Rewriting the Narrative: An Anti-Deficit Perspective on Study Abroad Participation Among Students of Color

Abstract

Higher education literature has often documented the barriers to participation in study abroad for students of color. However, the majority of study abroad research to date employs a deficit frame; focusing on why students of color do not participate, rather than what enables students of color to rise above barriers. Using an anti-deficit orientation, this study analyzed survey responses of a sample of students of color who studied abroad, in order to highlight the self-reported motivational and influential factors present in their decision-making process. Building on previous applications of the integrated college choice model (Salisbury et al., 2011), and informed by Yosso’s (2005) community cultural wealth model, this article presents a new conceptual framework for understanding how students of color use forms of capital to enable them to study abroad. Implications and practical suggestions for future research and study abroad administration are described in light of the study’s findings.

The Counter-Deficit Lens in Educational Research: Interrogating Conceptions of Structural Oppression

“…Numerous counter-deficit researchers have illuminated marginalized students who leverage cultural strengths to achieve in college (Cooper, 2016; Cooper et al, 2016; Cooper, 2018; Duncheon, 2018; Goings, 2016; Heng, 2018; Kim & Hargrove, 2013; Means et al, 2019; Pérez, 2017). Many marginalized students aspire to study abroad in their time at university (Perkins, 2020). Urias and colleagues (2016) focus specifically on men of color who transfer successfully from community colleges to four-year institutions.…”

A catalyst for learning or reinforcement of inequities: Using a critical hope lens to understand the potential and limitations of short-term study abroad in fostering students’ ability to effectively interact across differences.

“…Student motivations (e.g., Allen, 2010) and race or ethnicity (e.g., Wick et al, 2019) shape learning in STSA, particularly related to cross-cultural interactions. Research on study abroad motivations indicates that white and BIPOC students alike express interest in cultural learning, personal growth, and career development (Anderson & Lawton, 2015; Perkins, 2020), while BIPOC students may also have interest in heritage seeking (Wick et al, 2019). Students rarely report entertainment motivations (e.g., exploring the local night life), though they may be hesitant to share these (Anderson & Lawton, 2015).…”

Critically Examining the Role of Habitus for Minoritized Students in a Global Engineering Program

“…Unfortunately, this research is often conducted from a deficit-based approach, which centers those in power and highlights what students are "lacking" as opposed to highlighting institutional or systemic barriers or what students can bring to these environments that may be overlooked (Samuelson & Litzler, 2016). Scholars such as Perkins (2020) implore the community to shift to an anti-deficit approach that allows for the exploration of questions that counter this dominant deficit narrative. Perkins (2020) specifically explored the question of "why do students of color study abroad?"…”

“…Scholars such as Perkins (2020) implore the community to shift to an anti-deficit approach that allows for the exploration of questions that counter this dominant deficit narrative. Perkins (2020) specifically explored the question of "why do students of color study abroad?" finding that supporting and encouraging networks coupled with anticipated gains in skills, knowledge, and networks inform student decision-making.…”