent followed media coverage on the country or
geopolitical region where they studied. In focus groups, Scholars said that the Gilman
Scholarship provided an opportunity for them to develop an analytic framework through which
to observe the world and scrutinize information about it.
International Engagement: After returning home from studying abroad, Scholars sustained
their international engagement through a wide range of activities. Eighty-four percent reported
maintaining relationships with people from the country where they studied. Seventy-four percent
remained actively interested in the culture of the host country. Two-thirds of survey respondents
found opportunities to serve as a bridge between Americans and people from different countries
and cultures when they returned to the United States.
In addition to influencing their peers at school, some Gilman Scholars targeted their educational
efforts on their communities back home, taking the time to share their experiences with people
who have less access to international opportunities.
Gaining a Greater Understanding of and Representing American Diversity: In focus group
discussions, several Scholars also described the study abroad experience as clarifying their own
American identity, and discussed how this understanding influenced their role as American
ambassadors. Scholars who were children of immigrants, raised in the United States but
identified with their parents’ cultural heritage, found themselves representing American diversity
in other countries.
Expanding Disciplines and Degrees of Study: The Gilman Scholarship influenced Scholars’
choices to pursue study of international topics that they might not have previously considered. In
some cases, the Scholarship catalyzed a desire to pursue graduate studies or professional degrees.
Enhancing Interest in International Study: Of the 1,441 survey respondents who returned to
undergraduate studies after their Gilman Scholarship, over 1,250 reported taking a greater
interest in international or cross-cultural topics, and more than one-third indicated that they had
chosen an academic major or minor field of concentration with an international or cross-cultural
focus.
A Decisive Factor in Graduate/Professional Study: Scholars who went on to pursue graduate
studies or professional degrees described the Gilman Scholarship experience as a decisive factor
in their choice of what to study.
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Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
Of the 819 survey respondents who were attending or already completed graduate or professional
school at the time of the evaluation, almost half (48 percent) had chosen a concentration with an
international or cross-cultural focus, and more than one-third (36 percent) had studied abroad
again or pursued international field research. Almost one-third (31 percent) had written or were
writing a thesis/dissertation on an international or cross-cultural topic.
Fellowships, Scholarships, and Certificates: Thirty percent of all survey respondents reported
having pursued educational activities inspired by their Gilman Scholarship experience. Of these,
34 percent received fellowships or scholarships—the largest portion of that group going abroad
again as Fulbright Students (14 percent). Twenty-three percent reported having pursued
professional certificates, including Teaching English as a Foreign Language (TEFL) and
Teaching English to Speakers of Other Languages (TESOL).
Enabling Graduate Study: In addition to influencing their academic choices, some Scholars
believed that the Gilman Scholarship was the reason they were accepted to graduate school.
Whether through the coursework or the international experience—or both— the Gilman
Scholarship provided them with the qualifications to make them competitive and better prepared
graduate students.
Foreign Language Study
Foreign language skills are critical to improving Americans’ understanding of other countries
and increasing U.S. global economic competitiveness. Language learning gives young
Americans tools that will allow them to better engage with foreign counterparts in international
settings. The Gilman Scholarship affords recipients the opportunity to pursue language study
while abroad. However, in some cases where foreign language study was not the focus of the
international experience, Scholars returned home and participated in language study that was
inspired by their time in a foreign country.
Foreign Language Learning Overseas: Seventy-nine percent of survey respondents studied a
foreign language while on their academic study program overseas. They studied a diverse group
of languages, with forty-three percent studying romance languages and twenty-eight percent
studying Asian languages.
Foreign Language Study after Returning Home: Scholars were asked if they had undertaken
specific language-related activities during the period of time that they were undergraduates or
graduate or professional school students. A majority of the undergraduates (64 percent) had
either continued or started taking language courses. More than a quarter of graduate/professional
students (29 percent) had taken more foreign language courses. Among Scholars who had
studied a foreign language while abroad, more than three-fourths (82 percent) sought
opportunities to speak the language they had studied when they returned home.
Expanded Professional Choices
The Scholarship enabled U.S. undergraduates with limited financial resources to develop
competencies required to compete in a global economy, helped focus their academic pursuits on
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Benjamin A. Gilman International Scholarship Program, Evaluation Report
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international topics, and encouraged recipients to deepen their foreign language skills. In this
section we will see how the Gilman Scholarship experience influences Scholars’ professional
paths.
Gilman Scholars’ Professional Visions: Scholars found that the experience of studying abroad
gave them a new perspective on their career possibilities. For example, almost three-quarters (73
percent) of survey respondents reported that the international experience afforded by the Gilman
Scholarship caused them to broaden the geographic range of locations where they might work in
the future. Sixty-seven percent of survey respondents reported wanting to work in a cross-
cultural or international field. In addition, more than half (59 percent) reported having applied for
positions at companies that included an international or cross-cultural focus. For nearly half of
the survey respondents (48 percent), the Gilman Scholarship experience clarified their
professional direction. In some cases, Scholars were introduced to new academic fields, for
example, various science, technology, engineering and mathematics (STEM) fields, which
became their professional focus.
Seeking Diversity in the Workplace: As a result of their Gilman Scholarship experience, most
survey respondents (83 percent) found jobs where they could interact with people from different
backgrounds or nationalities, and more than half (54 percent) reported working in a field that
includes an international or cross-cultural component. In addition, 47 percent of survey
respondents said they had sought out a company or organization with a diverse workforce. In
focus groups, some Scholars elaborated on this preference and its connection to their Gilman
Scholarship experience. Further, nearly half (45 percent) reported working in an environment
where they could use a foreign language. Many reported that the Gilman Scholarship had
allowed them to acquire the language skills necessary for specific positions. Almost one-third of
Gilman Scholars (30 percent) reported taking a position where they could travel internationally.
Effects on Scholars’ Family and Friends
Survey responses from Scholars revealed that they are sharing their international experience with
family and friends. Interviews with family and friends provided evidence of how they are being
changed by their Scholars’ experiences.
How Scholars Shared Their Experience: The most frequently reported activity (over 80
percent) was offering a first-hand perspective on a country or an international issue; notable
numbers of Scholars encouraged their family and friends to directly participate in cross-cultural
activities.
Changes in Family and Community Members: Virtually all interviewed family and
community members believed that Scholars’ experiences had affected them in varying degrees.
Some family members responded to their Scholar’s desire to discuss international topics by
developing more of an interest in foreign news. A few interviewees who had only traveled
domestically in the United States reported a new eagerness to go to another country.
Community members testified to the educational opportunities offered by Gilman Scholars.
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Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
A small number of family members reported hosting international students, either because they
were interested in “giving back” the kind of experience that their Scholar had while abroad, or to
support their family member’s new interest in hosting foreign exchange participants.
Influencing Family and Friends to Study Abroad or Seek other International Experiences:
Just over half of the survey respondents (53 percent) reported influencing someone else to study
abroad or participate in an international exchange. Of those survey respondents, 40 percent said
they influenced friends, 34 percent said they had influenced fellow students, and 27 percent had
influenced either a sibling or other family member.
Other family members, especially siblings, observed the example set by Gilman Scholars and
became motivated to undertake study abroad themselves or to pursue other international
opportunities.
Encouraging Family and Friends to Apply for Gilman Scholarships: In focus groups and
interviews, some Scholars—especially those who identified themselves as atypical study abroad
students—recognized that study abroad is a less obvious option for their peers and felt a
particular responsibility to encourage others similar to themselves.
Effects on U.S. Higher Education
The Department of State also seeks to support the internationalization of American colleges and
universities through the Gilman Scholarship and other educational exchanges and related
programs. This evaluation probed effects of the Gilman Scholarship on higher education by
speaking with university representatives at 42 colleges and universities from a wide range of
school types and student populations.
Making Study Abroad Available to a Much Broader Range of Students: University
representatives who were interviewed regarding the impact of the Gilman Scholarship on their
institutions said that it had contributed to changing perceptions about the kind of student who can
study abroad.
Support for Short Term Programs and Flexible Approaches to Study Abroad for Working
Adults: For students who must work during their studies or have familial obligations year-
round—including many enrolled in community colleges, in particular—spending a semester or
academic year in another country is difficult or impossible. To allow more students to
participate, the Gilman Scholarship has instituted offerings for summer (and now also winter)
that are a minimum of four weeks in length (now two weeks for current community college
students.)
According to university representatives interviewed for this evaluation, STEM majors had
difficulty fitting study abroad into their schedules during the regular academic year because of
the high number of courses and labs that are required to complete their degree. For some STEM
majors, a shorter summer session is the only opportunity to study abroad. According to
interviews with university representatives, the Gilman Scholarship Summer Program awards
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Benjamin A. Gilman International Scholarship Program, Evaluation Report
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made it possible for low-income STEM majors to overcome both financial and curricular
obstacles.
Changes to Study Abroad Offerings: About one-third of university representatives, from all
types of institutions, credited the Gilman Scholarship directly for changes in their school’s study
abroad program offerings. Many stated that the Gilman Scholarship had allowed them to expand
their study abroad programs to more diverse, non-traditional locations, including Africa, Asia,
Latin America, and the Middle East.
