Degree Name

MA in International Education

First Advisor

Richard Rodman


Unprecedented global migration and a flattened global economy have influenced the skills, knowledge, and competencies all high school youth need to be engaged participants and effective workers in the 21st century global economy (Mansilla & Jackson, 2011). Research indicates that many youth, especially those at risk for dropping out of school or from minority and low-income backgrounds, do not have adequate opportunities to develop the global competence and 21st century skills needed for engagement and success in the workforce of the 21st century (Afterschool Alliance, 2010). This paper presents a replicable global learning afterschool program model that will engage minority, at-risk, and low-income students as leaders in their local and global community. It is designed to empower students with the competencies they need to be leaders in the 21st century. Hoover High School is an International Baccalaureate (IB) World School located in Des Moines, IA and site of the proposed program. Hoover serves a diverse student population, with many students considered economically disadvantaged and demonstrate 2 or more risk factors for dropping out of school. The special program design focuses on theories of adolescent social-emotional development, youth empowerment, and experiential education. Participants will engage in a broad range of experiential learning activities that will connect components of the IB curriculum to real-world learning and action. Anticipated results potentially offer international education information and fresh avenues for school, community, and foundation partnerships to advance global learning opportunities for the underrepresented constituencies in education abroad programming.


Community-Based Learning | Education | Educational Sociology | Family, Life Course, and Society | Inequality and Stratification | Place and Environment | Politics and Social Change | Service Learning