Study Abroad and Changing Student Needs
Despite a dramatic increase in access to the global community fostered by technological advancement, institutions of higher education have yet to address the deeper causes of inequities in student participation rates in study abroad programs across student demographics. Although availability of funding plays a significant role, this study examines additional factors that contribute to lower participation rates of historically excluded students (HES) in study abroad programs, defined as first-generation and members of racial minority communities. Significant factors contributing to inequities included decreased social and cultural capital, and a lack of attending to diverse identities of HES. The study explores the potential for short-term, faculty-led study abroad programs to address these needs. The qualitative study at a mid-sized institution in western New York state examined faculty familiarity with the process of developing short-term, faculty-led study abroad programs, program content, and the needs of HES as it related to inclusivity. A general consensus among interview participants indicated a critical role of intentionality throughout the process of curriculum development, recruitment outreach, and preparation of students for the study abroad experience as a means of meeting these needs. Intentionality is thus seen as a catalyst for increasing access to these programs and leveling the playing field for more equitable participation rates among HES.
Dr. Kimberly Kline
Scanlon, Dan, "Study Abroad and Changing Student Needs" (2021). School of the Professions. 1.