The Study Abroad Experiences of Black and Latin Students
The extant research clearly articulates that study abroad experiences positively influence undergraduate baccalaureate degree attainment, aids in clarifying career goals, and increases self-awareness and confidence (Gonyea, 2008).
Notwithstanding these findings, scholars agree that there is still much to be discovered concerning the relationship between study abroad outcomes and the experiences of students of color (Chang, 2015; Miller-Perrin & Thompson, 2014; Norris & Gillepsie, 2009). In response, a qualitative investigation was conducted by Dean to assess the study abroad experiences of seven undergraduate students and eight alumni, all of whom identified as Black or LatinX, and who participated in a short-term study abroad experience sponsored by a university located in the southwest region of the United States. Student narratives consistently described how their experience of “learning to be comfortable with being uncomfortable” in a foreign country influenced their personal, social and professional development.
Findings emerged via five themes: (1) individual awareness, (2) my friends, family, and community, (3) career development, (4) who you study abroad with matters, and (5) program design. Theme 1 refers to moments and social interactions that influenced participants to reflect on their nationality, ethnic/racial background, and attitude. Theme 2 refers to how participants believed their friends’ and families’ perspectives of them had changed subsequent to the study abroad experience. Theme 3 highlighted how participants used their study abroad experiences to market themselves for career and academic opportunities, and Themes 4 and 5 focused on program design and factors that influenced participants to participate in study abroad. The study was guided by Mezirow’s (1978) theory of transformative learning, and aimed to identify how Black and LatinX students perceived themselves to have benefited from their study abroad experience.
Dallawrence Dean is originally from Fort Collins, Colorado, and has a passion for working with students. He has over 10 years of higher education experience working in residence life, academic support, career services, and study abroad. Dallawrence recently completed his dissertation, titled Comfortable Being Uncomfortable: The Study Abroad Experiences of Black and Latino/a Students, earning his doctorate of philosophy in Higher Education Leadership from The University of Texas at Austin. His research interests include international education, underrepresented students, and diversity, equity, and access issues in higher education.
Chang, A. (2015). “Call me a little critical if you will”- Counterstories of Latinas abroad in Guatemala. Journal of Hispanic Higher Education. DOI:10.1177/1538192715614900
Gonyea, R.M. (2008). The impact of study abroad on senior year engagement. Paper presented at the annual meeting of the association for the study of higher education, November 6-8, 2008, Jacksonville, FL.
Mezirow, J. (1978). Perspective transformation. Adult Education Quarterly, 28(2), 100- 110.
Miller‐Perrin, C., & Thompson, D. (2014). Outcomes of global education: External and internal change associated with study abroad. New Directions for Student Services, 2014(146), 77-89.
Norris, E. M., & Gillespie, J. (2009). How study abroad shapes global careers evidence from the United States. Journal of Studies in International Education, 13(3), 382-397.
For more information about this study, please contact Dallawrence Dean at d.dean@ytexas.edu