Regional Reforms, Cultural Biases, and Acceptance of the Cultural Currency of Others: Navigating the Complex Landscape of Global Educational Reforms

David L. Di Maria Associate Vice Provost for International Education, University of Maryland Baltimore County, United States

Abstract

This chapter explores the intricate interplay of cultural values, regional educational reforms, and the recognition of foreign academic credentials, particularly for international students seeking an entry point to education in the U.S. It begins by examining the global impact of regional reforms like the Bologna Process and their cultural underpinnings. The chapter then delves into the challenges faced by U.S. admissions officers due to cultural biases affecting the recognition of foreign academic qualifications. Finally, it discusses the need for ethnorelative admissions policies that prioritize academic preparation over credential equivalency, drawing insights from diverse academic and professional perspectives.

Keywords: Regional Reforms, Cultural Values, Foreign Academic Credentials, International Students, Ethnorelative Admissions Policies, Global Educational Landscape, Entry Point.

How to cite this chapter: Di Maria, D. L. (2024). Regional reforms, cultural biases, and acceptance of the cultural currency of others: Navigating the complex landscape of global educational reforms. In J. Luan, L. Habte, D. L. Di Maria, & K. Bista (Eds.), 10 entry points to US education: Accessing the next wave of growth (pp. 232-246). Star Scholars Press.  DOI: https://doi.org/10.32674/4r0sfm57