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Lived experiences of African American expatriate teachers abroad and back: a teacher's experience that brings effect to the community

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Lived experiences of African American expatriate teachers abroad and back: a teacher's experience that brings effect to the community

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Content 1
LIVED EXPERIENCES OF AFRICAN AMERICAN EXPATRIATE TEACHERS ABROAD AND BACK: A
TEACHER’S EXPERIENCE THAT BRINGS EFFECT TO THE COMMUNITY
by
Belinda Penn
A Dissertation Proposal Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2024
Copyright 2024 Belinda M. Penn

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Dedication
To my beloved grandmother, Georgianna, Thank you for seeing and speaking into me
and over me as a young child. The words you spoke carried weight throughout time and have
impacted generations. To my beloved Mildred, Clarence and Rachel, Thank you for giving me
those characteristics of you that define me as a young woman with wisdom, laughter and edge. I
love you. To my beloved Earl and Mary, Thank you for allowing me to be me in all of my ways
that are outside the norm in how we grew up. You never told me no even when you might have
had second thoughts or did not agree. You pushed me to believe the impossible because this is
what we do. Daddy, we will have more Blue Diamonds to talk about. To my beloved Jimmie and
Darius, Let's go take over the world! To my beloved nephews, Joshua, Jeremiah and Julian, I
hope that I have encouraged you to knock down every wall that is in your way. To my family
and friends, thanks for always being there for support, laughter and love when needed.
Yours truly,
Dr. B

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Acknowledgements
I would like to express my gratitude to everyone who supported and guided me
throughout my journey with C9 and C11. First and foremost, I would like to thank my
dissertation chair, Dr. Cathy Krop, for her support and encouragement. She is a role model for
educators who provide unconditional support to their students. Her temperament and prompt
feedback is how I was able to make it through this process.
I would also like to extend my heartfelt appreciation to Dr. Sabrina Chong and Dr. Mark
Robison and the entire faculty of the global EdD program. Your guidance and expertise played
an integral part in my academic journey.
To my committee members, Dr. Ruth Chung and Dr. Anthony Maddox, thank you for
your feedback and encouragement through this process. Your approach has been instrumental in
helping me navigate the process.
To Cohort 9, thank you for not forgetting about me. Seeing you all finish inspired me to
return when the time was right, and I'm grateful for that. To Cohort 11, thank you for welcoming
me with open arms. From the beginning, you made me feel like I was part of the family, not just
an addition. Thank you all for being a part of this unforgettable experience with me.

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Table of Contents
Dedication ii
Acknowledgements iii
Table of Contents iv
List of Figures viii
List of Tables ix
CHAPTER ONE: INTRODUCTION TO THE STUDY 1
Statement of the Problem 2
Purpose of the Study 6
Overview of Conceptual Framework and Methodology 7
Significance of the Study 9
Conclusion 10
CHAPTER TWO: LITERATURE REVIEW 11
Characteristics and State of African American Educators Abroad 11
State of U.S. Educators Working Abroad 13
The Effect of Working Abroad As an Educator 18
Cultural Awareness 21
Importance of Black Educators Working Abroad 22
The Effect of Black Educators Working Abroad 24

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Investment in Expanding Worldview and Perspective for Black Educators 26
Community Involvement Through the Influence of Exposure 27
Connecting Students to Globalization Through the Classroom 29
Conceptual Framework 31
CHAPTER THREE: METHODS 34
Population and Sample 35
Data Collection and Instrumentation 36
Interviews 37
Data Analysis 38
Credibility and Trustworthiness 39
Ethics 40
Role of Researcher 42
CHAPTER FOUR: FINDINGS 44
Overview of Participants 44
Table 1 45
Presentation of Findings 49
Research Question 1: What Challenges Did African American Educators Overcome to
Teach Abroad? 50
Finding 1: Finding Support From Family and Friend Support 50
Finding 2: Colorism and Racism 54

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Summary of Findings for Research Question 1 59
Research Question 2: What Assets and Support Did African American Educators Call on
to Teach Abroad? 60
Finding 1: Support Networks and Fraternity/Sorority Connections 60
Finding 2: Early and Continuous Supports From the Host School Provided Essential
Assets 64
Summary of Findings for Research Question 2 66
Research Question 3: How do African American Educators Perceive Their Experience
Teaching Abroad Impacted Them as an Educator in Their Communities? 67
Finding 1: Empowering African American Educators: Insights into Global Perspectives
that Propel Personal and Professional Growth and Affect Communities 68
Findings 2: Greater Respect for Cultural Understanding 72
Summary of Findings for Research Question 3 74
Conclusion 75
CHAPTER FIVE: DISCUSSION AND RECOMMENDATIONS FOR PRACTICE 77
Discussion of Findings 77
Recommendations for Practice 82
Facilitate Networking Events, Conferences, and Workshops That Connect African
American Educators With Professionals Who Have Experience Teaching Abroad 83
Increase the Visibility of African American Educators Who Have Successfully Taught
Abroad 85

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Limitations and Delimitations 89
Recommendations for Future Research 90
Conclusion 92
REFERENCES 94
APPENDIX A: INTERVIEW PROTOCOL 1
APPENDIX B: INFORMATION SHEET 3
APPENDIX C: INFORMED CONSENT 5
APPENDIX D: RECRUITMENT EMAIL 7

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List of Figures
Figure 1: Kolb’s Learning Style…………………………………………………………………33

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List of Tables
Table 1: Self-revealed Backgrounds of Participants.……………………………………………45
Table 2: Breakdown of Countries Worked Abroad by Participants…...………...……………....46
Table 3: Colorism and Racism: Lived Experiences Shared by Participants ………...…….…....57
Table 4: Key Findings: Challenges, Assets, Effect for Exposure to Experiences Abroad ...….…75

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CHAPTER ONE: INTRODUCTION TO THE STUDY
Teaching abroad is a meaningful way to gain an experience within another country and
work with a population from diverse backgrounds, which can lead to an unforgettable experience
(Mireles, 2023). Teacher abroad programs allow teaching professionals to teach in partnering
educational institutions abroad. For example, programs like Fulbright send teachers abroad to
different countries for research, exchange, and global education (Overview, n.d.). Each year,
about 400 educators from more than 80 countries participate in Fulbright Teacher Exchanges,
where they teach a total of 75,000 students annually (Fulbright Teacher Exchanges, 2023).
Government teacher programs also place English as a Second Language teachers in teaching
roles or assistantships in schools in particular regions. Teachers who know about and take these
opportunities have traditionally been Caucasian and have had previous experiences abroad.
According to the United Negro College Fund, eighty-two percent of public school
educators are White compared to eighteen percent who are teachers of color (2020). In addition,
Black male teachers only constitute two percent of the teaching workforce (2020). While these
numbers indicate an already marginalized number of African American teachers working within
the states as educators, the data trend for African American teachers abroad is also
underrepresented. In this study, an expatriate teacher is defined as a person living outside their
native country. While there is little data to report on African American expat teachers abroad,
there is study abroad data from African American students and their peers to determine
similarities. Nationally, the number of United States’ students studying abroad for credit during
the 2020-2021 academic year, the latest year available, declined 91 percent from 162,633
students to 14,549 students as the COVID-19 pandemic halted study abroad participation starting

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in March 2020. Although numbers have decreased due to Covid 19, the National Association of
Foreign Student Advisers (2020) states that only 4.1 percent of enrolled African American
students in a four-year institution study abroad compared to sixty-eight percent of enrolled
Caucasian students.
This study explored the experiences of African American educators who have taught for
at least two years in the United States and at least two years abroad. The experiences of the
African American expat teachers provided understanding of the challenges they faced in teaching
abroad, and the effect this experience had on them as an educator, on their students, and on the
broader community around them. This analysis will lead to a better understanding of the support
needed to expand opportunities for African American educators who wish to teach abroad.
Statement of the Problem
Teaching abroad and studying abroad opportunities are ways to travel, experience other
cultures, and contribute to the local community (Mireles, 2023). Teaching abroad can also be a
career opportunity that enhances one’s skills, competitiveness, and financial opportunities
(Mireles, 2023). There are different types of teaching abroad opportunities, such as volunteering,
working at an international school, or leading a study abroad program for one’s students.
Teaching abroad most often requires a college degree, a teaching certification, or a
second language, depending on the destination and the program (Mireles, 2023). Although there
is little data to reflect the experiences of African American expat educators, there is a similarity
in data centered around study abroad experiences for African American students. Types of study
abroad include internships, faculty lead, and exchange programs. Study abroad programs require
an informal connection with an advisor or professor, ways and means to finance the trip, and an
open mind to participate (Mireles, 2023).

