Opening Global Doors: Study Abroad Pathways for California Community College Students
This gap is a well-known issue that has existed for several decades, as reported by long-standing organizations (2). One participant indicated that institutions perpetuate this situation by solely focusing on the barriers that students might face. This deficit perspective limits how study abroad is presented, thus biasing students’ ability to even consider these opportunities.
As part of the DA Global Impact Fellowship, I conducted an environmental scan focused on study abroad resources available to California Community College students and the organizations that support them. The goal is to better understand the ecosystem and identify opportunities for community college professionals to collaborate and expand access for this student population.
What the Landscape Shows
1. The pathway is underdeveloped
Many programs that welcome community college students do not clearly advertise this on their websites, making it harder for students and advisors to know where to begin.
2. The ecosystem is scattered
Multiple organizations support global learning in community colleges, but there is no single hub that aggregates their resources or opportunities.
3. Persistent deficit framing creates barriers
Institutions often focus on perceived obstacles (cost, preparation, and credit transfer) rather than the strengths and interests of community college learners and the career benefits global learning provides. This deficit perspective can unintentionally reduce enthusiasm and limit student engagement.
4. System-level planning rarely includes global learning
California’s Vision 2030 roadmap (3), for example, outlines ambitious goals for workforce and academic success but does not foreground global learning, despite the well-documented benefits for career readiness and intercultural development.
Opportunities for Practitioners Supporting Community College Students
1. Make community college students visible in your programming.
Ensure your study abroad materials, webpages, and outreach efforts clearly indicate whether two-year students are eligible and how they can participate.
2. Strengthen partnerships with organizations already serving this population.
Groups such as CCIE, CCID, and SAA offer existing models, resources, and networks that can support or expand community-college-focused global learning pathways.
3. Shift the narrative away from barriers.
Use strengths-based language when discussing global opportunities with students. Highlight their goals, lived experiences, and academic pathways rather than emphasizing obstacles.
4. Highlight flexible and varied program formats.
Short-term, faculty-led, COIL, and hybrid programs can be especially accessible for community college students balancing work, family, or transfer goals.
5. Engage colleagues across campus.
Connect with academic advisors, career services, TRIO staff, EOPS programs, and transfer centers to ensure global learning options are understood and visible throughout the institution.
6. Share examples and success stories.
Showcasing the experiences of community college alumni who studied abroad can help normalize participation and create relatable pathways for future students.
Looking Ahead
(2) Humphrys, J. and Koller, A (1994). The vision and the history. 1976-1994. Community Colleges for International Development Inc.
(3) California Community Colleges (2023). Vision 2030. A roadmap for California Community Colleges. September 26, 2023. Retrieved from https://www.cccco.edu/-/media/CCCCO-Website/docs/report/Vision-2030-A-Roadmap-for-California-Com munity-Colleges.pdf
