Study Abroad Programs and Their Intersection with Gender

Siddiqui, Noreen; Jessup-Anger, Jody E.

doi:10.1002/9781119257639.ch23

Cited by 2 publications

(6 citation statements)

References 45 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For example, Jasmine dressed more conservatively, while Mel, AJ, and Laura chose programs where they would have a safety net (e.g., extended family living in the host country, more structured programs where students travel in groups). Such safety concerns may limit BIPOC women’s ability to interact with host nationals and immerse themselves in the host culture (Siddiqui & Jessup-Anger, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Research should also consider the intersections of race/ethnicity and other identities. Previous research has highlighted that sexism, safety concerns, and cultural gender norms may hinder women’s ability to immerse themselves into host cultures and thus their intercultural competence development (Malewski & Phillion, 2009; Siddiqui & Jessup-Anger, 2020). The intersections of race and gender may magnify these challenges.…”

Section: Bipoc Students and Study Abroadmentioning

confidence: 99%

“…Previous research on students' identity development in study abroad has had mixed findings. While some studies indicate that study abroad furthers identity development (e.g., Savicki & Cooley, 2011), other studies found that study abroad does not encourage identity exploration for most students (Siddiqui & Jessup-Anger, 2020;Sweeney, 2013). Students' own social identities may influence whether they engage in identity exploration during study abroad.…”

Section: Identity Explorationmentioning

confidence: 99%

See 2 more Smart Citations

Shaped by intersecting identities: BIPOC women’s stories of their study abroad experiences.

Nyunt¹,

Veron²,

Sledge³

2024

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

Study abroad is often hailed as a unique and important learning experience that prepares students for life and work in a global society. Many benefits and learning outcomes such as language learning, personal growth and development, educational and career attainment, and the development of intercultural competence are ascribed to study abroad. Study abroad, however, has an elitist history and often uses approaches steeped in whiteness, which ignore the unique needs and experiences of Black indigenous people of color (BIPOC) students. Previous research also indicates that intersecting identities may shape students’ experiences while abroad, limiting or enhancing their learning in different ways. Utilizing intersectionality and the Intersectional-Model of Multiple Dimensions of Identity as guiding frameworks, the purpose of this narrative inquiry was to explore BIPOC women’s stories of study abroad. Based on two interviews with each of the six BIPOC women participants, we found that intersecting identities shaped participants’ experiences with study abroad, from their interest in study abroad to their experiences while abroad. Intersecting systems of oppression created unique barriers for BIPOC women to access study abroad, led to concerns about safety, and influenced students’ interactions with host nationals. These experiences led to increased identity exploration, with participants sharing that study abroad made them feel more confident in their intersecting identities. We discuss implications for future research and practice.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Bipoc Students and Study Abroadmentioning

confidence: 99%

Section: Identity Explorationmentioning

confidence: 99%

See 1 more Smart Citation

Shaped by intersecting identities: BIPOC women’s stories of their study abroad experiences.

Nyunt¹,

Veron²,

Sledge³

2024

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

show abstract

“…Many have recommended that more research on the safety, identity disclosure, intersectional identity, community, and sexual violence experiences of LGBTQIA+, and specifically TGE, study abroad students be conducted (Bryant and Soria 2015;Siddiqui and Jessup-Anger 2020;Bingham et al 2023). Young et al (2015) encouraged that identity development be explored with students who are studying abroad in a wide variety of international locations and durations.…”

Section: Lgbtqia+ Study Abroad Researchmentioning

confidence: 99%

“…Because of the wide range of challenges encountered during study abroad, having access to a supportive community can be even more critical for TGE individuals. While abroad, it may be useful for TGE students to connect with others who share their gendered experiences and who can help them debrief and process after a distressing or joyful experience related to identity has occurred (Siddiqui and Jessup-Anger 2020). Additionally, making connections with other TGE and LGBTQIA+ individuals during study abroad can contribute to global trans and queer solidarity (Hipple et al 2020).…”

Section: Developing Relationships Discerning Community and Interactin...mentioning

confidence: 99%

Trans Abroad: American Transgender Students’ Experiences of Navigating Identity and Community While Studying Abroad

Michl,

Stookey,

Wilson

et al. 2023

Social Sciences

View full text Add to dashboard Cite

Despite significant and increasing numbers of students studying internationally, there are few data about the experiences of study abroad for various marginalized students, including transgender and gender expansive (TGE) students. Therefore, 15 TGE adults from the United States were interviewed about navigating gender and culture during undergraduate study abroad programs. Interviews were analyzed using consensual qualitative research (CQR). Participants shared how they benefited from international study and navigated intersecting social identities, including gender, which was complex and nuanced. They discussed how they actively managed issues of disclosure and its consequences, explored their identities and the influence of their social setting, and dealt with anticipated, deliberate, and unintentional harm from others. Relationships and community were priorities for participants when studying internationally; they explained how they determined whether to invest in relationships or not. Participants also clarified what their relationships looked like during study abroad, as well as unique considerations that arose from their marginalized identities. These findings can help inform the development of more inclusive, safe, and satisfying study abroad experiences for all students, especially TGE individuals; implications for future research and study abroad interventions are provided.

show abstract

Study Abroad Programs and Their Intersection with Gender

Cited by 2 publications

References 45 publications

Shaped by intersecting identities: BIPOC women’s stories of their study abroad experiences.

Shaped by intersecting identities: BIPOC women’s stories of their study abroad experiences.

Trans Abroad: American Transgender Students’ Experiences of Navigating Identity and Community While Studying Abroad

Contact Info

Product

Resources

About