Reorganizing Study Abroad Programs: Several study abroad representatives, primarily at
minority-serving institutions, reported using the Gilman Scholarship parameters as a model for
revising their study abroad programs.
Other effects on higher education included adapting study abroad programs to meet Gilman
Scholarship parameters, attracting new sources of funding for study abroad in general, expanding
course offerings to help students prepare for a wider array of study abroad opportunities, and
promoting professional development of study abroad professionals.
University representatives also featured Gilman Scholars prominently in study abroad
information sessions, particularly as a way to educate other “less traditional” potential study
abroad students about the possibilities available to them.
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Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
About the Evaluation
This evaluation seeks to understand the Benjamin A. Gilman International Scholarship
Program’s (Gilman Scholarship) contribution to advancing U.S. Department of State priorities
and fulfilling Congressional objectives for the Program.
In designing this evaluation, the research team
developed the following overarching research questions
to guide their inquiry:
1. How did the Gilman Scholarship change and
enhance Scholars’ global perspectives and worldview
and prepare them for a more interdependent world?
2. How did the Gilman Scholarship influence
Scholars’ educational achievements and educational
choices?
3. How did the Gilman Scholarship influence
Scholars’ professional paths?
4. How did the Gilman Scholarship impact the
Scholars’ home institutions of higher education?
5. What was the impact of the Gilman Scholarship
on family members and friends?
The evaluation focused on collecting information from
Gilman Scholars (Scholars) who had studied abroad
from the 2002-03 through 2009-10 academic years.
Looking at this period of Gilman Scholarship experience allowed for the immediate effects of
studying abroad to develop and express themselves as deeper, lasting outcomes.
1| Introduction
FOREIGN POLICY OBJECTIVES
UNDERPINNING THE
EVALUATION DESIGN
INCREASING OPPORTUNITIES
FOR STUDENTS OF LIMITED
FINANCIAL MEANS
IMPROVING AMERICANS’
UNDERSTANDING OF OTHER
COUNTRIES
INCREASING U.S. GLOBAL
ECONOMIC COMPETITIVENESS
GREATER
INTERNATIONALIZATION OF U.S.
INSTITUTIONS OF HIGHER
EDUCATION
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Evaluation of the Benjamin A. Gilman International Scholarship Program
Evaluation Division, ECA, U.S. Department of State
Looked at Scholars who had
studied abroad 5 -10 years
ago (2002-03 to 2009-10
academic years)
Total survey respondents:
1,591
17 focus groups with
Scholars in DC, Chicago, New
York, San Francisco, LA, and
Seattle
25 telephone interviews with
Scholars residing in rural
areas
30 interviews with Scholars’
family and friends
Interviews with University
Representatives at a sample
of 42 colleges and
universities representing 4-
year institutions, 2-year
institutions, Historically Black
Colleges and Universities
(HBCU), and Hispanic-Serving
Institutions (HSI)
Exhaustive review of program
documentation and
electronic databases
Research conducted in 2012
and 2013
For in-depth details about the
evaluation methods, see the
last section of this report.
EVALUATION DESIGN
REPORT STRUCTURE
Any evaluation must start with an in-depth understanding of
the program. As such, this evaluation report opens with an
overview of the Gilman Scholarship, with a special focus on
facts and figures for the program during the research period
of academic years 2002-03 through 2009-10 (As shorthand in
this report, we will refer to the calendar year in which the
Scholar completed their experience abroad. For example,
academic year 2002-03 will appear as 2003 in this report).
Section two describes the Scholars, including their
motivations for applying to the Gilman Scholarship, their
experience studying abroad, and their role as international
ambassadors. The third section discusses Scholars’ shifts in
world perspectives as a result of studying abroad.
The report then follows Scholars on their academic and
professionals trajectories. In sections four, five, and six, the
report discusses how the Gilman Scholarship affected
Scholars’ educational choices and prepared them to join a
21
st
century global workforce.
Outcomes of the Gilman Scholarship extend beyond
individual students. In section seven, the report highlights
changes taking place on American college and university
campuses as a result of the Scholarship.
While overseas, Gilman Scholars serve as informal
ambassadors of the United States, and then as ambassadors
for increased international engagement when they return
home. In section eight, the report provides insight into the
influence of Scholars on their community members.
A note on charts contained in the report: All titles and
data within the charts refer only to the respondents of a
survey administered to Gilman Scholars from the 2002-03
through 2009-10 cohorts. The reader should also take note of
the N (N=1,591 total survey respondents) listed beneath each
table and note that the survey was administered in 2013 as a
part of this evaluation study.
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Evaluation of the Benjamin A. Gilman International Scholarship Program
Evaluation Division, ECA, U.S. Department of State
69% female, 31% male
64% White
16% Asian/Pacific-Islander
14% Black/African-American
15% Hispanic/Latino
4% reported a having a physical
disability
97% attended 4-year school
(public or private)
3% attended a two-year public
school
11% attended a HBCU or HSI
73% studied abroad for a
semester
15% studied abroad for full year
9% studied abroad for one-quarter
or less time
Scholar cohorts from 2005 to
2010 made up the majority of
survey respondents. Earlier
scholars—who studied abroad
before 2005 still made up about
one-quarter (23%) of survey
respondents.
34% studied in Europe
27% studied in East Asia
21% in the Western Hemisphere
10% in Africa
2% in the Middle East & North
Africa
2% in South & Central Asia
PROFILE OF SURVEY
RESPONDENTS
ABOUT THE GILMAN SCHOLARSHIP
PROGRAM
1
The Gilman Scholarship offers grants for U.S. citizen,
undergraduate students of limited financial means to
pursue academic studies abroad. Such international
study is intended to better prepare U.S. students to
assume significant roles in an increasingly global
economy and interdependent world.
The Gilman Scholarship aims to support students who
have been traditionally under-represented in academic
study abroad, including but not limited to, students with
high financial need, community college students,
students in under-represented fields, such as the
sciences and engineering, students with diverse ethnic
backgrounds, and students with disabilities.
Gilman Scholarship applicants must be a recipient of a
U.S. Federal Pell Grant or provide proof that he/she
will receive a Pell Grant during the study abroad period.
The U.S. Federal Pell Grants program provides need-
based grants to low-income, undergraduate students, to
promote access to postsecondary education.
The Gilman Scholarship seeks to assist students from a
diverse range of public and private institutions from all
50 states, Washington, DC and Puerto Rico
2
.
Award recipients are chosen by a competitive selection
process and must use the award to defray eligible study
abroad costs. These costs include program tuition, room
and board, books, local transportation, insurance and
international airfare. Award amounts will vary
depending on the length of study and student need, with
the average award being approximately $4,000.
1
The following program description comes from the Institute of International Education website: “About the
Program,” Benjamin A. Gilman International Scholarship, Institute of International Education, accessed June 5,
2015, http://www.iie.org/en/Programs/Gilman-Scholarship-Program/About-the-Program.
2
It is important to note that the diversity of Gilman Scholarship recipients has increased over the life of the program.
During the 2014-15 academic year, the Gilman program awarded 2,799 scholarships to undergraduates from 623
colleges and universities. Sixty four percent of Gilman Scholars represented ethnic minority groups, including
African Americans and Blacks, Asian/Pacific Islander-Americans, Hispanic-Americans, and Native Americans.
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Evaluation of the Benjamin A. Gilman International Scholarship Program
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Awards for summer study abroad scholarships are $3,000.
Students who apply for and receive the Gilman Scholarship to study abroad are then eligible for
the Critical Need Language Supplement in selected countries, for an award total of up to $8,000.
The critical need languages include: Arabic (all dialects), Chinese (all dialects), Bahasa
Indonesia, Japanese, Turkic (Azerbaijani, Kazakh, Kyrgz, Turkish, Turkmen, Uzbek), Persian
(Farsi, Dari, Kurdish, Pashto, Tajiki), Indic (Hindi, Urdu, Nepali, Sinhala, Bengali, Punjabi,
Marathi, Gujarati, Sindhi), Korean, Russian, Swahili.
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Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
The Gilman Scholarship aims to support students who have been traditionally under-represented
in academic study abroad. The results from this evaluation confirm that the Gilman Scholarship
successfully targets students in this population and provides additional insight into the challenges
they faced in pursuing international opportunities. The research also reveals how the Scholarship
helps recipients overcome various barriers to study abroad.
Applicant Circumstances During Time of Application
When asked to reflect on the time leading up to their application for the Gilman Scholarship,
Scholars described a variety of challenges they faced while making the decision to study abroad.
As shown in Table 1, financial constraints predominated: most survey respondents (79 percent)
reported that financial considerations were a significant challenge. Very few said that finances
presented only a slight challenge (4 percent) or none at all (less than 1 percent).
The need to leave a job, and the income it provided, posed a challenge for 44 percent of survey
respondents.
Also notable is that more than half of survey
respondents (52 percent) described having had
concerns about living in a foreign culture prior to
participation in the program. Similarly, a majority
of survey respondents (62 percent) said they had
had concerns about academic challenges in their
study abroad programs.
