COMMITTEE CHAIR: Dr. Stella Smith

TITLE: BEYOND BORDERS: LIVED EXPERIENCES OF STUDY ABROAD AND THEIR INFLUENCE ON BELONGING, MOTIVATION, AND DEGREE PROGRESSION

ABSTRACT: This qualitative phenomenological study explored how students from historically Black colleges and universities (HBCUs) described their study abroad experiences and how those experiences influenced their academic motivation and persistence toward degree completion. Guided by Tinto’s Theory of Student Integration and Astin’s Theory of Student Involvement, the study explored the lived experiences of students who participated in semester-long, ship-based, and short-term faculty-led study abroad programs in locations including Qatar, Ghana, Uganda, Belize, Greece, Barbados, the Bahamas and the Semester at Sea. The study was conducted at a midsized public university in the southern United States. Purposeful sampling was used to recruit ten participants who had completed study abroad experience. Data were collected through Semi- structured, one-on-one interviews with participants and analyzed using thematic analysis. Findings revealed that students described study abroad as transformative, immersive, and personally meaningful. Participants reported that their international experiences expanded their cultural awareness, strengthened their independence and confidence, and deepened their appreciation for global perspectives. The findings also indicated that study abroad positively influenced academic motivation by making learning feel more relevant and connected to real-world contexts. Students explained that exposure to new teaching styles, unfamiliar environments, and diverse communities increased their engagement with coursework and their appreciation for educational opportunities. In addition, participants described study abroad as contributing to their persistence and commitment to completing their degrees by strengthening their self-efficacy, clarifying their academic and professional goals, and increasing their desire to continue pursuing higher education. The study suggests that study abroad serves as a high-impact educational experience that supports the academic, personal, and developmental growth of HBCU students. The findings highlight the value of expanding access to intentional, well-supported global learning opportunities that foster both student success and degree completion.

 Keywords: Study abroad, HBCU students, academic motivation, persistence, phenomenology

Location Online:

Zoom Link:

https://pvpanther.zoom.us/j/93494264593?pwd=pppGLiVWXRPXiXNskoaJxkAdJbVqS4.1

Meeting ID: 934 9426 4593

Passcode: 256337