My sweet friends and I at the Blue Lagoon in Malta during our last week abroad 😦

My global theme is Inequality and Human Rights, and my global challenged focuses on ensuring equitable access to education for women and children displaced my migration or conflict. Through my Sociology of Inequality, Health Illness and Society, and Violence Against Women courses, I was able to explore my challenge from two connected angles: the broader systemic structures that create and sustain inequality, and the specific ways violence, more particularly intimate partner violence can hinder a woman and or her child’s access to education and the resources meant to protect them. For example, in my Violence Against Women course, I learned more about how survivors of intimate partner violence often face compounding barriers such as unstable housing, financial dependence on their abusers, and disrupted routines that make consistent access to education nearly impossible for themselves and their children. This especially heightened if you are a migrant to a new country because one’s vulnerability is increased with instability. It became clear to me that addressing inequality in education can’t be separated from addressing violence itself; the two are deeply connected. And together, these three classes helped me to see clearly where the real gaps exist between the rights people are entitled to and the help that actually reaches them.  

Additionally, my Violence Against Women course instructor was Dr. Marceline Naudi, a leading activist for gender inequality and violence against women in Malta and across Europe. She is one of the co-writers of the Istanbul Convention, an international human rights treaty created by the Council of Europe to prevent and combat violence against women and domestic violence. The treaty is built upon four pillars: Prevention, Protection, Prosecution, and Integrated Policies and has now been signed into law by 45 countries and the European Union. Learning from Dr. Naudi, someone who has spent her entire career shaping international policy and providing resources to women across the world, gave me a far broader perspective that I had previous. I came to understand gender-based violence not just as an issue that varies from person to person, but one that is deeply shaped by the specific legal, cultural, and political systems of each country. This means that solutions must be just as thoughtful and context specific as the problems themselves. In Malta, specifically, I learned how the country’s strong ties to Catholicism have historically influenced family and reproductive policy at the national level. For example, divorce was not legalized in Malta until 2011, and abortion remains illegal in nearly all circumstances. Barriers like these illustrate how deeply religion, politics, and culture are intertwined in shaping the protections or lack thereof that are available to women. 

Dr. Naudi’s class had a profound impact on me and deeply inspired me to continue my hopes of perusing a legal career centered on gender inequality. The knowledge and information I received in her class is something I will take with me for the rest of my life and will be applied directly into the policy and advocacy work I partake in. 

Surfside Beach, Malta. My favorite place in the world.

Mina and I swimming at Tigne Point Beach facing the capital city Valletta, Malta.

Mia, Mina, and I at the International Firework Show in Valletta, Malta.

Festa Frawli or the Strawberry Festival in Mgarr, Malta.

Dingli Cliffs, Malta.

Beyond the classroom, I had the opportunity to travel to fourteen cities and eight countries across Europe which gave me the chance to experience an incredible range of cultures, people, and ways of life. Some of my favorite moments came from hearing stories of shop and café owners, many of whom were genuinely delighted to learn we were from America and from the unplanned discoveries along the way, whether it was a hole in the wall restaurant, a small museum, or getting a little lost with friends and relying on the kindness of strangers to find out way. One of my favorite experiences happened when my friends and I had taken the wrong bus to the middle of Malta. We were sitting on the steps of a small but beautiful church waiting for the next bus to arrive, when an older man approached us and asked us where we were from. After discovering we were from the United States, he informed us he was the first Maltese person to go to school at Yale! It was absolutely incredible, and his kindness and storytelling are something I will never forget. Being surrounded by so many strangers, languages, foods, and traditions made the world feel so much bigger than I had ever understood it to be. 

More than anything, this experience taught me the value of community. Nearly every country I visited (in Italy especially) felt deeply connected in a way I don’t often experience back home in the U.S. It reminded me that you can’t truly understand a place, a culture, or a group of people until you have experienced it for yourself, and that approaching the world with an open mind reveals far more than any assumption ever could. As I move into future leadership roles, I want to carry this same openness with me and work on building the same kind of genuine community I witnessed abroad into whatever spaces I lead in the future. 