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The National Association of Foreign Student Advisers (2020) states that although the
diversity of study abroad participation has increased recently, minority students are significantly
underrepresented in study abroad, with White students still sixteen times more likely to study
abroad than their African American peers. Some perceived barriers that affect participation in
study abroad include cost, restrictions on financial aid for studying abroad, and influences to
participate in study abroad from their family and friends. In addition, more institutional
awareness of these opportunities is needed. Regarding studying abroad, Fry and Brux (2009)
stated that more than half of their African American participants reported needing to learn about
study abroad opportunities, and 85% of them were never approached by university
administration or faculty about international opportunities. Additionally, students identified two
major obstacles that prevented them from choosing to study abroad: the cost and a lack of
knowledge about doing so (Whatley, 2020).
Evidence shows teaching abroad offers opportunities for culture immersion, language
acquisition, professional development, global perspective and personal development (Kim,
2020). Teaching abroad allows you to immerse yourself in a new culture, gaining first hand
experience of different customs, traditions, and perspectives (Kim, 2020). This exposure can
broaden your understanding and appreciation of diversity. Living and working in a foreign
country provides an excellent opportunity to learn or improve a new language (Martens, 2023).
Being immersed in the local language environment can also greatly enhance language skills
(Kim, 2020). Teaching abroad can enhance your teaching abilities and develop valuable crosscultural communication skills (Kim, 2020). It can also demonstrate your adaptability, resilience,
and ability to work in diverse educational settings, which can be advantageous for future career
opportunities (Martens, 2023). Interacting with students, colleagues, and parents from diverse

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backgrounds offers a broader perspective on educational systems, pedagogical approaches, and
social issues. This global understanding can enrich your teaching practices and broaden your
worldview (Martens, 2023). Living abroad challenges you to step out of your comfort zone,
fostering personal growth, independence, and self-confidence. Lastly, it can also enhance your
problem-solving skills and resilience in unfamiliar situations.
The prevalence of White educators who have participated in these opportunities results in
advantages that widen gaps in disparities among educators and their students. Opportunities like
these offer the students’ teachers, upon their return to the classroom, global perspective, cultural
awareness, language proficiency, resilience, and networking skills. Teachers who have worked
abroad bring a broader perspective to the classroom (Ospina & Medina, 2020). They have
experienced different cultures, educational systems, and teaching methodologies, which they can
share with their students (Ospina & Medina, 2020). This exposure helps students develop a more
open-minded and global outlook (Ospina & Medina, 2020). Teachers who have worked abroad
often have a deeper understanding and appreciation of cultural diversity (Tichnor-Wagner,
2016). They can introduce their students to different traditions, customs, languages, and ways of
thinking, fostering a sense of tolerance and cultural sensitivity among students (Tichnor-Wagner,
2016). Teachers who have worked abroad may have acquired proficiency in foreign languages
(Tichnor-Wagner, 2016). They can offer language instruction with firsthand knowledge, sharing
practical insights, cultural nuances, and real-world examples that enhance students' language
learning experience (Tichnor-Wagner, 2016). Working abroad requires adaptability and
resilience, skills that teachers can pass on to their students (Tichnor-Wagner, 2016). They can
teach students to embrace change, think critically, solve problems creatively, and navigate
unfamiliar situations with confidence, all of which are valuable life skills (Tichnor-Wagner,

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2016). Teachers who have worked abroad often have a wide network of international
connections (Cook, 2022). They can leverage these connections to organize virtual exchanges,
collaborative projects, or guest speakers from around the world, exposing students to diverse
perspectives and expanding their horizons (Cook, 2022). Overall, teachers with international
experience can enrich students' educational journey by providing them with a global perspective,
cultural understanding, language skills, adaptability, and expanded opportunities for crosscultural engagement. At the same time, the lack of Black educators teaching abroad is a complex
issue with multiple factors contributing to it. Some possible reasons for this disparity include
systemic barriers, limited representation and opportunities, cultural differences, and biases in the
hiring process (University, 2022). It is important to promote diversity and inclusivity in
education, both domestically and internationally, to ensure equal access and representation for all
individuals (Ted, 2023). Efforts should be made to address these challenges and create more
inclusive environments in the field of education (Ted, 2023).
The implications of Black Educators abroad on their own development and the
development of their students include representation and diversity, professional growth and
recognition, challenges and discrimination, cultural exchange and global awareness, and being a
role model through empowerment (Lindsay, 2020). The development of education systems
abroad can lead to increased demand for qualified teachers from diverse backgrounds, including
Black teachers (Lindsay, 2020). This can provide opportunities for Black educators to contribute
their expertise, knowledge, and cultural perspectives, promoting greater representation and
diversity within educational institutions (Lindsay, 2020). As education systems develop, there is
an increased focus on improving teacher quality and recognizing the importance of diverse
perspectives in the classroom (Lindsay, 2020). This can create avenues for professional growth

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and advancement for Black teachers, as their skills and experiences are valued and supported
(Lindsay, 2020). Black teachers abroad have the opportunity to engage in cultural exchange,
fostering understanding and appreciation of different cultures among students and educators. By
sharing their experiences, histories, and perspectives, they can contribute to a more inclusive and
globally aware education system (Ospina & Medina, 2020). Lastly, Black teachers abroad can
serve as powerful role models for students, particularly those from minority backgrounds
(Lindsay, 2020). Their presence in classrooms can inspire and empower students, breaking down
stereotypes and encouraging educational achievement (Lindsay, 2020).
Despite progress, Black teachers abroad may still face challenges and discrimination
(Adkins & Devermont, 2022). They may encounter biases, stereotypes, or limited career
advancement opportunities due to systemic issues or cultural factors in some countries (Adkins
& Devermont, 2022). Addressing these barriers requires ongoing efforts to promote inclusivity,
equity, and cultural sensitivity within education systems (Adkins & Devermont, 2022).
Purpose of the Study
This qualitative study aimed to understand the experiences of African American
educators who have taught for at least two years in the United States and at least two years
abroad and determine how this experience has affected them, their classroom, and their
community. Their perspectives and experiences are critical to eliminating opportunity gaps for
African American students and teachers who wish to teach abroad.
The study showed the additional support students and teachers need to overcome the
obstacles that could be barriers to accessing an abroad opportunity. In addition, this study
benefits universities and teach-abroad companies looking for students and teachers from the

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African American community to participate in such programs and provides insight into how to
promote this particular demographic.
The following research questions guided this study:
RQ1: What challenges did African American educators overcome to teach abroad?
RQ2: What assets and support did African American educators call on to teach abroad?
RQ3: How do African American educators perceive their experience teaching abroad
impacted them as an educator in their communities?
Overview of Conceptual Framework and Methodology
This dissertation used Experiential Learning Theory as the framework guiding the study.
The theory emphasizes the importance of personal experiences in shaping learning and
development. This theory suggests that individuals construct knowledge and meaning through
direct encounters and interactions with their environment (Lake, 2021). When applied to the
context of African American educators working abroad, experiential theory acknowledges the
unique perspectives and cultural backgrounds they bring to their teaching practice. It recognizes
that their experiences as African Americans in their home country may influence their approach
to education, pedagogy, and student engagement. Experiential Learning Theory encourages
educators to reflect on their experiences, beliefs, and cultural values (Lake, 2021). African
American educators can engage in self-reflection to better understand how their background
shapes their teaching practice and interactions with students from diverse cultural backgrounds
(Boone, 2018). The theory also emphasizes the importance of valuing and respecting diverse
perspectives. African American educators can use their unique experiences and cultural
understanding to foster an inclusive classroom environment that celebrates diversity, promotes
cross-cultural understanding, and challenges stereotypes or biases (Healey & Jenkins, 2000).

