In this session presentation, the speaker explores the barriers faced by African American and Latino students in studying abroad, drawing on the work of Johnetta Cole (1991) and Hembroff and Rusz (1993). Using a qualitative exploratory case study at a Predominantly White Institution, the study delves into family, finances, fear, faculty, and academics as key themes affecting students of color throughout their study abroad experiences.
The research employs an anti-deficit holistic framework named MENSCH, focusing on the human aspect of students of color and emphasizing integrity and respect. The findings reveal nuanced perspectives, highlighting the positive influence of families, peers, communities, and advisors in supporting students at various stages. However, the study also uncovers shortcomings, such as the lack of targeted information for families of color and faculty prioritizing ‘group-fit’ over academic criteria.
Eight major findings emerge, including the significant role of family and community, financial considerations, students navigating spaces abroad independently, the need for diverse faculty and staff, flexibility in academic criteria, safety and wellbeing priorities, the minority experience for White students abroad, and the challenges of returning to marginalization.
The MENSCH framework, drawing on multiple consciousness, identity intersections, power structures, study abroad contexts, the capability approach, and recognizing students’ knowledge, skills, and abilities, serves as a practical guide for educators to enhance support for underrepresented students in study abroad programs. The presentation concludes with a call for repositioning educators’ engagement with marginalized students, fostering a deeper understanding of their potential contributions..
Presenters
- Metrice Harris-Weedman | University of Bath
