Culturally relevant study abroad for students of color: Lessons from the Frederick Douglass Global Fellowship in London.

Abstract

Given the academic and labor market benefits of study abroad, closing gaps in study abroad participation is essential to educational equity. Students of color remain underrepresented in study abroad despite past efforts at diversification. Traditionally, study abroad opportunities for U.S. students have been designed for White audiences, and past research has indicated that a perceived disconnect between students of color’s identities and the available programs has served as one of the barriers to their participation. This qualitative inquiry of the Frederick Douglass Global Fellowship, a 4-week study abroad initiative that was crafted for students from minority-serving institutions, investigates how the 10 participants’ narratives of their experiences in the program illustrate principles of cultural relevance outlined in Museus’ (2014) culturally engaging campus environments model. The marketing and framing of the program attracted students to apply for it, as many valued that it honored Frederick Douglass, presented the rare opportunity to study abroad with other students of color, and would prepare them to serve their communities more effectively upon returning. The instructors’ pedagogical strategies validated students’ identities and, in concert with the programming, presented numerous opportunities for students to learn more about themselves and others. The ethnic, regional, and institutional diversity within the cohort enhanced their experiences because of the abundant opportunities that it provided for cross-cultural engagement. These findings point to strategies that might be used in the development, promotion, and facilitation of study abroad programs for diverse audiences.

Revisiting the Role of Academic Advising in Equitably Serving Diverse College Students

“…Both qualitative and quantitative empirical studies suggest that culturally engaging support might increase success among students of color through increasing students' academic motivation, connections to their campuses, and sense of belonging (Museus, 2014;Museus et al, 2017Museus & Mueller, 2018;Museus & Neville, 2012;Museus & Smith, 2014). These findings are consistent with the results of a wide range of recent empirical inquiries conducted by other scholars (Blake et al, 2020;Castro Samayoa, 2018;Druery & Brooms, 2019;Gonzalez et al, 2020;Henslee et al, 2017;Muñoz & Espino, 2017). It should not be surprising that culturally responsive support might motivate students or make them feel more connected to their campuses (Museus, 2010(Museus, , 2011(Museus, , 2014Museus & Harris, 2010).…”

“Why Am I the One Who Gets to Go to Mexico?”: Nepantlera Bridging Among Latinx Students in a Decolonial Study Abroad Program

“…U.S. BIPOC students feel dissonance when they do not experience connection to the host community because they are perceived as “American” without ethnic ties (Willis, 2015). Findings in heritage-based studies recommend study abroad programs be cognizant of the social composition of study abroad programs while improving the access and quality for underrepresented students (Blake et al, 2020; Chang, 2017; Hartman et al, 2020; Wick et al, 2019; Willis, 2015). The quality of the study abroad program is influenced by culturally validating experiences for BIPOC students and preparing students for issues that may arise during the program (Chang, 2017; Willis, 2015).…”

Mapping the Knowledge Base in Study Abroad from the United States: A Scoping Review from 2001-2021

“…Articles frequently examined cultural and personal identity development for students of color during study abroad to a country or area aligned with their cultural heritage (e.g., Chang, 2017;Kaneria et al, 2020;Wick et al, 2019). In general, students of color reported positive outcomes from study abroad (e.g., Bell et al, 2021;Blake et al, 2020;Willis et al, 2019); however, the challenges faced were often additionally complex compared to white students, especially when MAPPING THE KNOWLEDGE BASE 21 program locations were in cities or countries with few or no host nationals with shared ethnic or racial backgrounds (Willis, 2015).…”

“…Two articles utilized the same population of first-generation college Latine social work students in Costa Rica, examining outcomes related to linguistic capital and professional identity development (Wick et al, 2019;Willis et al, 2019). The remaining article assessed cultural relevance in a program designed for students of color (Blake et al, 2020).…”