2 | Gilman Scholars: Reaching Students who
Otherwise Would Not Study Abroad
FORTY-FOUR PERCENT OF
SURVEY RESPONDENTS
INDICATED THAT THEY WERE
PART OF THE FIRST
GENERATION IN THEIR FAMILIES
TO ATTEND COLLEGE.
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Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
Table 1: Challenges to Studying Abroad at Time of Application
Challenges
Not at all a
challenge*
A slight/
moderate
challenge*
A significant
challenge*
Financial considerations
1
20
79
Difficulties meshing the study abroad program
with the academic schedule or requirements at
home institution
35
59
7
Concerns about the academic challenges to be
faced
39
58
4
Lack of support or encouragement to study
abroad from family members
63
31
6
The need to leave a job
56
39
5
Concerns about living in a foreign culture
48
49
3
Caregiving responsibilities for family members or
others
71
24
4
Lack of support or encouragement to study
abroad from friends or peers
79
20
1
N range=1,580–1,589
(Differences in total N are due to question non-response)
*Numbers displayed in percentages
How Gilman Scholars Define Themselves
Financial constraints made up a large part of how Scholars identified themselves. In focus groups
and interviews, Scholars spoke about seeing themselves differently from “typical” study abroad
participants, primarily by virtue of their lower socioeconomic status (SES). Scholars were aware
of their families’ specific economic status and how it had affected their educational paths.
Interviewed scholars made a point
of speaking about their family’s
financial circumstances and income,
often noting that they were the first
in their families to attend college.
At times they referred to themselves
as poor.
Forty-four percent of survey respondents indicated that they were part of the first generation in
their families to attend college. Along with their SES, these Scholars also identified their race or
ethnicity as other factors that made them “atypical” of U.S. study abroad participants.
In addition, Scholars who had a disability, were older students, or had children mentioned these
situations as factors that had made them “atypical” of the U.S. study abroad population.
…MY PARENTS ARE FROM GUATEMALA…MY DAD
WORKS IN A FACTORY, SO WHEN HE HEARS HIS
KID WANTS TO GO TO SWITZERLAND—HE
[LITERALLY SAID], “THAT’S WHAT RICH KIDS DO.
YOU’RE NOT A RICH KID.” —SCHOLAR, 2002
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Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
Scholarship’s Role in Easing Financial Constraints
Several themes emerged from focus groups and survey responses about how the Gilman
Scholarship funds had helped survey respondents deal with financial constraints. Some Scholars
reported that they would not have been able to study abroad without the Gilman Scholarship:
I definitely couldn’t have afforded it. My family didn’t have a lot of money. I had to
support myself for school... I had to pay for everything on my own. There’s no way I
would have been able to go abroad without that. —Scholar, 2004
Gilman Scholarship funds also gave Scholars the opportunity to focus on their studies without
constantly worrying about money:
For the first time in my higher education experience, it allowed me to focus completely on
my academics and study abroad experience instead of worrying about [how] to pay for
school. It provided me with a stress-free environment to fully embrace the study abroad
experience. —Scholar, 2008
The Gilman Scholarship funds allowed Scholars to attend cultural events and travel to other
countries in the region:
The Gilman Scholarship allowed me to study abroad the way a curious student should—
with the ability to travel. Had I not received this scholarship, I would not have been able
to study abroad, and certainly would not have been able to leave the village where I lived
very often. I was able to travel to many different areas of Morocco, giving me greater
perspective into the range of experiences available there. This improved my knowledge of
the country, as well as my own savvy. —Scholar, 2008
New Academic Opportunities Overseas
In addition to giving recipients access to new countries and cultures, Gilman Scholarships also
supported their enrollment in a variety of academic study abroad programs offering different
structures, students, activities,
academic topics and extracurricular
experiences than their home
institutions. Some of these (such as
language study) are explored further
in this report. The vast majority (88
percent) took courses on the
history/culture of the host country; about half participated in service learning/volunteer project.
A smaller percentage had internships as part of their programs.
Eighty-three percent of survey respondents indicated that the Gilman Scholarship had enabled
them to undertake academic activities overseas that they could not have taken at their home
institutions.
83% OF RESPONDENTS INDICATED THAT THE
GILMAN SCHOLARSHIP HAD ENABLED THEM TO
UNDERTAKE ACADEMIC ACTIVITIES OVERSEAS
THEY COULD NOT HAVE TAKEN AT THEIR HOME
INSTITUTIONS.
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Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
Table 2: Academic Activities while Studying Abroad
Academic and extracurricular activities
1
Percent
Took course(s) on history/culture of host country or region
88
Studied a foreign language
79
Participated in service learning/volunteer project
45
Carried out an internship
15
Participated in extracurricular activities sponsored by the host
institution
2
Took other academic courses
3
Conducted a research project or independent study
2
Other (e.g., student teaching, academic trip, thesis, video project)
4
N range=1,585–1,591
1
Respondents could give multiple answers
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Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
…[S]TUDY ABROAD CHANGES THE LENS
THROUGH WHICH YOU SEE THE WORLD…
WHEN THERE IS A PROBLEM OF
INTERNATIONAL CONCERN, I TRY TO
THINK ABOUT IT FROM A
COMPREHENSIVE POINT OF VIEW
KNOWING THAT THE CURRENT STATE OF A
COUNTRY, AN EVENT, OR A CONFLICT IS
PROBABLY THE RESULT OF YEARS AND
YEARS OF DIFFERENT DECISIONS AND
EVENTS… —SCHOLAR, 2010
The evaluation demonstrates how the Gilman Scholarship supported Scholars in expanding their
knowledge of other people, cultures and perspectives.
Shifts in Worldview and Perspective
As discussed in the previous section, more than half of the survey respondents (52 percent) said
they had concerns about living in a foreign culture. Yet after coming home, the majority (74
percent) kept an active interest in the country where they studied. In focus groups, when asked
how the Gilman Scholarship shifted their worldview, some Scholars said they came to see
themselves as members of a global community or described themselves as having a “global
perspective,” or being “citizens of the world.” Scholars developed a greater ability to analyze
world affairs and the international arena from a non-U.S. perspective. One Scholar described
seeing his community’s role differently: “[The Gilman experience] helped me be more active in
my immediate community and encouraged me to think about my community's place in the global
community.” —Scholar, 2002
Scholars also described feeling better
prepared to engage in the international
arena. Seventy-nine percent followed
media coverage on the country or
geopolitical region where they studied. In
focus groups, Scholars said that the
Scholarship provided an opportunity for
them to develop an analytic framework
through which to observe the world and
scrutinize information about it.
International Engagement
After returning home from studying abroad, Scholars sustained their international engagement
through a wide range of activities, as illustrated in Table 3. Eighty-four percent of Scholars
reported maintaining relationships with people from the country where they studied. Seventy-
four percent remained actively interested in the culture of the host country. More than half (66
percent) found opportunities to serve as a bridge between Americans and people from different
countries and cultures when they returned to the United States.
3 | Shifts and Expansion in Perspectives
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Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
[THE GILMAN SCHOLARSHIP EXPERIENCE
WAS] CRUCIAL AND DEFINITELY A
PIVOTAL [POINT] FOR ME… IT SORT OF
WAS THE FIRST BIG STEP IN FIGURING
OUT HOW I WANTED TO CONTRIBUTE TO
THE WORLD, DEFINITELY. —SCHOLAR, 2005
Table 3: International and Cross-cultural Personal Activities after
Studying Abroad
Activity
1
Percent
Maintained relationships with people from the country
where studied
84
Followed media coverage on the country or geopolitical
region where studied
79
Kept up active interest in culture of the country studied
74
Took on bridging roles between people from different
countries/cultures
66
Returned to the country where studied
36
Hosted someone from country
15
N=1,591
1
Respondents could give multiple answers
Diverse Ambassadors
In focus group discussions, several Scholars
also described the study abroad experience as
clarifying their own American identity, and
discussed how this influenced their role as
unofficial American ambassadors.
One African-American Scholar commented, “I would say that I didn’t think of myself as atypical
until I went to South Africa and [faced questions] like, ‘You’re not African? ….Black people
don’t come over here.’ Okay. So that started to [make me think about] why it was so important to
have this scholarship….”
The Gilman Scholarship helped to develop Scholars’ knowledge of specific areas of the world,
as well as broadened their perspective on global issues. Studying abroad also gave some
recipients an opportunity to see themselves—in some cases for the first time—as representatives
of American diversity in their host countries. These expansions and shifts in thinking were first
steps in helping Scholars consider how they want to contribute to the world.
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Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
At time of the survey
65% had a Bachelor’s
27% had a Master’s
21% degreed in STEM
field
23% in Humanities
33% in Social Sciences
10% Education/English
Language Instruction
When asked to project into
the future, 77% of survey
respondents envisioned
pursuing advanced degrees:
43% Master’s
25% Doctorate
9% Other professional
such as MD, JD or DDS
One-third were still enrolled
at full-time students. More
than half of these were
pursuing Master’s Degrees
and one-quarter were
pursuing a Doctoral Degree.
ACADEMIC PROFILE
The Gilman Scholarship gives participants access to a broader array of academic courses than
they would have at their home institutions. It also influences their choices to pursue international
topics that they might not have previously considered. In some cases, the Scholarship catalyzed a
desire to pursue graduate studies or professional degrees.