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Finally, Experiential Learning Theory encourages hands-on, real-world experiences to
deepen understanding and enhance learning (Healey & Jenkins, 2000). African American
educators can incorporate experiential learning activities, such as field trips, cultural exchanges,
or community engagement projects, that allow students to engage with the local culture and
society (Boone, 2018). The experiential theory recognizes the importance of actively
empowering learners to participate in their learning (Healey & Jenkins, 2000). African American
educators can empower their students by fostering critical thinking, encouraging them to share
their experiences and perspectives, and supporting them in becoming agents of change in their
communities (Boone, 2018).
Overall, experiential theory can be a robust framework for African American educators
working abroad, allowing them to leverage their unique experiences and cultural background to
create meaningful and impactful learning experiences for their students.
This study is qualitative, and interviews were conducted to gather experiential data.
African American educators with at least two years of experience teaching in the United States
and at least two years of experience teaching abroad were interviewed to determine challenges
they overcame and assets they called on and how their experiential experiences teaching abroad
affected them as an educator and in their classroom practice upon returning to the United States.
In addition, two participants who had taught and stayed abroad participated in the study as their
experiences added value to the study.
These teachers' experiences provided data and findings to address and expand
opportunities for African American educators to teach abroad. These insights formed an
understanding of the challenges that need to be addressed and the successes and best practices
that need to be shared.

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Significance of the Study
The significance of this study lies in the research and experiences of the participants who
have had opportunities to teach abroad. It will significantly benefit other African American expat
educators by guiding teacher programs that seek educators to teach abroad on how to create more
opportunities for African American educators to teach abroad. The study will also help
researchers explore critical areas in accessing abroad opportunities for African American
educators provided through the data findings. One of the contributions of this study will be to the
current literature as there is a lack of literature on African American educators who teach abroad,
including the challenges they face in doing so, their experiences, and the implications for
themselves and outcomes for their students in their classrooms when they return to the U.S.
The findings could also benefit policy makers who focus on international education and
could consider policies that emphasize international study abroad programs with African
American students as the priority. Such findings could support programs like the Senator Paul
Simon Study Abroad Program Act that seeks to expand the total number of U.S. students
studying abroad, increase the diversity of study abroad students to match the undergraduate
population more closely and encourage study in nontraditional locations (Nietzel, 2019). The
United States can only remain globally competitive with a citizenry equipped with global skills
and knowledge (Nietzel, 2019). Ensuring that many more American college students have access
to study abroad as part of their academic preparation is vital to U.S. competitiveness and should
be a national priority (Nietzel, 2019). In addition, there is an opportunity for African American
expat teachers to bring a global perspective, cultural exchange and role modeling.

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Lastly, the findings from this study could inspire future African American educators to
teach abroad. Çelik (2017) argues that teachers with international experiences stand a better
chance of developing their teaching skills, communication skills, classroom management skills,
and learning new languages and about other cultures. In addition, experiences in this social
reconstruction will increase communication skills among individuals, allowing them to recognize
different cultures, develop business associations at a higher degree and enable people to compete
globally and think solution-oriented.
Conclusion
This qualitative research study analyzed the experiences of African American educators
who have taught for at least two years in the United States and at least two years abroad. This
chapter presented an introduction to the study, statement of the problem, purpose of the study,
overview of the conceptual framework and significance of the study. In Chapter Two, the
literature on the underrepresentation of African American expat educators abroad will be
explored. A brief history of study abroad in America, including the benefits and barriers of
working abroad, will also be included in this section. In Chapter Three, the methods, research
design, and data collection tools will be clearly defined and elaborated. In Chapter Four, the
findings of the study will be provided. Finally, Chapter Five will discuss the results, their
meaning, and provide recommendations for practice.

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CHAPTER TWO: LITERATURE REVIEW
This chapter provides research related to the topic of teaching abroad experiences for
African American teachers. It will start with a background of the history of teaching abroad in
the United States, including characteristics of teachers from the United States who have
historically taught abroad and characteristics of African American educators abroad, specifically.
The literature review will then discuss the current state of U.S. educators working abroad. This
research will highlight the experiences of African Americans expatriate educators to show the
factors influencing their decision to work abroad as well as how their experiences differ from
those of White educators who traditionally work and study abroad (Lörz et al., 2016; McKinley,
2014). One way to address this issue is with counter-storytelling (Romero & Chin, 2017) to
allow marginalized populations, including African Americans, to share their experiences
working abroad so that practitioners will better understand the narrative of the underrepresented
population. The chapter will conclude with a discussion of Experiential Theory, the conceptual
framework that underlies this study, including its history, philosophy, and connections to this
dissertation's focus on how African American educators' experiences while studying abroad
affect their students and community.
Characteristics and State of African American Educators Abroad
African American educators abroad possess a range of characteristics, much like
educators from any background. Byram (1997) states that a person needs to develop certain
attitudes, knowledge and skills to be interculturally competent. Interculturally competent
professionals are curious about products and practices that are relevant to social groups (Ospina
& Medina, 2020). They refrain from being judgmental and avoid interpreting and relating issues

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from the target language to their own (Ospina & Medina, 2020). As a result, they are able to
raise their own critical cultural awareness (Ospina & Medina, 2020).
African American educators often bring a deep appreciation for their own heritage and a
willingness to learn and engage with the cultures and histories of the countries they work in
(Muñiz, 2019). Many African American educators abroad develop strong cross-cultural skills, as
they navigate different educational systems, languages, and social norms (Lindsay, 2020). They
may be adept at fostering understanding and communication across diverse backgrounds
(Lindsay, 2020).
African American educators abroad may also have a heightened sense of empathy and
sensitivity towards the experiences of marginalized groups, drawing from their own experiences
of facing systemic discrimination (Robinson, 2023). As African Americans in an international
educational setting, these educators can serve as powerful role models for students from diverse
backgrounds (Berry & Candis, 2013). They can inspire and empower students, showcasing the
value of education and overcoming challenges (Berry & Candis, 2013). African American
educators abroad may champion inclusivity and social justice, working to ensure equal
opportunities for students of all backgrounds. They may advocate for culturally responsive
teaching practices and educational equity (Holquist & Porter, 2023).
Byram et al. (2009) divide intercultural competence into four categories: attitudes,
knowledge, skills, and actions. Attitudes include respect for otherness, empathy,
acknowledgment of identities, and tolerance (Ospina & Medina, 2020). Knowledge involves
understanding how social groups function and interact as well as being able to interpret the
outcomes of communication (Ospina & Medina, 2020). Skills have to do with discovering
knowledge, being critical, interpreting, and recognizing different linguistic conventions (Ospina

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& Medina, 2020). Finally, action involves the contribution that the person makes to the common
good in order to become involved in making things much better and different from other people
(Ospina & Medina, 2020).
Ultimately, African American educators abroad have characteristics that are developed
skills that allow them to be interculturally competent professionals, be curious about practices
that are relevant, bring a deep appreciation for their own heritage and other cultures and have a
heightened awareness of empathy for marginalized groups that allow them to be a culturally
competent educator and asset to the classroom and community.
State of U.S. Educators Working Abroad
Many U.S. educators choose to work abroad to gain international experience and
contribute to global education. Working abroad as an educator can offer diverse cultural
experiences and professional growth opportunities. In the field of education, during the 21st
century, many students as well as educators are pursuing opportunities to travel abroad to
achieve individual academic goals, obtain personal independence and gain intercultural
understanding (Ospina, 2020). Burman et al. (2006) state, the flow of professionals from one
country to another has increased significantly. Ospina argues that when educators embark on the
adventure of living and teaching abroad, they face a diverse range of rewarding and challenging
experiences (2020).
The rewarding experiences that one can encounter may include cultural exchange,
personal growth, professional development, and making a positive effect on student lives.
Rewarding experiences allow educators the opportunity to immerse themselves in a new culture,
learn about local traditions, and build meaningful relationships with students and colleagues
from different backgrounds (Ospina, 2020). These transformative experiences broaden an