Here I am in the Amalfi Coast, Italy.

Julia, Mallory, and at the Fisherman’s BastionI in Budapest, Hungary at sunrise.

Farro, Portugal.

Vienna, Austria.

Ashlyn (my friend from high school) and I in Dubrovnik, Croatia.

Eiffel Tower at night in Paris, France. My dream come true!!!

Perhaps the most special part of my time abroad were the friendships I made. The nine girls who became my best friends and Maltese “family” are some of the most amazing people I have ever met, and their friendships I will cherish forever. We traveled to so many different countries together, celebrated four birthdays with one another, tried more new foods than I can count, found ourselves in difficult situations, and experienced homesickness alongside some of the best memories of our lives. I don’t think my experience would have been nearly the same without them, and I am endlessly thankful I went into this experience with an open mind. I laughed more than I ever have and did something new almost every day. These girls and memories I will hold close to my heart and think about for the rest of my life. 

Reese and I at the Leaning Tower of Pisa, Italy.

Julia, Mallory and I celebrating St. Patties Day in Malta.

Mia and Mina’s Birthday Celebration in Malta!

Mia, Mallory, Julia, Amelia and I in Sicily, Italy.

Pasta making class in Rome, Italy.

Maddie, Mia, Reese, Mina, Ameila, Julia, Mallory and Mallory’s sister Alyssa celebrating Julia’s birthday in Paceville, Malta.

Mayah, Mia, Mina, Julia, Reece, Mallory and I at Triton’s Fountain in Valletta, Malta.

In the end, studying abroad pushed me far out of my comfort zone. It taught me a level of independence I had never experienced before, forced me to navigate hard situations and find real solutions, and somehow did all of this while having the best time of my life alongside my closest friends. It’s an experience I will carry with me, in who I am, how I lead, and the career I hope to build moving forward with my life. There is a Malta shaped hole in my heart forever.  

Riviera, Beach, Malta. I sure did fall in love with you Malta!

Studying abroad in Florence, Italy was one of the most transformative experiences of my college education. Before leaving, I thought I knew what to expect because I had already been to Europe twice before. I was familiar with the excitement of traveling, seeing historic cities, and experiencing different cultures, but living abroad independently was a completely different experience. I wasn’t just visiting Italy for a few weeks— I was building a life there, navigating a new city on my own, making new friends, going to class, grocery shopping, figuring out transportation, and learning how to feel at home somewhere so far from home. Being able to experience Italy in this way was both challenging and amazing. It pushed me far outside of my comfort zone and gave me a new sense of independence and confidence. Things that initially felt intimidating, like navigating public transportation or figuring out what to do when something didn’t go according to plan (shoutout Trenitalia), eventually became normal. I learned that being independent doesn’t mean always knowing what you’re doing; it means being willing to figure things out along the way.

My global theme is culture and politics. Living and learning in Italy allowed me to fully immerse myself in the cultural landscape of the country, and there is truly so much nuance to Italian culture that I would have missed otherwise. Beyond simply living there, I furthered my understanding through courses like Intercultural Communication, International Relations, Cultural Anthropology, and even Pairing Food and Wine. Across all of these classes, I gained a deeper understanding of the country I was living in. Italian history and culture are some of the richest and most complex in the world, and within that history come both highs and lows. When many people think of Italy, they think of Rome and the great emperors, and while that is certainly an important part of the country’s history and beauty, there are also periods of insecurity, political instability, and dictatorship, particularly under Mussolini in the 20th century. Italy is, in many ways, surprisingly similar to the United States. It experiences housing inequality, significant wage disparities, and major internal cultural differences. One idea that came up repeatedly was just how regional Italians are. People often identify more strongly with their region—for example, being Tuscan if they are from Tuscany—than with a broader national Italian identity. Experiencing these differences firsthand helped me understand how culture and politics are deeply connected to the communities and places people come from.