Ninety-two percent of survey respondents had obtained a
Bachelor’s or a Bachelor’s and a Master’s degree since
studying abroad. Of particular note, of the 51 survey
respondents who had attended 2-year colleges at the time of
their applications, 35 percent had gone on to complete an
Associate’s degree and 43 percent had obtained Bachelor’s
degrees. A further 12 percent had gone on to attain a Master’s
degree.
Table 4: Highest Degree Eventually Earned by Scholars who
Attended 2-year Colleges at Time of Gilman Application
Degree
Percent
High School degree or GED
10
Associate’s Degree
35
Bachelor’s Degree
43
Master’s Degree
12
Total
100
N=51
Keeping in mind that many of the surveyed Gilman Scholars
were the first in their families to attend undergraduate colleges
and universities (44 percent), it is notable that more than three-
fourths (77 percent) of survey respondents planned to pursue
advanced academic or professional degrees (Table 5). At the
time they were surveyed, 43 percent planned on pursuing a
Master’s degree, 25 percent a Doctorate and 9 percent some
other professional degree.
4 | Shifts and Expansion in Academic Choices
21
Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
Table 5: Highest Academic Degree Planning to Pursue
Degree
Percent
1
Bachelor’s Degree
10
Master’s Degree
43
Doctorate
25
Other professional degree (MD, JD, DDS)
9
Not sure
13
Other (High School, Associate’s)
<1
Total
100
N=1,581
1
Column percentages may not add to 100 due to rounding
Effects on Undergraduate Study: Supplementing Core Studies with International Topics
Of the 1,441 survey respondents who returned to undergraduate studies after their Gilman
Scholarship experience, 87 percent (1,253 respondents) reported taking a greater interest in
international or cross-cultural topics, and more than one-third indicated that they had chosen an
academic major or minor field of concentration with an international or cross-cultural focus.
Table 6: Undergraduate Academic Study
Academic activities
1
Percent
Took a greater interest in international/ cross-cultural topics
87
Chose major and/or minor with international/cross-cultural focus
35
Undertook research project with international /cross-cultural focus
31
Pursued undergraduate thesis on an international/cross-cultural topic
2
25
N=1,441
1
Respondents could give multiple answers
2
Not all of respondents wrote, or had the option of writing, an undergraduate thesis.
In focus groups, Scholars reported taking on new academic courses, supplementing their major
core studies with international and cross-cultural topics. This approach enabled some to continue
exploring particular subjects in depth, while others studied new subject areas of interest on the
macro-level:
There was one class in particular that immediately sparked my interest in the social
sciences. I took a socio-politics class in Spain and when I was done with that course, I
knew I wanted to change my major to sociology. Upon returning to [my school], I
changed my major and fell in love with sociology. It expanded my mind and I now see the
world through a macro lens. —Scholar, 2009
Another approach these Scholars described was to select a minor field of concentration that
reflected their interest in the foreign language they had studied while abroad.
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Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
Scholars also reported that they had taken an increased interest in specific sets of issues, as a
result of their experiences abroad. For example, one Scholar created her own undergraduate
major:
My experience in Ghana inspired me to pursue a degree in human rights and social
justice. —Scholar, 2008
For undergraduate study, the Gilman Scholarship experience was often the catalyst for a broader
interest in multiple international topics, or a more specific exploration of knowledge within a
particular undergraduate discipline.
Effects on Graduate/Professional Study: A Decisive Factor in Academic Choice
While undergraduates expanded their academic horizons upon returning home, Scholars who
went on to pursue graduate school or professional degrees described the Gilman Scholarship
experience as a decisive factor in their choice of academic field.
Of the 819 survey respondents who were attending or already completed graduate or professional
school at the time of the evaluation, almost half (48 percent) had chosen a concentration with an
international or cross-cultural focus, and more than one-third (36 percent) had studied abroad
again or pursued international field research. Almost one-third (31 percent) had written or were
writing a thesis or dissertation on an international or cross-cultural topic (Table 7).
Table 7: Gilman Scholars’ Graduate or Professional Studies
Activities
1
Percent
Chose concentration or specialization with international /cross-cultural focus
48
Studied abroad and/or pursued international field research
36
Pursued an international /cross-cultural thesis or dissertation topic
31
Participated in internship or externship with international /cross-cultural
focus
27
N=819
1
Respondents could give multiple answers
Influence on Medical Studies
A number of Scholars who had gone on to study and practice medicine said that they had done so
because of the Gilman Scholarship experience. Of those in the medical profession, a small sub-
group described the experience as helping to affirm their commitment to serving low-income,
underserved populations, both in the United States and abroad.
For others in the medical field, the Gilman Scholarship had exposed them to new areas of
learning, such as medical ethics or national differences in health care delivery. This influenced
subsequent educational choices, adding international, political and socioeconomic dimensions to
their understanding of medicine and health care.
23
Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
Developing International Focuses
A number of Scholars said that their experiences had encouraged them to study international
fields or topics in graduate school. For example, one Scholar described how the Gilman
Scholarship experience inspired him to focus his interest in international relations on sustainable
agriculture:
I'd always wanted to pursue a graduate degree in international relations, but studying
abroad in a third world country showed me how interested I was in international
development and helping the impoverished of the world raise their quality of life. I'm now
more interested in pursuing a degree in international development with a focus in
sustainable agriculture and/or horticulture as opposed to security studies as I'd planned
before. —Scholar, 2008
International Education Studies
The Gilman Scholarship experience led some Scholars to study international education at the
graduate level, with the aim of eventually serving international students and Americans studying
abroad:
For my Master's thesis, I interviewed international students about their experiences
studying in the United States. My experience studying abroad as a Gilman Scholar
informed my research and let me connect with my research participants about their
intercultural experiences. —Scholar, 2006
Now, I am pursuing a Master's in higher education and hope to work with study abroad
offices to send students abroad as well as welcome international students to campus.
—Scholar, 2008
Other Scholars pursued teaching English and foreign language credentials:
I earned my ESL (English as a Second Language) program specialist certificate… after
graduation, inspired by my desire to continue working with Latinos after studying
abroad. —Scholar, 2003
Studying in Morocco pointed out to me the differences in how cultures approach the
teaching of second/foreign languages, and this is partly why I am pursuing my PhD on
the topic. —Scholar, 2010
Fellowships, Scholarships and Certificates
Thirty percent of all Gilman Scholars survey respondents reported having pursued educational
activities inspired by their Gilman Scholarship experience. Of these, 34 percent received
fellowships or scholarships—the largest portion of that group going abroad again as Fulbright
Students (14 percent). Twenty-three percent received certificates in specific professional fields—
the largest portion of that group obtained TEFL/TESOL certification (9 percent).
24
Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
Enabling Graduate Study
In addition to influencing their academic choices, some Scholars believed that the Gilman
Scholarship had been the reason for their acceptance to graduate school. Whether through the
coursework or the international experience—or both—Gilman provided these Scholars with the
qualifications to make them competitive, prepared graduate students:
I have recently been granted acceptance into an international executive MBA program
offered through UNC, Kenan-Flager Business School in conjunction with four other
premier universities, representing four other continents. [The universities] work together
to create a truly global executive MBA experience. I can trace my acceptance into this
prestigious program directly to the opportunities afforded me through the Gilman
[Scholarship]. —Scholar, 2007
Whatever their undergraduate field of study, Gilman Scholars reported that the opportunity to
study abroad expanded their academic horizons by cultivating their interest in international
topics. Some enriched their coursework through other classes or research projects with an
international focus. For those students who went on to pursue graduate or professional degrees, a
notable portion chose academic areas that would develop the skills needed to address global
challenges including food security, medical services for the poor, and the internationalization of
higher education.
In a later section, we will investigate how Scholars applied the skills they acquired as a result of
the Gilman Scholarship to the labor market.
25
Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
Foreign language skills are critical to improving Americans’ understanding of other countries
and increasing U.S. global economic competitiveness. Language learning gives young
Americans tools that will allow them to better engage with foreign counterparts in international
settings. The Gilman Scholarship affords recipients the opportunity to pursue language study
while abroad. However, in some cases where foreign language study was not the focus of the
international experience, Scholars returned home and participated in language study that was
inspired by their time in a foreign country.
Gilman Scholars are also eligible to receive a $3,000 Critical Need Language Supplement in
addition to their regular scholarship award. This scholarship, established by ECA as part of the
National Security Language Initiative of 2006, was designed to increase the number of U.S.
citizens learning high-priority languages, such as Arabic, Mandarin, and Russian.
Foreign Language Learning Overseas
Seventy-nine percent of survey respondents studied a foreign language while on their academic
study program overseas. They studied a diverse group of languages, with 43 percent studying
romance languages and 28 percent studying Asian languages.