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educator's perspective, enhance adaptability, and develop cross-cultural communication skills
(Ospina, 2020). Educators may gain valuable insights and techniques from working in diverse
educational systems, which can enrich their teaching methods and expand their professional
horizons (Ospina, 2020). Lastly, teaching abroad allows educators to make a positive effect on
students' lives, contribute to the development of education in the host country, and promote
global understanding.
The challenges one may face include language barriers that can present challenges in
effective communication with students, parents, and colleagues (Moran, 2021). In addition,
teaching methods, curriculum, and classroom dynamics may vary significantly from one country
to another. Educators need to adapt to these differences and find ways to engage students
effectively (Moran, 2021). Adjusting to a new cultural context can be challenging, including
navigating social norms, understanding local expectations, and managing cultural differences
within the educational setting (Moran, 2021). Being away from familiar surroundings, family,
and friends can lead to feelings of homesickness and isolation (Moran, 2021). Building a support
network and finding ways to maintain connections with loved ones are crucial (Moran, 2021).
Overall, teaching abroad offers educators a unique opportunity for personal and
professional growth, but it also requires adaptability, resilience, and an open mind to embrace the
rewards and overcome the challenges that come with teaching in a foreign country. According to
the Expat Insider 2021 survey by InterNations, 36% of US Americans working abroad name
their career as the most important reason for relocating to another country. Further, one US
American expat in four works in the field of education (25%), which is 13 percentage points
more than the global average (12%) (Expat Insider 2021, 2021). This might be related to English
native speakers being sought after; the share of British and Canadian expats working in

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education is also considerably higher than the global average (22% each) (Expat Insider 2021,
2021). The high share of (language) teachers might also explain the lower share of US American
expats in a senior/specialist position (21% vs. 30% globally) (Expat Insider 2021, 2021). One in
ten each is a top manager / executive (10% vs. 13% globally) or works in lower/middle
management (10% vs. 17% globally) (Expat Insider 2021, 2021).
Many American teachers are looking into (and actively accepting) teaching contracts in
far-away countries such as Kuwait, United Arab Emirates (UAE), China, Malaysia, Egypt, South
Korea and similar destinations (Birchard, 2018). Every aspect of international business favors
versatile international candidates, and the overwhelming majority of them are educated in
international schools. Schools know this, and they market themselves by boasting these facts to
parents, in turn creating an ever-growing demand for high quality western-certified educators
(Birchard, 2018). There could be several reasons why American teachers choose to accept
teaching contracts from these countries (Bhagan, 2022). Trends that have changed over the past
include competitive packages, adventure and travel and the demand for an English education
(Bhagan, 2022). Some countries offer attractive salary packages and benefits to foreign teachers,
including housing allowances, and tax free income, which make teaching abroad financially
enticing (Bhagan, 2022). Adventure and travel also allow educators to explore new countries,
immerse themselves in different environments, and experience new adventures (Bhagan, 2022).
This opportunity to travel while teaching abroad can be an exciting way to discover new cultures.
Lastly, English language skills are highly sought after worldwide, particularly in countries where
English is not the official language. As a result, there is a demand for qualified English speaking
teachers in many countries, allowing American teachers the opportunity to teach abroad
(Bhagan, 2022).

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State of African American Educators Working Abroad
Historically, African American educators teaching abroad have been an uncommon trend,
much like the data currently existing in relation to African American students who take
opportunities to study abroad. There have been barriers to African American teachers taking
advantage of opportunities to teach abroad. Some of those barriers include family and peer
support, awareness and cost (Carver-Thomas, 2017). African American educators may face
limited access to international programs, exchanges, or professional development opportunities
due to factors such as lack of funding or institutional support (Carver-Thomas, 2017). The
underrepresentation of African Americans in leadership positions within the education system
can also contribute to limited representation and recognition on the international stage (CarverThomas, 2017). Stereotypes and biases can affect perceptions of African American educators'
abilities, potentially effecting their opportunities for international exposure (Carver-Thomas,
2017). Further, structural inequalities and disparities in the education system may limit
resources, networks, and connections needed for international engagement (Carver-Thomas,
2017).
There is a lack of data about the number of African American teachers who work abroad.
Lacking this data, one can look at common trends within study abroad programs that also lack
participation from African American students. Covington (2017) argued that African American
students at historically Black colleges were more likely to disassociate with study abroad due to
similar factors that prevent Black educators from working abroad. For first-year college students,
the concept of a study abroad seemed unattainable because of academics, finances, family,
employment, and other factors (Covington, 2017). As for study abroad experiences for African
American students, the underrepresentation of African American students in studying abroad can

17
be attributed to a combination of systemic, socio-economic, and cultural factors. African
American students often face financial barriers that limit their ability to study abroad. The cost of
programs, including tuition, travel, accommodation, and living expenses, can be prohibitive for
many students (Farrugia & Sanger, 2017). According to a study by the Institute of International
Education, financial concerns were the most commonly reported barrier to study abroad among
students of color, including African Americans (Farrugia & Sanger, 2017).
African American students may also have limited access to information about study
abroad opportunities (Davis & Knight, 2021). This lack of awareness can stem from inadequate
advising services at their institutions, limited promotion of study abroad programs targeting
underrepresented students, and a lack of mentorship or guidance from faculty or staff who can
encourage and support their participation (Davis & Knight, 2021). Some universities may not
prioritize diversity and inclusion in their study abroad programs, resulting in a lack of support
and resources for underrepresented students (Engle & Engle, 2003). Limited scholarship
opportunities specifically targeting African American students and a lack of culturally responsive
programming can contribute to the underrepresentation (Engle & Engle, 2003). Concerns about
safety and racial discrimination can also discourage African American students from studying
abroad. Reports of racially motivated incidents and a perception of hostility towards people of
color in some countries or regions may create a sense of vulnerability and discourage
participation.
As a result of barriers which have affected opportunities for African American teachers
and students to study and teach abroad, there is a need to address these barriers and close the
opportunity gaps that currently exist between White teachers and Black educators who benefit
from this exposure. Addressing these issues requires concerted efforts from various

18
stakeholders, including educational institutions, governments, and organizations involved in
international education. This includes creating targeted financial assistance programs, increasing
awareness through outreach initiatives, fostering inclusive and supportive campus environments,
and actively promoting diversity and representation in study abroad programs and marketing
materials to promote inclusivity, diversity, and equal access to international opportunities for
African American educators (Carver-Thomas, 2017).
The Effect of Working Abroad As an Educator
Working abroad as an educator can have a significant effect at both personal and
professional levels. Teachers working abroad learn new methods and integrate them into their
classes when they return to their home countries (Celik, 2017). These newly learned methods
allow teachers to change their roles in the classroom. For example, they change the focus from a
teacher-centered approach to a student-centered approach (Murphy et al., 2021). As teachers
want to be appreciated by the administration and students, they become more tolerant of students
while teaching abroad, and they tolerate their students' mistakes more (Murphy et al., 2021). One
of the positive aspects of international experience is to give teachers a new role in the classroom
(Murphy et al., 2021).
Çelik (2017) argues that teachers with international experiences stand a better chance of
developing their teaching skills, communication skills, classroom management, and learning new
languages and about other cultures. Celik reasons that this is the case because teachers learn new
teaching strategies from their colleagues and promote their teaching skills. In short, teachers
stand a better chance at developing their skills through using the experiences of their colleagues
abroad to allow teachers to perform their profession in a better way (Murphy et al., 2021).

19
Working in a different country allows one to immerse themself in a new culture,
traditions, and ways of life (Neeley, 2017). One can gain a deeper understanding and
appreciation of diverse perspectives, languages, and customs. Living and teaching abroad
challenges one to step out of their comfort zone, adapt to new environments, and develop crosscultural communication skills (Neeley, 2017). This experience can broaden one's horizons and
make them more adaptable, resilient, and open-minded (Neeley, 2017). Working as an educator
abroad often exposes one to different educational systems, teaching methods, and approaches to
learning (Serin, 2017). This exposure can enhance one’s pedagogical skills, expand their
teaching repertoire, and make them more versatile as an educator. If one chooses to work in a
country with a different language, they will have the opportunity to learn or improve their
language skills (Serin, 2017). Being bilingual or multilingual can enhance one’s career prospects
and enable them to connect with a wider range of students and colleagues (Serin, 2017).
Working abroad allows one to build a diverse network of colleagues, professionals, and friends
from various backgrounds (Serin, 2017). These connections can provide valuable insights,
collaborations, and future career opportunities.
Living in a foreign country can also foster personal growth by pushing one to step outside
their comfort zone, develop self-reliance, and become more independent (Adam et al., 2018). It
can also lead to personal transformation, increased self-confidence, and a better understanding of
oneself, offering a transformative and enriching journey (Adam et al., 2018). Altun (2015) states
that the most significant advantage of international experience is to know about different cultures
and to learn about the life of people from different nations, which allows one to be aware of the
needs of students belonging to different cultures well and to provide adequate education to the
students by keeping these needs in mind.

