Perceptions of Experiential Learning and Racial Bias Following International Study Abroad in East Africa: A Qualitative Study

Abstract

This study explored the racial bias perceptions of study abroad alumni following international learning experiences in East Africa. Ninety-seven participants, who completed a semester-long study abroad between Fall 2016 – Spring 2019, were recruited into the study. Open-ended survey questions evaluated perceptions of racial bias, racial prejudice, and racial identity development. Six themes emerged, following thematic analysis: (1) integration of race-conscious curriculum and experiential learning, (2) mutuality in local relationships, (3) immersive experiences with rural host families, (4) U.S. faculty in the study abroad context, (5) exposure to implications of racism in a field study, and (6) student reflections of racial majority/minority dynamics. Student perceptions of how and why study abroad experiences influenced implicit racial bias, racial colorblindness, critical consciousness, and racial identity development could inform higher education curricula. Implications for future study abroad practice include empowerment of students of color, opportunities for anti-racism learning, and the relevance of race-conscious curricula in study abroad programs.

Interrogating Racialized Discourses in Educator-Focused Study Abroad: An Ecological Approach

“…Given that white participants still constitute 68% of all study abroad participants in US higher education (Open Doors, 2022), the critical approach to study abroad urged by Sharma (2020), Kinginger (2009), and others necessarily includes a need for analyzing the role of race in this experience. A growing body of literature examines how minoritized students experience study abroad (e.g., Anya, 2017;Chang, 2017;Hughes & Popoola, 2022;Quan, 2018;Talburt & Stewart, 1999). This research not only emphasizes the lack of representation of students of color, but also offers insights into why minoritized students might either withdraw from or embrace target cultures while abroad.…”

Peer Mentoring and the Importance of Identity Work: A Case Study on Increasing Study Abroad Participation Among African American Students

“…To address this gap, we need to expand our understanding of the nature and outcomes of programmatic interventions that seek to increase African American student enrollment in study abroad in order to reduce persistent racial disparities (Mustaffa, 2017). This is especially critical given that study abroad is a defined high impact educational practice that is known to have a beneficial impact on key educational outcomes for student populations (Hughes & Popoola, 2022). Thus, creating programs that produce documented evidence (or "evidence-based") of reductions in racial disparities in study abroad participation would make a valuable contribution to both research and practice (Jackson, 2006;Vande Berg et al, 2012).…”