Table 8: The breakdown of languages studied by Gilman Scholar survey respondents
Critical Need Languages are denoted by italics
Romance Languages: 43%
Spanish: 28%
French: 8%
Italian: 4%
Portuguese: 2%
Catalan: <1%
Asian Languages: 28%
Chinese: 12%
Japanese: 10%
Korean: 3%
Thai: 2%
Other: 1%
Semitic Languages: 7 %
Arabic: 7%
Other European Languages: 13%
German: 4%
Russian: 3%
Czech: 1%
Swedish: 1%
African Languages: 6%
Twi: 3%
Swahili/Kiswahili: <1%
Other: 3%
Other: 5%
Indic Languages: 1 %
Turkic Languages: 1 %
Native American Languages:
(Aymara, Tzotzil) <0.5 %
Oceanic/Polynesian Languages:
(Maori) <0.5 %
Other (not specified): <0.5 %
N= 1,251
Percentages may not add to 100 percent due to rounding
5 | Foreign Language Study
26
Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
Foreign Language Study After Returning Home
Survey results revealed that many respondents kept up their new foreign language skills upon
returning home. For a few who had not studied a foreign language while abroad, the Gilman
Scholarship experience led them to language studies after returning home. Scholars sought
continuing language opportunities through their academic studies or in their personal lives
outside of class.
Scholars were asked if they had undertaken specific language-related activities as undergraduates
or graduate or professional school students. A majority of the undergraduates (64 percent) had
either continued or started taking language courses. More than a quarter of graduate/professional
students (29 percent) had taken more foreign language courses. Among Scholars who had
studied a language while abroad, more than three-fourths (82 percent) sought opportunities to
speak the language they had studied upon returning home.
Table 9: Pursuit of foreign language activities after studying abroad
1
Activity
Percent
Sought opportunities to speak language studied
82
Took foreign language courses outside formal setting
28
N=1,251
1
Respondents could give multiple answers
Scholars also mentioned using strategies such as conversing with language partners, participating
in culture clubs, watching foreign dramas, reading foreign newspapers and novels, and taking
private language classes.
One Scholar used this multi-pronged approach to maintaining her French language skills:
I started a French circle at my college after I got back and went on to do the Peace
Corps in a French-speaking country and then... started a French circle at my [next]
employer. Then I’ve just kept working in places where you speak French. —Scholar,
2003
While foreign language study is not required under the Gilman Scholarship, it is a critical part of
many Gilman Scholars’ study abroad experiences. For some Scholars, it established a foundation
from which they continued language study during undergraduate and graduate studies. The next
section discusses some of the ways in which foreign language skills have influenced Scholar’s
professional paths.
27
Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
As discussed in previous sections, the Gilman Scholarship can be a transformative experience for
award recipients. The Scholarship enabled U.S. undergraduates with limited financial resources
to develop competencies required to compete in a global economy, helped focus their academic
pursuits on international topics, and encouraged recipients to deepen their foreign language
skills. In this section we will see how the Gilman Scholarship experience influences Scholars’
professional paths. In this section we will see how the Gilman Scholarship experience influences
Scholars’ professional paths.
Employment Profile of the Gilman Scholars
Almost all survey respondents (97 percent) had worked in at least one job since returning home
from their Gilman Scholarship experience, and eight in 10 (79 percent) were working full-time at
the time of the survey. Scholars were working in a diverse set of professional fields. The most
common professional fields were in Education, Training, and Library (26 percent); Business,
Financial Operations and Sales (15 percent); STEM fields, such as Engineering, Computer
Science, and Life Sciences (13 percent); Healthcare (9 percent); and, Community and Social
Services (6 percent).
The most common employers of Gilman Scholars included Private Sector (39 percent), Colleges
and Universities (17 percent), and NGO/Non-Profit Organizations (16 percent). Thirteen percent
of Gilman Scholars were employed by the U.S. Federal Government or State or local
governments.
Table 10: Professional Fields of Gilman Scholars
Field
Percent
Education, Training, and Library
26
Business and Financial Operations
10
Healthcare
9
Community and Social Services
6
Engineering, Architecture, and Landscape Architecture
5
Sales and Related Occupations, including Marketing
5
Computer and Mathematical
4
Life, Physical, and Social Science
4
Other (e.g., Legal, Media, Arts, Design, and Entertainment, Military,
Management, Office and Administrative Support)
30
Total
100
N=1,257
6 | Shifts and Expansion in Professional Choices
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Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
Table 11: Current Employers of Gilman Scholars
Employment Type
Percent
Private Sector
39
College/University
17
NGO/Non-profit Organization
16
Elementary/Middle/High School
9
U.S. Federal Government
7
State or Local Government
6
Self-Employed
4
International Entity
1
Other
1
Total
100
N=1,238
Impact of Gilman on Career Perspective
Scholars found that the study abroad experience gave them a new perspective on the possibilities
for their careers. For example, almost three-quarters (73 percent) of survey respondents reported
that the international experience afforded by the Gilman Scholarship caused them to broaden the
geographic range of locations where they might work in the future. Sixty-seven percent of
survey respondents reported wanting to work in a cross-cultural or international field. In
addition, more than half (59 percent) reported having applied for positions at companies that
included an international or cross-cultural focus.
Table 12: Impact of Gilman Scholarships on Career Perspective
Professional Vision
1
Percent
Broadened the geographic locations where they are willing to
work
73
Promoted desire to work in cross-cultural/international field
67
Broadened range of employers they would consider
60
Led them to applied for positions at companies with
international/ cross-cultural focus
59
Clarified desired career
48
Led them to seek company/organization with diverse
workforce
47
Changed their career direction to more international/cross-
cultural focus
39
N=1,591
1
Respondents could give multiple answers
For nearly half of the survey respondents (48 percent), the Gilman Scholarship experience
clarified their professional direction. In some cases, the experience introduced Scholars to new
29
Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
academic fields, for example, in various STEM fields, which became the focal point of their
professional lives:
[Studying in Spain] exposed me to a different world [neuroscience] that I didn’t know
existed as a field and as a career. And, after that it definitely changed how I was thinking
about myself and what I wanted to pursue for my professional career. —Scholar, 2010
Before the Gilman experience, I did not have a clear career focus. The Gilman began my
transition toward my current career path pursuing an advanced degree in Geography –
Scholar, 2003
Scholars gained awareness of issues such as global poverty and social inequality and this had an
impact on their professional choices:
I [had] never thought about a lot of social issues that were brought up when I was in
Cape Town, South Africa. They’re sort of in your face, and it really, I guess, really
sparked an interest in me in social justice and actually changed the course of my career
from there. —Scholar, 2009
Working with Disadvantaged Communities
For some Scholars, their Gilman Scholarship experience proved a catalyst for their desire to
work with underserved or disadvantaged communities, in a variety of fields, both internationally
and domestically:
The Gilman, along with my home university, gave me the much-needed encouragement to
pursue my passion of working within the realm of international higher education. My
ultimate goal is to help other low-income minority students explore all options to make it
possible for them to study abroad as well. —Scholar, 2009
Their desire to serve disadvantaged communities was evident in the pursuit of employment and
careers in medicine, public health, education, public service, the Peace Corps, domestic violence
prevention and services, involvement with migrant agricultural workers, immigrant communities
and related research and study:
It [Gilman] reinforced my commitment to work as a physician with the poorest and most
needy communities around the world. —Scholar, 2008
My experience as a Gilman Scholar inspired me to pursue a career in public health.
While abroad I interned for an organization that provides support services to pregnant
and parenting teens in Rio de Janeiro, Brazil. Upon returning to the United States, I
continued to work with this population. —Scholar, 2008
Gilman... gave me a taste for working internationally and working on the ground and
being involved in the community. I’ve since started working in global health, and I have
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Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
used what I’ve learned when I was in Mali whenever I go on work trips and try to get
more involved with what’s going on in the community. —Scholar, 2003
Scholars described how their Gilman Scholarship experiences had committed them to work
locally within their own communities:
Actually, my Gilman experience influenced me more strongly with regard to the fact that
I am more committed to working locally, as opposed to internationally… I have
committed my life to helping U.S. citizens gain greater self-reliance so that we can be
positive contributors to globally shared resources… —Scholar, 2008
I loved my time abroad and hope to go back to Brazil someday, but studying abroad (and
subsequent international trips) actually made me realize that I'm just as passionate about
giving back to my community here at home. This means that I am currently inclined to
work domestically, but it doesn't rule out future work abroad. —Scholar, 2006
Seeking International Workplaces
As a result of their Gilman Scholarship experience, Scholars had taken positions in workplaces
where they could use their international and/or cross-cultural competencies. As shown in Table
13 below, most survey respondents (83 percent) found jobs where they could interact with
people from different backgrounds or nationalities, and more than half (54 percent) reported
working in a field that includes an international or cross-cultural component.