20
De Villar & Jiang (2012) states that international experiences have the following effects on a
teacher:
A. They enable the teachers to understand that they are a small sample of large cultural
structures nearby.
B. The teachers can accept the schools as a cultural environment and make observations and
ask questions for effective adjustment, which enables them to learn about the people of
that culture.
C. They observe differences in how learners learn. Teachers who observe these differences
while working abroad can also apply these abilities in their countries. Different practices
help teachers develop teaching abilities and professional development.
D. They understand that the curriculum can develop new ideas and materials. Teachers
working abroad can contribute to education and learning in their countries by acquiring
new ideas and materials. At the same time, they can apply the good aspects of the
curriculum in their own countries.
E. Teachers can grow to understand themselves as risk-takers because teachers always try
new ideas and new ways of teaching. International experience will allow teachers to see
new teaching strategies, making them available to their countries.
F. Teachers can gain a new understanding of the complexity and richness of cultural
differences. Teachers working abroad are curious to learn about new cultures and eager to
learn from others. They are interested in examining new ways of teaching.
Burman et al. (2006) claimed that the professional growth that comes from overseas
teaching experiences is holistic because the learning experience is about the self in the cultural
setting, as both daily life experience and teaching experience are the values teachers gain when

21
they are abroad. In addition, Nussbaum (1994) highlighted the importance of being an
international citizen and recommended going beyond national perspectives. Thus, teachers play
two roles as local and global citizens when living abroad. As a result, their experiences and
knowledge are broader, and their understanding of diversity and change is deeper (Burman et al.,
2006; Cornes, 2004).
Working abroad has always provided advantages for teachers to enhance their personal
and professional development. International experience not only allows teachers to develop their
cultural awareness, which will allow them to be in good relations with students from diverse
groups, but also enables them to develop effective teaching strategies (Altun, 2015).
Cultural Awareness
Cultural awareness refers to having knowledge and understanding of different cultures,
including their values, beliefs, customs, and behaviors. It involves recognizing and appreciating
the diversity and unique characteristics of various cultural groups. Cultural awareness is essential
for promoting inclusivity, effective communication, and respectful interactions in diverse
settings. From more of a conceptual perspective, existing studies frame a relationship between
the development of educators' global perspectives, teachers' experiences and values over time,
and the immediate teaching contexts (Siczek & Engel, 2019).
It is significant to understand how internationalization activities are “mediated by
teachers” pre-existing beliefs and practices related to global education, which includes
perceptions of themselves and the communities that they serve (Siczek & Engel, 2019, p. 488).
In other words, “cognition plays a powerful, albeit complex, role in teachers' response to policy,
particularly when it is a global imperative” within educational reform movements (Siczek &
Engel, 2019, p. 489). This point has particular relevance for the federal US education system,

22
given the power of local stakeholders over implementing 'the global turn' within the system and
with what emphasis or approach, whether more cosmopolitan or advocacy-oriented (Oxley &
Morris, 2013). Therefore, understanding teacher experiences, opportunities, and professional
development in internationalization offers critical perspectives that only some studies of
internationalization of teaching and teacher education have gleaned. In particular, it is valuable
to better understand how teachers perceive internationalization and their pedagogical practice as
a result of working closely with students in education abroad programs.
Lastly, while some scholars and organizations have positioned global travel as a higheffect form of internationalization (Kuh, 2008), others have declared it an “elite-making”
enterprise accessed by a small population of affluent students and teachers (Maxwell, 2018;
Maxwell & Yemini, 2018). As such, education abroad is seen as embedded in global opportunity
hoarding and the reproduction of socio-economic hierarchies. In the US, for example, K12- and
university-level education abroad participants are overwhelmingly white and from higherincome households and well-resourced communities (Igarashi & Saito, 2014), making it a vastly
inequitable educational opportunity. These criticisms have resulted in calls for more inclusive
forms of internationalization (De Wit & Jones, 2018) to diversify the populations with access to
global travel programs.
Importance of Black Educators Working Abroad
The United States has a tainted history that directly involves the ancestors of African
Americans who were enslaved. Educating enslaved people was outlawed in several places during
slavery (Coleman, 2020). Some enslaved people, however, could learn rudimentary literacy
skills in secret or through unlawful ways (Coleman, 2020). Enslavers, on the other hand, were

23
frequently hostile to the idea of educating the slaves because they worried it would encourage
concepts of freedom and empowerment (Coleman, 2020).
After the Civil War and the abolition of slavery, the Reconstruction period allowed
African Americans to access education (Coleman, 2020). Freedmen's Bureau schools were
established to educate formerly enslaved individuals, and Black and White teachers from the
North were involved in this effort (Coleman, 2020). During Reconstruction, Black teachers,
many of whom were formerly enslaved, laid the foundations for public education throughout the
South (Coleman, 2020). In the early 20th century, they formed the rank and file of reform
organizations like the National Association of Colored Women (NACW), National Association
for the Advancement of Colored People (NAACP), Association for the Study of Negro Life and
History (ASNLH), and National Urban League (Coleman, 2020). During the Great Migration,
they were pivotal in opening access to broader opportunities for Black youth in Harlem, Chicago,
Detroit, and other cities in the urban North (Coleman, 2020).
With the rise of Jim Crow laws in the late 19th century, segregation became the norm
across many parts of the United States (Zapata et al., 2018). Black schools were underfunded
and often had insufficient resources compared to White schools (Zapata et al., 2018). Despite
these challenges, African American educators emerged as community leaders and fought for
better educational opportunities (Zapata et al., 2018). Throughout the 19th and 20th centuries,
many African American educators emerged as trailblazers in education (Kober & Rentner,
2020). They fought for educational equality, championed civil rights, and uplifted their
communities through teaching (Kober & Rentner, 2020).
With continued challenges and educational disparities, African American educators face
challenges in funding, resources, and representation (Quintana et al., 2012). However, they have

24
made significant contributions to education and have been instrumental in promoting culturally
responsive teaching, advocating for inclusive curricula, and inspiring generations of African
American students (Brown-Grier et al., 2021).
As a result of the historical context for African Americans in education, it is important to
expand on the building blocks that have contributed to education. Overall, the presence of
African American educators abroad can promote cultural exchange, foster inclusivity, inspire
students and contribute to the advancement of global education and African American history.
The Effect of Black Educators Working Abroad
Black educators working abroad are important in the power of representation, cultural
exchange, and global perspectives (Dunston, 2019). When Black educators work abroad, they
become role models for students from diverse backgrounds, demonstrating that people of all
races can excel in education. By sharing their experiences and knowledge, they contribute to a
more inclusive and equitable learning environment (Dunston, 2019).
Black educators working abroad also facilitate cultural exchange. They bring their unique
perspectives, traditions, and experiences to classrooms, fostering understanding and appreciation
of diverse cultures (Brown-Grier et al., 2021). This enriches the educational experience for both
students and educators, promoting global awareness and empathy (Brown-Grier et al., 2021).
Moreover, Black educators working abroad challenge stereotypes and promote diversity in
educational settings (Brown-Grier et al., 2021). They help dismantle biases and misconceptions
by showcasing their expertise, achievements, and leadership in education (Brown-Grier et al.,
2021). Their presence is a reminder that talent and capability transcend racial boundaries
(Brown-Grier et al., 2021).

