Creating and Enhancing a Global Consciousness Among Ethnic Minority Students in Community Colleges

Quezada, Reyes L.; Cordeiro, Paula A.

doi:10.1057/978-1-137-53336-4_19

Cited by 3 publications

(7 citation statements)

References 5 publications

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“…A final test of inclusivity that is often used in the field is a comparison of the demographics of students who study abroad with the general student population (Whatley, 2019). While it is easy to compare these numbers using IPEDS data, it is nonetheless a difficult process for community colleges since most do not keep demographic information on their study abroad students (Quezada & Cordeiro, 2016). Not surprisingly, only ten respondents in our study indicated that they kept demographic data for 2018-2019 study abroad students.…”

Section: Demographic Representationmentioning

confidence: 75%

“…Thus, while progress is being made, as shown to an extent in our sample, demographic democratization is not consistent among all community colleges. In part, leaders should question a belief that the community college is already diverse and that there is no need to target specific students to maintain that diversity (Quezada & Cordeiro, 2016). Change in this area begins with a re-consideration of why community colleges seldom collect data on the demographics of study abroad students.…”

Section: Discussionmentioning

confidence: 99%

“…One way in which community college study abroad researchers have challenged a barriers perspective is by exploring how demographic characteristics can contribute to study abroad participation. That is, students who are labeled as minoritized, first-generation, or low-income actually possess multiple forms of capital that are important for college success, some of which are unique to different racial, ethnic, income, and gendered groups (Modood, 2004;Quezada & Cordeiro, 2016). For example, recent findings show that working students have more free time to study abroad (Robertson, 2019), possibly because they are less constrained by prescriptive curricular tracks than full-time, non-working students (McKee, 2019).…”

Section: Student Demographicsmentioning

confidence: 99%

“…Faculty often help students navigate both institutional bureaucracy and the financial planning necessary for study abroad participation (Brenner, 2016;Robertson, 2019) and represent key influencers who, through their personal connections with students, build trust and support (Ward, Rhodes, & Raby, forthcoming). Such support might be especially important for first-generation students (Quezada & Cordeiro, 2016), students of color (Willis, 2016), and career and technical degree-seeking students (McKee, 2019).…”

Section: Affective Support and Institutional Structuresmentioning

confidence: 99%

“…Such resources include having knowledge about and motivation to study abroad. For example, community college students of color (Quezada & Cordeiro, 2016) and rural students (McKee, 2019) are aware of study abroad and know about its potential benefits, such as career readiness (Niser, 2010;Zamani-Gallaher, Lang, & Leon, 2016), and broadened intercultural awareness and increased identity development vectors (Brenner, 2016;Drexler & Campbell, 2011;Willis, 2016). In this century, community colleges have the opportunity to put into place institutional policies and practices that effectively serve students, build students' social capital, and promote student success (O'Banion, 2019).…”

Section: Institutional Policies and Practicesmentioning

confidence: 99%

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Understanding Inclusion and Equity in Community College Education Abroad

Whatley

Raby

2020

Frontiers

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This study explores the extent to which community college study abroad is exclusive, meaning that opportunities are restricted only to certain students, or inclusive, meaning that education abroad is available to all that express interest. We administered a survey collecting both quantitative and qualitative data to leaders in community college education abroad to gain insight into inclusion in education abroad programming at their institutions. This survey was designed with an eye towards understanding how access is realized and the ways in which diversity in education abroad is supported (or not). Our results indicate that community college study abroad is neither entirely inclusive nor entirely exclusive. We conclude with a call to action for community college leaders to build a new, inclusive narrative surrounding education abroad.

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Section: Demographic Representationmentioning

confidence: 75%

Section: Discussionmentioning

confidence: 99%

Section: Student Demographicsmentioning

confidence: 99%

Section: Affective Support and Institutional Structuresmentioning

confidence: 99%

Section: Institutional Policies and Practicesmentioning

confidence: 99%

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Understanding Inclusion and Equity in Community College Education Abroad

Whatley

Raby

2020

Frontiers

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Community College Study Abroad: An Event History Analysis

Whatley

2020

Community College Review

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Objective: The purpose of this study is twofold. First, this study explores individual student characteristics, specifically those related to demographics, financial need, academic characteristics, and social and cultural capitals, related to study abroad participation among community college students. Second, this study identifies when over the course of their studies community college students are most likely to participate in study abroad. Method: Data consist of student records provided by a large community college located in the U.S. Southeast. An event history model was used to estimate the relationship between both time-variant and time-invariant student-level indicators and study abroad participation. Smoothed hazard estimates were extracted from this model to explore the likelihood of study abroad participation over time. Results: Findings indicate that race/ethnicity, gender, state-residency status, age, need-based aid eligibility, field of study, and enrollment status (full- or part-time) significantly predicted study abroad participation. These results at times stand in contrast with findings from the literature on study abroad participation among students in the 4-year sector. Smoothed hazard estimates indicated that community college students were more likely to study abroad the longer they were enrolled at the community college. Contributions: These results speak to ways in which community college students access capital resources to promote participation in study abroad and highlight unique aspects of community college study abroad programming. Results also provide a foundation for recommendations for practice that would serve to open access to education abroad at community colleges.

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Study Abroad at an Ontario College: Towards More Accessible and Inclusive Programming

El Masri,

Khan

2023

cie-eci

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Despite Canada’s success in attracting international students to its postsecondary campuses, it sends very few domestic students abroad, and especially so from its college sector. This paper offers a brief overview of Canada’s policy approach to study abroad, literature review on students’ participation in study abroad, and outcomes of a study on students’ (perceived) barriers at a college in Ontario, Canada. Students at the college were surveyed to examine their attitudes towards study abroad participation and their perceived barriers regarding study abroad. The study found that students were overwhelmingly interested in study abroad but perceived strong barriers to participation, findings which are consistent with the literature: financial, academic, social/familial barriers, and accessibility, safety, and support concerns. These findings suggest that through expansion of national programming, coordination of provincial strategy, and inclusive, accessible policies and programming at the institutional level, more college students will be able to receive the many documented benefits of study abroad experiences.

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Creating and Enhancing a Global Consciousness Among Ethnic Minority Students in Community Colleges

Cited by 3 publications

References 5 publications

Understanding Inclusion and Equity in Community College Education Abroad

Understanding Inclusion and Equity in Community College Education Abroad

Community College Study Abroad: An Event History Analysis

Study Abroad at an Ontario College: Towards More Accessible and Inclusive Programming

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