Table 13: Work Environments of Gilman Scholars
1
After returning home
Percent
Interacted with people of different
backgrounds/nationalities in the workplace
83
Worked in a field that includes an international/ cross-
cultural component
54
Took a position where they can utilize international/ cross-
cultural expertise
50
Took a position where they can use a foreign language
45
Took a position where they can travel internationally
30
N=1,532
1
Respondents could give multiple answers
In addition, 47 percent of survey respondents said they had sought out a company or organization
with a diverse workforce (see Table 12). In focus groups, some Scholars elaborated on this
preference and its connection to their Gilman Scholarship experience:
I realized I must, and need, to work for a firm which is open to diversity. I didn't realize
how important diverse cultural and life experiences are in a workforce until I returned
from Gilman. I also want to be in an organization that recognizes the significance in
being global and understanding diverse cultures. —Scholar, 2010
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Benjamin A. Gilman International Scholarship Program, Evaluation Report
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Further, nearly half (45 percent) reported working in an environment where they could use a
foreign language. Many reported that by receiving the Gilman Scholarship, they had acquired the
language skills necessary for positions that required them:
I am a Naval officer and always focus on problems with global implications. I was able
to get a job in this field largely because of my study abroad. I am currently en route to
returning to Japan in a professional position where I will have the chance to interact
with Japanese counterparts. I was selected for this because of my language ability.
—Scholar, 2007
Speaking in a second language has presented me with unique opportunities of
advancement at work... Each of my employers valued my language skills and called on
me as a Spanish-speaking employee to help them retain customers. —Scholar, 2006
Other survey respondents explained that they had actively sought positions where they could use
the language they had studied while a Gilman Scholar:
I knew when I returned that I wanted to have a career where I utilized the language on a
daily basis. —Scholar, 2004
Almost one-third of Gilman Scholars (30 percent) reported taking a position where they could
travel internationally (see Table 13).
Scholars reported that the Gilman Scholarship experience made them stronger candidates for
professional positions. Virtually all
Scholars agreed that having the
Gilman Scholarship on their resumes
had been an asset, illustrating
profession-enhancing qualities, such
as passion for a subject, and
commitment to international work.
The Gilman Scholarship addresses the U.S. foreign policy goal of providing young Americans
with the skills and opportunities that will allow them to succeed in a global economy. Receiving
a Gilman Scholarship was instrumental for many Scholars in helping them clarify and select their
career paths, and led many to a greater set of professional opportunities domestically and
internationally.
MY CURRENT EMPLOYER TOLD ME THAT MY
INTERNATIONAL EXPERIENCE AND THE
INTERNSHIP I HELD WHILE ABROAD WAS A
DECIDING FACTOR IN MY GETTING HIRED. —
SCHOLAR, 2010
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Benjamin A. Gilman International Scholarship Program, Evaluation Report
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Thus far, the evaluation results have highlighted effects on Scholars. However, given the priority
to internationalize American colleges and universities, the evaluation also sought to capture what
influence—if any—the Gilman Scholarship has on U.S. higher education.
This section presents the findings from the interviews conducted with representatives of 42
colleges and universities that had sent Gilman Scholarship recipients to study abroad during the
evaluation period (see Table 14). The sample of institutions represents two-year and four-year
institutions, public and private institutions, Historically Black Colleges and Universities
(HBCU), and Hispanic Serving Institutions (HSI). Those interviewed included university
representatives of study abroad and/or international education offices, Gilman Scholarship
faculty advisors, former Gilman Scholarship faculty advisors, representatives of financial aid
and/or scholarship offices, and school administrators. In some cases, there was only one
respondent for the institution and in others the research team spoke with up to five respondents at
the same institution, interviewed separately or together. In these interviews, participants were not
limited to discussing the period covered by this evaluation of the Gilman Scholarship, but were
free to discuss their observations and experiences with the Gilman Scholarship at any time.
Table 14: Breakdown of Higher Education Institutions with
Gilman Scholars (2003-2010)
Type
Number
Percent
4-year public
967
62
4-year private
554
35
2-year public
51
3
Total
1,572
100
Non-HBCU or HIS
1,401
89
HSIs
130
8
HBCU
41
3
Total
1,572
100
N=1,572
7 | Effects on U.S. Higher Education
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Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
Making Study Abroad Available to a More Diverse Range of Students
When asked about the impact of the Gilman Scholarship on their institutions, many university
representatives said that because the program opens up opportunities for students who need
financial aid to study abroad, the Gilman Scholarship has contributed to redefining ideas about
the kind of student who can study abroad. According to most university representatives at all
types of institutions, students who are eligible for the Gilman Scholarship rarely start out
believing that study abroad is possible for them. A study abroad representative from a two-year
college explained:
It is really important that scholarships like this exist. Most of the students I see are
disadvantaged in a lot of ways. They are very disadvantaged financially… but they also
often have had really difficult lives and the very fact that they have gotten to college at all
is a bit of a miracle. It’s not just that they’ve grown up in homes without a lot of money.
Many of them have had to leave home at an early age because of less-than-ideal
circumstances. They’ve really had to fight hard to get where they are. [Gilman
Scholarship] makes something that seemed like an out-of-reach dream become a reality
for them.
At one four-year institution with a relatively high percentage of Pell Grant recipients, an
interviewee noted that all U.S. Federal Pell Grant recipients who plan to study abroad are now
required to apply for the Gilman Scholarship, not with the expectation that they will necessarily
win one, but to get the students accustomed to filling out these kinds of applications. The
institution found the application process in and of itself to be good practice for students who do
not usually view themselves as “scholarship material,” yet sometimes surprise themselves by
receiving one. Subsequently at this institution, the number of successful Gilman Scholarship
applicants has risen considerably over the years.
In the setting of resource-rich private colleges, the Gilman Scholarship has helped to equalize
differences between Pell Grant recipients and their more affluent peers. An interviewee at a
private college with a low percentage of Pell Grant recipients observed:
[The Gilman Scholarship] allows some of our highest need students to think about their
[undergraduate] academic experience, their international experience in the same way as
other students do. They can choose to spend a semester away for curricular reasons or
other reasons, just like other students.
The Gilman Scholarship has also allowed these students, in the words of an interviewee from
another resource-rich, private college, to “live like everybody else” when they go abroad. They
can pursue opportunities that may not have been affordable without the Gilman Scholarship, for
example, travelling and experiencing the local culture. Along similar lines, at one HBCU, the
respondent reported that the Gilman Scholarship was helping to equalize the difference in the
costs of studying abroad between in-state students, whose families tend to have lower incomes,
and their out-of-state peers, who are used to paying out-of-state tuition, which is higher, and
more in line with the cost of most study abroad programs.
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University representatives featured Gilman Scholars prominently in study abroad information
sessions, particularly as a way to educate other atypical study abroad students in the possibilities
available to them. For the students’ peers, many of whom are low SES as well and who have not
previously considered studying abroad—--the Gilman Scholarship enabled them to “see the
possibility of studying abroad” (representative from a 2-year college). A respondent from a four-
year private college noted that even if Gilman Scholars’ peers do not study abroad as
undergraduates, they might do a program like Peace Corps after graduation.
Support for Summer Programs and STEM Majors
For students who must work during their studies or have familial obligations year-round—a
situation faced by many enrolled in community college in particular—spending a semester or
academic year in another country is challenging. The Gilman Scholarship Program offers
scholarships for summer programs that are a minimum of four weeks in length (two weeks for
current community college students), and coincide with the home institution’s or international
program's summer calendar.
According to interviewed university representatives, a shorter stint abroad during the summer
may have been the only opportunity for these kinds of students to have an international
experience. Representatives at all institutions also noted that the Gilman Scholarship is one of
the only financial support mechanisms for students who want to study abroad during the summer
semester.
Many university representatives also discussed the attractiveness of the Gilman Scholarship
Summer Programs for STEM majors. In essence, STEM majors face two sets of challenges—
financial and curricular—when considering studying abroad. Historically and currently, STEM
majors have had difficulty fitting study abroad into their schedules during the regular academic
year because of the high number of courses and labs that are required to complete their degree.
For some STEM majors, a shorter summer session is the only opportunity to study abroad.
According to interviewed university representatives, the Gilman Scholarship Summer Program
awards made it possible for low-income STEM majors to overcome both financial and curricular
obstacles.
Changes to Study Abroad Offerings
About one-third of university representatives credited the Gilman Scholarship directly for
changes in their school’s study abroad program offerings. Many stated that the Gilman
Scholarship had allowed them to expand their study abroad programs to more diverse, non-
traditional locations, including Africa, Asia, Latin America, and the Middle East. A
representative from a four-year public university stated that Gilman had helped him to “advocate
for a broader portfolio” of study abroad options. A representative from an HSI reported that as a
result of one student winning a Gilman Scholarship to study in China, there has been a
subsequent stream of students traveling to China from their school.
University representatives pointed to several ways that the Gilman Scholarship had affected
faculty members at their institutions. Interviewed staff members, especially those at two-year
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Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
colleges and HBCUs, explained that increases in the number of students studying abroad also led
to increases in opportunities for faculty to teach in study abroad programs and to develop their
own study abroad courses. This experience made faculty more positive about study abroad in
general and more open to allowing, or even encouraging, study abroad options for students in
their programs and departments, thus contributing to an overall advancement in the
internationalization of their campuses. Other university representatives noted that the prestige of
the federally-funded Gilman Scholarship had drawn the administration’s attention to the
importance of study abroad, which made it easier to talk to deans or other administrators about
integrating international programs into academics.