25
Overall, Black educators working abroad play a vital role in promoting inclusivity,
fostering cultural understanding, and inspiring future generations by serving as powerful
examples of achievement and breaking down barriers. Black students may be more likely to
study abroad, breaking current and long-standing study-abroad participation gaps. In the long
run, African American educators are present in all levels of education, from early childhood to
higher education and abroad. Their contributions continue to shape education, foster inclusivity,
and work toward equity and equality for all students.
African American educators abroad also bring several benefits to the communities they
serve. Moran (2002) stated that the awareness gained by being in a foreign country is gradual
and has an effect that one sees in oneself over time. The author shared that by the end of his
international teaching experience in China, he had learned to be open-minded about cultural
differences, even if he could not understand them. He added that at the end of his intercultural
experience abroad, he had learned significantly about self-knowledge and achievement. Teaching
abroad contributes to increased self-understanding, development, and movement toward more
resourceful and effective living (Ospina & Medina, 2020). Moreover, people who have been
abroad have more knowledge about politics and social interactions and show more talent in
personal development than those who have not been abroad (Serin, 2017).
African American educators serve as role models for students from diverse backgrounds.
Their presence helps promote inclusivity, diversity, and cultural understanding, fostering a sense
of belonging among students who may have previously felt marginalized (Anderson, 2015).
African American educators can share their unique experiences, perspectives, and insights with
students and colleagues abroad. This promotes cross-cultural learning and helps challenge
stereotypes, fostering a more comprehensive understanding of African American culture. By

26
teaching abroad, African American educators can raise awareness about African Americans'
historical and contemporary contributions to society, highlighting their achievements, struggles,
and cultural heritage. This promotes a more accurate and nuanced understanding of African
American history and culture. African American educators often bring a wealth of knowledge,
expertise, and teaching methods that can enrich students' educational experiences abroad. Their
diverse perspectives can enhance the quality of education and contribute to a more
comprehensive curriculum. African American educators abroad are vital in promoting global
citizenship and fostering international understanding. They help students develop empathy,
respect for diverse cultures, and a broader worldview, preparing them to be active global citizens
(Anderson, 2015).
Overall, African American educators abroad contribute to fostering inclusive
environments, promoting cultural exchange, and enriching education through their diverse
experiences and perspectives.
Investment in Expanding Worldview and Perspective for Black Educators
The investment in expanding the worldview for Black Educators is significant as its
effect provides resources and opportunities for African American educators to broaden their
worldview through professional development programs that can enhance their teaching
effectiveness and cultural competence. This, in turn, benefits the students by fostering a more
inclusive and culturally responsive learning environment. When African American educators
have a broader worldview, they can inspire and empower their students by exposing them to
diverse perspectives, histories, and cultures (Hines & Hines, 2020). This expands students'
understanding of the world, promotes empathy, and encourages critical thinking. Investing in
expanding the worldview of African American educators can contribute to increasing leadership

27
representation within educational institutions (Serino, 2019). When educators with diverse
perspectives have leadership roles, they can influence policies, curricula, and decision-making
processes to better address the needs of all students, particularly those from underrepresented
backgrounds (Hines & Hines, 2020). Empowered African American educators can actively
engage with their local communities, fostering positive relationships and partnerships (Wright,
2019). They can collaborate with families, community organizations, and other stakeholders to
create educational opportunities that reflect diverse experiences and promote social justice
(Wright, 2019).
Overall, investing in expanding the worldview of African American educators creates a
ripple effect that positively affects students, schools, communities, and society as a whole, by
promoting inclusivity, equity, and understanding.
Community Involvement Through the Influence of Exposure
Community involvement plays a crucial role in the development and success of
educators, particularly Black educators who face unique challenges in their professional
journeys. The framework of the importance and effect of Black educators in their communities
through the influence of teaching abroad encompasses several key aspects. This paper explores
the concept of community involvement for Black educators following their teaching experiences
abroad, highlighting the significance of international exposure to empower and support their
growth. By engaging with the community following their experiences abroad, Black educators
can enhance their teaching effectiveness, strengthen cultural competence, and contribute to
positive social change (Daniel et al., 2019).
Black educators serve as role models for students, particularly those from minority
backgrounds. Seeing educators who share their racial and cultural identity who have worked

28
abroad can instill a sense of empowerment and motivate students to achieve their goals. By
actively engaging with the community, educators gain a deeper understanding of their students'
backgrounds, cultural values, and lived experiences (Daniel et al., 2019). According to Howard
(2019), this exposure allows educators to create culturally responsive teaching practices that
cater to the specific needs of Black students, resulting in increased academic achievement and
engagement. Additionally, a study by Johnson et al. (2020) demonstrated that community
involvement positively influences teacher efficacy, leading to improved instructional practices
and student outcomes.
Black educators often bring a deep understanding of their community's culture, history,
and experiences. This knowledge allows them to create inclusive and culturally responsive
learning environments that validate students' identities, foster pride, and enhance academic
success. Research by Ladson-Billings (2017) emphasizes that culturally competent educators are
better equipped to address the unique needs of Black students, provide culturally relevant
instruction, and create inclusive learning environments.
Community involvement after teaching abroad empowers Black educators to actively
contribute to positive social change within their communities. Through engagement with
community organizations, educators can collaborate on initiatives that address social and
educational disparities, advocate for equitable policies, and promote community well-being.
According to Darling-Hammond and Bransford (2017), Black educators who engage in
community activism demonstrate their commitment to social justice, challenge systemic
inequalities, and inspire transformative change within and beyond the classroom.
In conclusion, community involvement following exposure abroad significantly benefits
Black educators and their communities by enhancing teaching effectiveness, strengthening

29
cultural competence, and contributing to positive social change. By actively engaging with their
communities, educators can create inclusive learning environments, provide culturally relevant
instruction, and advocate for educational equity. These outcomes highlight the importance of
Black educators teaching abroad and their subsequent community involvement as powerful tools
for empowering and supporting Black educators in their professional growth and development.
Connecting Students to Globalization Through the Classroom
Teachers can connect students to globalization through the classroom in several ways.
Teaching abroad in classrooms led by Black educators can have a significant effect on various
levels. Black educators teaching abroad can be powerful role models for students who may not
have previously encountered educators of their race (Ahébée, 2021). Their presence can inspire
and motivate students by demonstrating that individuals from diverse backgrounds can succeed
academically and professionally (Ahébée, 2021). By bringing their unique perspectives and
experiences, Black educators can contribute to a more comprehensive cultural exchange in
classrooms abroad. They can help foster a deeper understanding of different cultures, traditions,
and histories, breaking down stereotypes and promoting inclusivity. Black students in these
classrooms may experience a heightened sense of empowerment and self-esteem when they see
educators who share their racial background. Such representation can validate their identities,
promote a positive self-image, and encourage them to confidently pursue their goals (Hines &
Hines, 2020). Having black educators in foreign classrooms challenges biases, stereotypes, and
misconceptions students may hold about Black individuals. This exposure to diverse perspectives
can encourage critical thinking, empathy, and a more inclusive worldview among students
(Singmaster, 2018). Teaching abroad in classrooms of Black educators can also provide
professional growth opportunities for both local and visiting teachers. Sharing teaching

30
methodologies, cultural insights, and educational practices can enrich the teaching profession
globally (Singmaster, 2018).
The effect of Black educators who teach abroad and return to the U.S. classroom can be
significant for students. These educators bring a diverse range of experiences, perspectives, and
teaching methods that can enrich the learning environment and provide valuable cultural
insights. By sharing their experiences from teaching abroad, they can broaden students' horizons,
foster cross-cultural understanding, and promote global citizenship. Additionally, Black
educators who have taught abroad may serve as inspiring role models for students, particularly
those from underrepresented backgrounds, demonstrating that they too can achieve success and
navigate different cultural contexts. Overall, the presence of these educators can contribute to a
more inclusive and diverse educational experience for students, promoting equity and fostering a
sense of belonging.
By incorporating these strategies, teachers can create a classroom environment that
prepares students to engage with the interconnected world and become global citizens. The
global transition in education is reflected in the increasingly widespread internationalization of
education, defined as the intentional incorporation of international, global, and intercultural
perspectives into the mission, design, and delivery of compulsory schooling (Tornio, 2016).
Despite their differences, the common goal of these internationalization initiatives is to create
and develop opportunities for all students, including those historically underrepresented in these
initiatives, to become globally competent citizens capable of understanding and confronting the
complex issues and problems of the twenty-first-century global world (Tornio, 2016).