Outside of the classroom, I was able to experience this cultural diversity through travel. While Italy itself gave me countless opportunities to explore new cities, foods, traditions, and landscapes, I also had the chance to travel to Morocco, Spain, Poland, Hungary, and the Czech Republic. Each country offered a completely different experience and challenged me to look at the world from a new perspective. Traveling independently also taught me how much I am capable of doing on my own. I learned how to navigate airports and train stations, plan trips, solve problems when things did not go according to plan, and feel comfortable exploring places I had never been before. Some of my favorite memories came from the moments that were completely unplanned—getting lost, finding a small restaurant, meeting someone new, or simply walking around a city with no real destination. Even though I had traveled internationally before, this experience made travel feel completely different because I was responsible for creating the experience myself.

One of the most meaningful parts of studying abroad was the friendships I made. I arrived in Florence not knowing exactly what to expect, and I ended up meeting people who became such an important part of my experience. There was something special about forming friendships while everyone was simultaneously navigating a new country and creating a life together. We explored Italy, traveled to other countries, shared meals, celebrated birthdays, and made memories that I know I will carry with me long after college. Looking back, studying abroad was so much more than simply spending a semester in another country. It challenged me to become more independent, broadened my understanding of culture and politics, and introduced me to people and places I never would have experienced otherwise. I returned home with a deeper appreciation for travel, cultural exchange, and the importance of seeing the world from perspectives other than my own. Most importantly, I came home more confident in my ability to navigate the unknown, and I know the perspective and independence I gained abroad will continue to shape me for years to come. There isn’t a day I don’t think about going back, I truly left a piece of my heart in Florence.

My name is Rachel Ottman, and I am a third-year student majoring in psychology and political science and minoring in English and international development studies. Along with my studies, I am a speech and debate coach for one of the local high schools in Missoula, with an emphasis on teaching political and current-events speaking. 

When I signed up for the Franke Global Leadership Initiative, I knew immediately that I wanted to prioritize the Culture and Politics Global Theme; it tied closely to my majors and was a centerpiece for many of my personal interests. So, when I had the tangible opportunity to intermix my Global Theme with my academic interests and career into my Beyond the Classroom Experience, I hit the ground running to plan out my excursion. After months of organizing, I went on a 2-week trip to Virginia to explore the relationship between adolescent access to civic education and how it can spearhead their involvement in social movements. 

During the first week of my trip, I chaperoned my students at the National Speech and Debate Association’s 101st annual tournament in Richmond, VA. At this tournament, my school brought five students who competed in four different events, ranging from performances of poetry to ethical debates on the morality of governmental policies. Along with coaching my own students, I also judged over a dozen rounds of debate and was selected for the judging panel in the final round of the tournament. 

For the second week of my experience, I stayed in Arlington, VA, and I commuted daily to Washington, DC, to explore a variety of different museums focused on historical movements to gain insight into the interactions that children and adolescents had with these events. Notably, I had the opportunity to visit the National Museum of African American History and Culture, the National Museum of the American Indian, and the National Holocaust Museum. At these museums, I learned about the historic involvement of children in wars, the impact of adolescents in crucial movements like the Civil Rights Movement, public advocacy of teenagers in response to the Holocaust, and a variety of other topics. 

In exploring these issues, I was able to relate them closely to the advocacy done by my students. While my students have greater distance from many of the issues they discussed when related to teenagers during historic social movements and conflicts, the solutions they advocate for are much closer than one may think. In analyzing the topics of their speeches, my students spoke out about the dangers faced by LGBTQ+ youth, the undermining of civil liberties in the United States, and the growing intensity of international conflicts towards minority groups. My students feel passionate about these issues and actively seek out the knowledge to inform older generations. These teenagers care about the world they live in, and they respond in a way that is familiar to them. They speak out. 

The Beyond the Classroom Experience allowed me to explore Culture and Politics in a wider context, encouraging me to understand that, while the environment we live in has changed, the reaction to it has not. Young people continue to be passionate about the issues they and many others face, and they express that passion by speaking out and advocating for themselves. They just need the understanding that outreach is an option, and they need the skills to do so. As a result, there is an institutional obligation to teach young people about civic engagement and their rights to give them the skills needed to be successful in our ever-changing world.