Reorganizing Study Abroad Programs
Several study abroad representatives, primarily at minority-serving institutions, reported using
the Gilman Scholarship parameters as a model for revising their study abroad programs. The
most common adaptation was to extend the length of their shortest programs to match the
Gilman Scholarship’s minimum study abroad period of four weeks, thus making students in
those programs eligible for the Scholarship funds.
New Sources of Study Abroad Funding
A few university representatives also noted that the Gilman Scholarships had precipitated other
changes at their schools. One representative from a resource-rich, private university stated that
their school’s advertised success with the Gilman Scholarships had helped to attract donor
support for the creation of new institutional study abroad scholarships that could support students
on the basis of merit or financial need.
At one public HBCU, Gilman Scholarships were reportedly an important impetus for the
establishment of a per-student fee assessed of every undergraduate that goes toward an
international education fund available to any member of the study body wishing to study abroad.
Helping to Internationalize the Curriculum
A small number of university representatives cited new additions to or extensions of their
curriculum, which they regarded as due, at least in part, to the Gilman Scholarship. These
included the establishment of a new Asian Studies Program, the offering of more advanced
Arabic language classes, and growth of new requirements for international experience for
International Business or other majors. University representatives credited the Gilman
Scholarship with helping to make these changes possible because Gilman Scholars’ specific
experiences, such as studying abroad in Japan or taking intensive Arabic classes while abroad,
helped create a demand for new programs and courses to accommodate their needs upon return.
Similarly, knowing that the Gilman Scholarship afforded students the opportunity to enroll in a
shorter-term course of study abroad made it easier for certain programs to establish an
international experience/internship requirement.
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Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
Promoting Professional Development of Study Abroad Professionals
In addition to opportunities for students, the Gilman Scholarship offered professional
development for study abroad staff. Many interviewees cited their participation on Gilman
Scholarship selection panels as a valuable opportunity giving them insight into successful
candidates and informing the advice they gave to future Gilman applicants. A few university
representatives also believed that the selection panels helped them build ties and exchange
information with study abroad professionals at other institutions. One interviewee noted that
relationships with colleagues at other schools expanded his knowledge of study abroad
programs, particularly opportunities for students in the STEM fields—which were previously
under-represented in the study abroad population at his institution. The increased capacity to
advise Gilman applicants, in addition to increased knowledge of diverse study abroad
opportunities, helped study abroad professionals better promote international experiences for
their student population.
In addition to its impact on award recipients, the Gilman Scholarship has made inroads in
changing the landscape for international opportunities on some American college campuses,
including expanded study abroad offerings, revisions to the structure of study abroad programs to
match Gilman Scholarship requirements, diversified academic curricula, identification of new
funding for study abroad, and increased professional development for college and university
staff.
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Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
In addition to college students, a priority for U.S. government-funded exchange programs is to
connect American citizens with opportunities and people around the world. Besides Scholars and
their colleges, the evaluation investigated effects of the Scholarship opportunity on Scholars’
family and friends. Survey responses with Scholars revealed that they are sharing their
international experience with family and friends. Interviews with family and friends provide
evidence of how they are being changed by their Scholars’ experiences.
The findings in this section supplement data from the online survey, focus groups, and one-on-
one Scholar interviews, with 30 interviews of Scholars' family and community members.
How Scholars Shared Their Experience
After returning home from their study abroad country, Gilman Scholars shared their experience
with family and friends in a variety of ways. While the most frequently reported activity was
offering a first-hand perspective on a country or an international issue, notable numbers of
Scholars encouraged their family and friends to directly participate in cross-cultural activities,
such as a cultural festival or international travel to the country where the Scholar had studied (see
Table 15). As one Scholar's brother explained, “he would talk about how easy it is to get stuck in
our little bubbles. The way we view our world and ourselves….. He would encourage those back
at home who were born and raised in Southern California…challenging them to take that risk
and put yourself in a place…you’re not used to.”
Table 15: How Scholars Shared Their Experience with Family and Friends
Activity
Family
Friends
Debunked myths or stereotypes about other countries
81
88
Presented new/different perspective on media coverage
of an international issue/event
66
75
Went together to a cultural or sporting event from country
25
56
Traveled to the country together
19
24
Encouraged participation in new activities
63
88
Encouraged them to join an organization or group
20
41
Other
2
2
N=1,574
Changes in Family and Community Members
Virtually all interviewed family and community members believed that Scholars’ experiences
had affected them in varying degrees. Some family members responded to their Scholar’s desire
to discuss international topics by developing more of an interest in foreign news events. A few
interviewees who had only traveled domestically in the United States reported a new eagerness
to go to another country. Many of these people visited their Scholar or accompanied the Scholar
back to the study abroad country at a later date. One Scholar enticed his grandmother to visit
8 | Effects on Scholars’ Family and Friends
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Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
I THINK IN THE SUDANESE-AMERICAN
COMMUNITY PARTICULARLY THERE’S A LOT OF
TABOO, PARTICULARLY FOR THE YOUNG
WOMEN TO STUDY ABROAD AND GO TO
ANOTHER COUNTRY THAT’S AWAY FROM THE
FAMILY FOR CULTURAL REASONS…PART OF MY
[GILMAN PROGRAM] SERVICE LEARNING
PROJECT WHEN I CAME BACK WAS TO
DIRECTLY DO OUTREACH IN THAT COMMUNITY.
I ACTUALLY HELPED ONE OF MY FRIENDS GO
THROUGH THE PROCESS [OF APPLYING FOR
STUDY ABROAD] AND TALKED TO HER
PARENTS ABOUT IT TO SHOW THEM THAT IT’S
OKAY FOR HER TO DO THIS…SO I THINK ONCE
YOU REACH THAT COMMUNITY, YOU HAVE AN
ADVOCATE THERE…— SCHOLAR, NEW YORK
him during his study abroad experience in Costa Rica, in her first trip outside of the United
States.
In addition to influencing their peers at school, some Gilman Scholars targeted their educational
efforts on their communities back at home, taking the time to share their experiences with people
who have less access to international opportunities. In one striking example, as reported by her
supervisor, one Scholar, who had become a teacher at an independent middle school located in
one of DC’s poorest wards, had established an Middle eastern cultural club open to all students
and teachers.
In a few cases, interviewed family members discussed establishing a social relationship with the
Scholar’s host family in a foreign country. Through their Scholar’s efforts to discuss their
international experience and seek out new cross-cultural activities upon returning home, family
and community members also increased their engagement with the world.
Influencing Family and Friends to Study Abroad or Seek other International Experiences
Just over half of the survey respondents
(53 percent) reported influencing
someone else to study abroad or
participate in an international exchange.
Of those survey respondents, 40 percent
said they influenced friends, 34 percent
said they had influenced fellow students,
and 27 percent had influenced either a
sibling or other family member.
Other family members, especially
siblings, observed the example set by
Gilman Scholars and became motivated
to undertake study abroad themselves or
to pursue other international
opportunities, such as embarking on
international travel or applying for jobs overseas. For example, one Scholar’s brother explained
that "[seeing my brother] take advantage and maximize his time there [in China], that also
challenged me to maximize the opportunities that I have.” In some cases, Scholars said that their
Gilman Scholarship experience had made their parents more open to the idea of similar
international experiences for younger siblings and relatives.
Table 16: Influencing Others to Study Abroad
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Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
Influenced someone else to study abroad/ participate in
international exchange
1
Percent
Yes
53
No
4
Not Sure
43
Total
100
Who studied abroad/participated in international exchange
due to respondents’ influence
2
Percent
Friends
40
Fellow students
34
Sibling
15
Other family member
12
General person, no specific details
6
Respondents’ students
5
High school students
1
People from other countries
1
Coworker
1
1
N=1,566
2
N=602 (Note: Respondents could give multiple answers)
Besides promoting study abroad, Gilman Scholars encouraged family and friends to pursue other
international exchange opportunities. Nearly all Scholars have, at some point since returning
home, recommended international exchange or travel to friends and a majority has done so with
family.
Table 17: Encouraging others to apply for international exchange programs
Percent
Encouraged friends or peers to apply for international
exchange/travel abroad
96
Encouraged family member(s) to apply for international
exchange/travel abroad
65
N=1,574
40
Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
I’VE TALKED TO POOR STUDENTS WHO
FELT LIKE THEY COULDN’T AFFORD
STUDYING ABROAD, AND I SAID, “WELL,
ACTUALLY NO. NEVER USE POVERTY AS
AN EXCUSE NOT TO DO SOMETHING
ACADEMIC.” SO THERE’S MONEY
AVAILABLE IF YOU HAVE THE ABILITY TO
PUSH YOURSELF IN THE RIGHT POSITION
TO APPLY. — SCHOLAR, CHICAGO
Encouraging Family and Friends to Apply for Gilman Scholarships
In focus groups and interviews, some Scholars—especially those who identified themselves as
atypical study abroad students—recognized that study abroad is a less obvious option for their
peers and felt a particular responsibility to encourage others similar to themselves.
Scholars encouraged family and friends to
apply for the Gilman Scholarship. They
focused on the financial benefits of using
the Gilman Scholarship to reduce financial
burdens and thus make international
exchange and study abroad financially
feasible. Scholars presented their own
Gilman Scholarship experiences as proof
that it is attainable, and worth the
application effort.