31
Conceptual Framework
Experiential learning theory, developed by David Kolb, suggests that individuals learn
best through hands-on experiences, reflection, and active engagement (Healey & Jenkins, 2000).
When applied to working abroad, individuals can gain valuable knowledge and skills by
immersing themselves in a different culture and work environment (Healey & Jenkins, 2000).
Working abroad provides a unique opportunity for experiential learning as individuals encounter
new challenges, cultural differences, and professional situations that can enhance their
understanding and skills (Carlson & Wurdinger, 2010). Through direct engagement in diverse
work tasks, interactions with colleagues from different backgrounds, and adapting to unfamiliar
contexts, individuals can develop a range of competencies such as cross-cultural communication,
adaptability, problem-solving, and intercultural sensitivity. The experiential learning cycle
includes four stages: concrete experience, reflective observation, abstract conceptualization, and
active experimentation (Carlson & Wurdinger, 2010). When working abroad, individuals
experience the concrete work environment, reflect on their experiences and observations, derive
abstract concepts or theories from their reflections, and apply their newfound knowledge and
skills in their work and personal lives. This cyclical process helps individuals deepen their
understanding, refine their capabilities, and grow professionally and personally.
By embracing experiential learning while working abroad, individuals can expand their
cultural competence, broaden their perspectives, and gain valuable skills that can contribute to
their personal and professional growth (Carlson & Wurdinger, 2010). Experiential learning
theory describes the ideal process of learning and empowers one to take charge of one’s learning
progression (Kurt, 2020). Experiential learning focuses on the idea that the best way to learn
things is by actually having experiences. For teachers, creating opportunities for students to have

32
experiences based on what they are learning about is key (Carlson & Wurdinger, 2010). Teachers
can help create environments where students can learn and have experiences simultaneously.
The concrete experience is the initial stage of the learning cycle, where individuals engage in
direct experiences or actions (Healey & Jenkins, 2000). It involves actively participating in an
activity or encountering a real-life situation (Healey & Jenkins, 2000). After the concrete
experience, learners reflect on their experience and observe what happened (Healey & Jenkins,
2000). They analyze the outcomes, examine their feelings, and identify patterns and connections
within the experience (Healey & Jenkins, 2000). In the abstract conceptualization experience,
learners attempt to make sense of their observations and experiences by forming abstract
concepts and generalizations (Healey & Jenkins, 2000). They use reasoning and critical thinking
skills to develop theories, models, or principles that help explain the experience (Healey &
Jenkins, 2000). The final stage involves applying the concepts and theories derived from the
previous stages to new situations or problems (Healey & Jenkins, 2000). Learners actively test
their theories and hypotheses by engaging in practical experiments or taking on new challenges.
They learn from the outcomes of their actions and modify their understanding accordingly
(Healey & Jenkins, 2000).
According to Kolb, effective learning occurs when individuals engage in all four stages
of the experiential learning cycle (Healey & Jenkins, 2000). The cycle is a continuous process
where learners construct knowledge through their experiences, reflection, conceptualization, and
experimentation (Healey & Jenkins, 2000). This study is based in experiential learning, looking
at how African American educators who teach abroad engage in this continuous process,
ultimately impacting them as an educator and their communities. It emphasizes the importance of
reflection, active engagement in learning, and the integration of theory and practice (Healey &

33
Jenkins, 2000). The experiential learning cycle rests on the idea that each person has a specific
type of learning tendency, and they are thus dominant in certain stages of experiential learning.
Figure 1
Kolb’s Learning Style

34
CHAPTER THREE: METHODS
This study sought to understand the effect of African American educators' experiences
while working abroad and how they perceive these experiences affecting their classroom
practices upon return to the United States. The goal of this research is to address a specific
problem in a practice-based setting, such as a classroom, a workplace, a program, or an
organization (Herr & Anderson, 2015). A qualitative methodology was used through semistructured interviews. Qualitative research allowed for an in-depth exploration and understanding
of complex phenomena, experiences, and perspectives (Emiliussen et al., 2021). It involves
gathering rich, non-numerical data through methods such as interviews, observations, and focus
groups. This type of research helps uncover nuanced insights, explore context, and capture
subjective aspects that quantitative research may not fully capture (Emiliussen et al., 2021). My
experience as an African American who has worked abroad as an educator for several years and
returned to the United States provided familiarity and understanding of the participants' context.
Merriam and Tisdell (2015) state that action research is conducted by people interested in
facilitating change in their work, community, or family and, as such, guides this study.
Data suggest that African American students in the United States are underrepresented in
study abroad programs (Institute of International Education [IIE], 2020; National Association of
Foreign Student Advisors [NAFSA], 2020). While there is little data that supports how many
African American educators work abroad, evidence suggests that they are also at a disadvantage
(Taie, 2022). This has a significant effect on the educator themself, their students in their
classrooms, and the future likelihood of African American students in the U.S. studying abroad.
More research is needed to explore African American educators' lived experiences in teaching
abroad and the effect on their classrooms upon their return. Therefore, this qualitative study

35
focused on the experiences of African American educators and their effect on their communities
surrounding them after working abroad.
The following research questions guided this study:
RQ1: What challenges did African American educators overcome to teach abroad?
RQ2: What assets and support did African American educators call on to teach abroad?
RQ3: How do African American educators perceive their experience teaching abroad
impacted them as an educator in their communities?
Population and Sample
The target population included self-identified African American educators with at least
two years of experience teaching in the United States and at least two years of experience
teaching abroad. Participants were contacted purposely through the personal email list collected
during my personal experience while working overseas as well as through the social media site
of the Association of International Educators and Leaders of Color (AIELOC). This association
consists of educators with experiences in over 60 countries, including educators from the United
States who have taught abroad. To be included in the study, participants needed to meet the
following criteria:
1. Be African American,
2. Had taught for at least two years in the United States, and
3. Had taught at least two years abroad
Both prior professional connections and the Association of International Educators and
Leaders of Color provided a list of seven participants of African American educators with dual
experiences in the United States and abroad. AIELOC is a growing network of 1,700 members of
African American educators. This study aimed to interview approximately 12-15 African

36
American educators who meet the specified criteria; however, after multiple attempts, seven
participants were identified and agreed to participate. Five participants had taught abroad and
were teaching in the US at the time of the study. Two participants who had taught and stayed
abroad also participated and their experiences added additional value to the study.
Data Collection and Instrumentation
Data collection is a crucial element of the first steps in this study (Creswell, 2019). This
process included collecting interview data to analyze potential themes related to informing and
understanding the research questions through the conceptual framework guiding the study.
An application to conduct the research, including an information sheet outlining the
study, was submitted to the University of Southern California's (USC) Institutional Review
Board (IRB) in July 2023. USC IRB's approval was presented to the AIELOC to gain their
approval to conduct the study by using their platform and list of participants to solicit volunteers.
A meeting was scheduled before the IRB's final approval with the organization to notify them of
the expectations and the possible timeline.
Once the meeting was conducted, the information sheet was shared, and an agreement
was made to select the date to send the recruitment email with the screening questionnaire link
and the request to be interviewed. The email was sent to the director, who then allowed me to
post a participation opportunity on the website and forward it to all organization members.
Teachers received the recruitment email titled "Lived Experiences Through the Lens of
The African American Global Educator" and asked if they would be interested in participating. A
link was provided for those interested to a questionnaire related to the study criteria. The
recruitment email included the pre-screening questionnaire as well as an introduction to the study
and their potential role and protections if they chose to participate (see Appendix D). This

37
included an introduction of me as the researcher, background information on the purpose of the
expat research, and who were eligible participants. The email indicated that the interview was
voluntary and the information provided would be confidential. The email then provided a link to
a Google form that had demographic questions and ten statements to determine selection criteria
through a Likert scale (Appendix E). The ending paragraph indicated that I was looking for
approximately 12-15 teachers to be interviewed who had taught in multiple countries with gained
experience, specifically African American expat teachers with at least two years of experience
teaching in the United States and at least two years teaching abroad. Volunteers who did not
meet the criteria were not chosen for this study. Volunteer teachers who met the criteria were
then contacted for a 60-minute interview. The researcher communicated possible interview dates
and times depending on the participant’s availability. The same recruitment email offered access
to the study findings after participating and the option to further discuss them if interested.
Interviews
Virtual Zoom interviews (semi-structured) were used to collect data. Zoom is a video
conferencing platform that enables virtual meetings, webinars, and online collaborations. It
offers real-time video and audio communication, screen sharing, and interactive tools for
engaging participants. Emails were used to confirm participation prior to interviews being
conducted. Interviews were scheduled for November 2023, December 2023 and January 2024.
Participants were sent a calendar with availability to honor their needs and commitments. At the
start of the interview, participants were again informed about the purpose of the study, their
ability to withdraw at any point, and how their confidentiality would be protected. Participants
received, signed, and returned an informed consent form before interviews (see Appendix C) via
emails. Informed consent demonstrates respect for personal autonomy ("Respect for Persons")

