A Collaborative Study Abroad Model: Inspiring Fiscally Underrepresented Students

McDonald, Hellen Gerolymatos; Asbill, Michelle; Powell, Tara; Billman, Stacy; Ozkan, Sebnem; Faulkner, Sherrie

doi:10.1108/s2055-364120190000017013

Cited by 1 publication

(1 citation statement)

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“…Previous research has cited lack of support from academic institutions regarding scheduling, lack of information, or relevant programs (e.g., Key, 2018;Murray Brux & Fry, 2010;Yeboah, 2019), financial constraints (e.g., Luo & Jamieson-Drake, 2015;McDonald et al, 2019;Murray Brux & Fry, 2010;Rhodes & Hong, 2005;Washington, 1998), attitudes towards international travel by family or lack of familial support (e.g., Brux & Ngoboka, 2002;Lu et al, 2015;Washington, 1998), overall socio-economic status (Hulstrand, 2016;Salisbury et al, 2009), and trust (e.g., Wilkie, 2017), as factors that affect underrepresented student participation. Considering Black and/or ethnic minority students specifically, the climate of the host country also plays into decisions to participate: fears of discrimination, anti-Americanism, and racism abroad are critical concerns when it comes to making the decision to participate in study abroad (Dessof, 2006;Lu et al, 2015;Perdreau, 2002;Sweeney, 2013;Yeboah, 2019).…”

Section: Underrepresentation In Study Abroadmentioning

confidence: 99%

Spatialized Race and Sense of Belonging: Experiences of Black Students in Study Abroad

Fine,

Black Reed,

Duffy

et al. 2024

Frontiers

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Using a case study approach, this study examined the role that spatialized notions of race and sense of belonging had on 10 Black students from a predominantly White institution, in a diasporic study abroad experience in Cuba. In particular, this study explored how race was situated in the study abroad program (space) and in Cuba (place) and how it impacted Black students’ sense of belonging. Findings indicated the location and content of the study abroad experience, along with the group makeup of the trip, created a positive sense of belonging for Black students. Specifically, the themes that emerged include, Racialized Spaces: Connection to Blackness in the Program and Racialized Places: Connection to Blackness in the Destination. This study supports the importance of designing intentional programs that can build community and sense of belonging for Black students abroad. Abstract in Spanish Utilizando un enfoque de estudio de caso, este estudio examinó el papel que las nociones espacializadas de raza y sentido de pertenencia tuvieron en 10 estudiantes negros de una institución predominantemente blanca, en una experiencia de estudio diaspórico en el extranjero en Cuba. En particular, este estudio exploró cómo se situaba la raza en el programa de estudios en el extranjero (espacio) y en Cuba (lugar) y cómo impactaba el sentido de pertenencia de los estudiantes negros. Los hallazgos indicaron que la ubicación y el contenido de la experiencia de estudiar en el extranjero, junto con la composición del grupo del viaje, crearon un sentido positivo de pertenencia para los estudiantes negros. Específicamente, los temas que surgieron incluyen Espacios racializados: conexión con la negritud en el programa y Lugares racializados: conexión con la negritud en el destino. Este estudio respalda la importancia de diseñar programas intencionales que puedan construir una comunidad y un sentido de pertenencia para los estudiantes negros en el extranjero.

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