The Gilman Scholarship influenced not only Scholars, but the family and friends surrounding
them as well. Scholars served as information sources, shedding light on different perspectives
from the countries in which they had studied abroad. They encouraged family and community
members to engage with foreigners, both in the United States and in other countries. They also
encouraged family and friends to apply for the Gilman Scholarship, other study abroad
programs, and other international experiences.
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Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
The Benjamin A. Gilman International Scholarship Program has supported students with
financial need who have been traditionally under-represented in academic study abroad since the
program’s establishment by Congress through the International Opportunity Act of 2000. From
2003 to 2010, the period during which Gilman scholars who were surveyed and interviewed for
this evaluation studied abroad, the Department of State awarded Gilman Scholarships to students
from nearly one thousand accredited higher education institutions, including four-year
institutions, public and private institutions, community colleges, Historically Black Colleges and
Universities, Tribal Colleges, Hispanic Serving Institutions and other Minority Serving
Institutions. While the program has grown and changed over the years of its existence, by
focusing on the 2003-2010 period, the evaluation team was able to study the significant medium-
and longer-term impact of the program on individual recipients as well as their educational
institutions and even their families and communities.
Gilman Scholarship recipients, who were part of this study, faced a host of obstacles to studying
abroad. Beyond the prohibitive financial constraints, they cited concerns about academic
challenges and family responsibilities. Describing themselves as “atypical” study abroad
students, fully 44 percent of survey respondents identified themselves as part of the first
generation in their families to attend college.
Eighty-three percent of survey respondents indicated that the Scholarship had enabled them to
participate in academic activities overseas that they could not have undertaken at their schools in
the United States. Scholars who were interviewed also described having developed a “global
perspective” and interest in continued international engagement.
The individual transformation brought about by the Scholarship experience led Gilman scholars
to expand their focus on international topics when they returned to their undergraduate studies at
home. For those pursuing graduate education, the Scholarship was a decisive factor in their
choice to pursue international or cross-cultural subjects for advanced degrees. In addition to
stimulating Scholars’ interest in international subjects, they developed increased foreign
language skills—both while abroad and after returning home. The global competencies acquired
through study abroad also had an impact on work and career choices and opportunities. More
than half of survey respondents reported working in fields that include international or cross-
cultural components, and almost three-quarters of respondents reported that the Gilman
experience caused them to broaden the geographic range of locations where they might work in
the future.
In addition to diversifying the population of students studying abroad, the Gilman Scholarship
has had many additional outcomes for college campuses. As reported by representatives of U.S.
Conclusions
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Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
higher education institutions, the Scholarship is responsible for expanded study abroad offerings,
reorganized study abroad programs, new sources of study abroad funding, changes to some
curricula, and staff professional development opportunities—all of which advance the continued
internationalization of college campuses.
As documented in the Gilman Scholarship’s most recent annual report to Congress, the program
is attracting more applicants each year. In the 2014-15 academic year alone, the program
received 10,025 applications from students at 966 institutions of higher education in the United
States, a nine percent increase in applications from the previous year. Gilman scholars are more
diverse than ever: sixty-four percent of Gilman scholars in 2014-15 represented ethnic minority
groups, up from 36 percent in the first year of the program. Gilman scholar destinations for study
abroad opportunities are similarly diverse, with 71 percent of scholars studying outside Western
Europe in 2014-15, compared to the national rate of 50 percent.
This evaluation provides substantive evidence that the Gilman Scholarship is meeting and
exceeding its purpose—set out in its founding legislation—to enable U.S. students of limited
financial means “to study at institutions of higher education in foreign countries” and “to better
prepare such students…to assume significant roles in the increasingly global economy.”
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Benjamin A. Gilman International Scholarship Program, Evaluation Report
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For this evaluation of the Gilman Scholarship, the research team used a mixed-methods
approach, combining complementary quantitative and qualitative data collection and analysis
techniques. No evaluation study is free of limitations, and this one is no exception.
Understanding the Program
The research team conducted in-depth review of program documents and interviews with the
Department of State (DOS), Bureau of Educational and Cultural (ECA), Gilman Scholarship
Program Office staff and managers, as well as staff of the Institute of International Education
(IIE), which was the grantee during the evaluation period. The research team collected relevant
hard copy and electronic documents available within ECA and IIE.
Understanding Scholars’ Experiences
The research team administered an on-line survey to all 6,177 Gilman Scholars from the 2002-03
through 2009-10 cohorts. The instrument contained mostly close-ended response items but did
include a few open-ended questions offering the Scholars the opportunity to provide free-text
responses to questions concerning the influence of Gilman Scholarship on their educational
experiences, career plans and paths, their worldview and understanding of the international
arena, and their lives overall.
Telephone interviews were conducted with 25 Gilman Scholars who currently reside in rural
communities. By including rural-based Scholars in the data collection, the research team hoped
to assess whether any differences could be observed in the Scholars' experience and application
of skills depending on whether they function in a rural or urban context. To identify rural-based
Scholars, the research team used the Washington, Wyoming, Alaska, Montana, and Idaho
(WWAMI) Rural Health Research Center’s Rural-Urban Commuting Area Codes (RUCAs) to
designate rural addresses by ZIP Code.
Seventeen focus groups conducted as part of site visits to five metropolitan areas (three groups in
Washington, DC, four groups in Southern California, three groups in Chicago, four groups in
New York, and three groups in Washington State). The focus group participants were asked
about the Gilman Scholarship experience, the ways in which it affected their worldview,
understanding of the international arena, their academic and career achievements, and what
effect it had on their families and friends and home communities.
Data Collection Methods and Limitations
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Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
Understanding Institutions of Higher Education Experiences
Telephone interviews were conducted with higher education administrators at 32 institutions.
Rather than attempt statistical generalization to the larger population of all institutions which had
Gilman Scholarship undergraduates, in keeping with the principles of purposive sampling, the
team sought to identify the most potentially “information-rich cases” that would have the most to
tell about the impact of the Gilman Scholarship Program at different types of institutions. In
addition, in-person interviews were conducted with administrative staff at 10 higher education
institutions. These representatives would have been invited for a telephone interview, but the
research team took the opportunity to speak with individuals, in-person, whenever possible.
Understanding Family and Community Members’ Experiences
Interviews were conducted with family and friends over the telephone or in-person during site
visits. Interviewees were referred to the research team by Scholars themselves, who identified
close family, friends, and colleagues who could best speak to changes in the Scholar as a result
of the Gilman Scholarship experience.
Selection Bias of Survey Data, Focus Groups, and Family and Community Members
For the online survey, every effort was made to reach all Scholars. The survey was completed by
27 percent of Gilman Scholars (N=1,591 total survey respondents). While this is a reasonable
response, it represents the views of one-quarter of those who received a Gilman Scholarship
during the study period. Furthermore, we do not know if the answers reported by the survey
respondents would significantly differ from answers reported by Scholars who did not elect to
participate in the survey.
When recruiting for focus groups, the research team used an alphabetized list of Scholars and
randomized who they could contact. However, contacted Scholars were free to choose to
participate in focus groups or not. Scholars attended the focus group gatherings in high numbers
and stayed afterward to continue discussions with the research staff, as well as their counterparts.
The fact that Scholars participated without being paid an incentive for their time—uncommon in
focus group research— can possibly indicate some personal motivation to contribute to the
study. Many mentioned that they wanted to participate in this study in order to help make sure
that the Gilman Scholarship Program continued to be funded.
To counter this bias, the research team developed a survey, focus group protocol, and interview
guide that focused on Scholar experiences and outcomes, rather than judgment or assessment, of
the study abroad experience.
Interviewed family and community members were referred to the research team by Scholars.
This technique of using referrals to identify key informants could result in overrepresentation of
desirable outcomes. To limit this effect of this bias, the research team asked Scholars to identify
people who knew them well before and after the study abroad experience, rather than people who
might have been greatly affected by study abroad experience. Furthermore this study did not
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Benjamin A. Gilman International Scholarship Program, Evaluation Report
Evaluation Division, ECA, U.S. Department of State
seek to quantify outcomes from family and community members in statistical terms—instead
trying to understand the ways in which the Scholarship might have affected those individuals.
Multiple Factors Affecting Fieldwork Location
The selection of site visit locations was not strictly random. A process was used to select a
purposive sample of sites that would provide access to an array of educational institution types
and sizes, while also guaranteeing the critical mass of Scholars and institutions required to justify
a site visit. Nevertheless, this could have resulted in representation skewed toward schools and
individuals with the resources and opportunities available in major metropolitan areas. To limit
the effect of this bias, the research team conducted interviews with 25 Scholars living and
working in rural areas.
Selection of educational institutions for telephone interviews was based on the premise of
purposive sampling, and aimed at identifying the most potentially "information-rich" cases – i.e.
educational institutions with at least five Gilman Scholars representing the following five groups:
non-Minority-serving four-year institutions; non-Minority-serving two-year institutions; HBSUs
and HISs, both two-year and four-year for the latter two groups.
This manner of sampling ensured that the selection process contained diverse institutions based
on their minority populations and their curricula (two-year versus four-year).