38
and is an important ethical requirement in research (National Commission for the Protection of
Human Subjects of Biomedical and Behavioral Research, 1979). The consent process clarifies to
participants that research is distinct from clinical care, as the purpose is to benefit society rather
than solely the individual. Interviews were conducted until data saturation existed, with no new
reoccurring themes emerging or new data found (Faulkner & Trotter, 2017). To allow
participants to answer questions fully and for themes to emerge from collected data, the allocated
time for each interview should be reasonable and sufficient (Bevan, 2014). Interviews lasted
approximately 60 minutes each. Open-ended questions were invoked to allow more profound
questions and answers relevant to the study (Moustakas, 1994). Research questions were aligned
with and examined through the lens of experiential theory, exploring the multifaceted influences
and experiences that shaped individuals' educational journeys (See Appendix A).
Upon participant approval, interviews were audio recorded. The goal of the interviews
was to develop a deeper understanding of the lived experiences of African American educators
while teaching and working abroad and how those experiences influenced their classroom
practices upon return to the United States.
Data Analysis
Qualitative research offers insight into the why of a phenomenon and provides details
into participants' experiences (Creswell & Plano-Clark, 2017). Data analysis began during data
collection. I wrote analytic memos after each interview. I documented my thoughts, concerns,
and initial insights about the data concerning my conceptual framework and research questions.
Interviews were transcribed and coded. In the first analysis phase, I used open coding to look for
empirical codes and apply a priori codes from the conceptual framework. A second phase of
analysis was conducted where empirical and a priori codes were aggregated into analytic/axial

39
codes. In the third data analysis phase, I identified pattern codes and themes that emerged
concerning the conceptual framework and study questions (Mishra & Dey, 2022). Otter.ai
software was used to analyze data. Otter.ai is a qualitative data analysis (QDA) software that
helps researchers and analysts organize, code, and analyze unstructured or qualitative data.
Otter.ai allows you to import various types of qualitative data, such as interview transcripts,
audio/video recordings, documents, images, or social media data. Otter.ai offers a range of
coding tools. Once data was coded, I was able to explore it using query tools that allowed me to
search for specific words or phrases, run coding comparisons, visualize coding patterns, and
identify relationships between codes. Reports and summaries were then generated based on
coded data. This process helped identify patterns and relationships within the data. Themes were
identified and recorded based on the times each theme appeared during interviews (Mishra &
Dey, 2022).
Credibility and Trustworthiness
Lochmiller and Lester (2020) defined trustworthiness as "the degree to which data
collection, analysis, and the presentation of findings are represented in a thorough and verifiable
manner" (p. 94). Trustworthiness can be established utilizing one or more of the following:
member checking, triangulation, peer debriefing, thick descriptions, researcher reflexivity, and
external audits (Creswell & Miller, 2000).
The process of member checking consists of "taking data and interpretations back to
participants to confirm the credibility of the information and narrative account" (Birt et al., 2016,
p. 3894). Member checking allows for one to solicit feedback on preliminary findings from
people interviewed (Merriam & Tisdell, 2015). Maxwell (2013) states this is the single most
important way of ruling out the possibility of misinterpreting the meaning of what participants

40
say and do and the perspective they have on what is going on as well as being an important way
of identifying your own biases and misunderstandings of what you observed. I engaged in
member checking by sharing research findings with the participants and seeking their feedback,
corrections, or additional insights to ensure accuracy and credibility. This enhanced the
trustworthiness of the research and helped to accurately incorporate the perspectives and
experiences of the participants. The collected feedback was analyzed and integrated into the final
research results.
Researcher reflexivity is the process by which researchers self-disclose the biases,
beliefs, and assumptions they carry that may influence their inquiries (Creswell & Miller, 2000).
Tracy (2010) defined researcher reflexivity as "one of the most celebrated practices of qualitative
research, and is considered to be honesty and authenticity with one's self, one's research, and
one's audience" (p. 124). The researcher can be forthcoming about their shortcomings and
strengths, so readers can better understand their positionality within the study (Creswell &
Miller, 2000). I engaged in reflexivity by having self-awareness. Engaging in reflexivity
involved critically examining my own thoughts, beliefs, and actions. It was an important
component of reflexivity as it allowed me to observe and understand my own emotions, biases,
and assumptions about working abroad. I needed to take time to reflect on my own thoughts,
feelings, and behaviors. I needed to consider the underlying motivations and influences that
drove my actions. It was important in understanding the role of subjectivity and interpretation in
this study.
Ethics
Ethical procedures are based on the researcher's respect for all participants, thus requiring
the researcher to obtain informed consent, do no harm, and maintain confidentiality. Multiple

41
measures were taken to ensure ethical procedures were followed throughout this research study.
First, permission was obtained through USC’s IRB process before gaining access to participants
or data collection. IRB protocols are to ensure that appropriate safeguards to protect the rights
and welfare of research subjects are in place and that no harm is done within the research.
The study could not begin until permission had been granted from the USC IRB and the
organization. Consent forms were emailed to participants upon their agreement to participate in
the study. The consent form outlined the purpose of the study, a description of the data collection
process, an estimated time of 60 minutes commitment needed, potential risks and benefits, and
contact information describing how I could be reached.
Participants were advised that their participation was voluntary and that they could
withdraw anytime. Participants were assured that interviews were confidential and their
anonymity would be maintained. Participants' identities were not revealed; they are referred to by
the pseudonyms assigned. Interview transcripts were saved on my laptop and password
protected. The data were also backed up on an external hard drive that is password protected. As
the sole researcher, I am responsible for disseminating the findings. Participants were advised of
potential risks and benefits and their right to withdraw their participation from the study at any
given time, for any reason, without penalty. Participants were advised that no compensation
would be provided. Upon exiting the interview, participants were thanked for their participation.
Participants were asked if the description of their experience was complete and allowed to add
anything else they liked. Permission to contact participants was obtained from each participant
for further follow-up if needed. I provided each participant with my contact information so they
could contact me if they had any questions or wanted to discuss the findings. Obtaining informed

42
consent and using a pilot test helped ensure ethical and accurate data reflections in the analysis
and presentation.
Informed consent and the confidentiality and voluntary nature of the interview process
was assured before the research procedures started. Participants could withdraw from the study at
any time for any reason and could do so in person, in writing, by phone, or by email. No
participants choose to withdraw. All participants read and signed a consent form (Appendix C)
indicating their voluntary participation in the study.
Role of Researcher
One of the common characteristics of qualitative research is that the researcher serves as
the research instrument to collect and analyze data (Lochmiller & Lester, 2017).
The primary research instrument used in this research study was interviews. While conducting
this study, I remained mindful of how participation, beliefs, and experiences in working abroad
shaped my data collection and analysis. Assessing researcher positionality was critical to this
study, providing the context of my identity and position concerning the research and how it could
affect the study results (Holmes, 2020). From 2013-2015, I worked at a private, prestigious allgirls academy in the UAE and, again in 2021-2022, opened a charter school in the UAE. Within
these roles, I worked in schools with American Curriculum that served local Emirati students.
While at the private academy, I was established as the Academic Advisor and supported
Emirati girls attending post-secondary school. While at the charter school, I served as the Head
of the Middle School for the largest established school in Abu Dhabi with 4200 students.
Given that the research was conducted with individuals external to the institutions and outside
the scope of my professional responsibilities, this aspect mitigated the potential for power
dynamics to affect the research study.

43
Given my extensive experience working abroad and my identity as an African American
who had worked abroad, I was positioned as a participant-observer and recognized the
contextual familiarity with the phenomenon and population studied. Therefore, I approached the
research process by understanding that the findings' interpretations could be both partial and
positional.

44
CHAPTER FOUR: FINDINGS
This study’s objective was to understand the experiences of African American educators
who have taught for at least two years in the United States and at least two years abroad and how
those experiences affected them, their classrooms, and their communities. Their stories are
critical to eliminating opportunity gaps for African American students and teachers who wish to
study and teach abroad.
The study was designed to understand the challenges and assets and additional support
educators need to access an abroad opportunity. In addition, this study sought to raise the stories
of African American expats, their growth, and the positive effect they have brought to their
communities and students upon their return. Lastly, the study sought to benefit universities and
teach-abroad companies looking for students and teachers from the African American
community to participate in such programs and provide insights into how to promote
opportunities for this particular demographic. Thirteen interview questions were formulated to
generate insights to the following research questions:
RQ1: What challenges did African American educators overcome to teach abroad?
RQ2: What assets and support did African American educators call on to teach abroad?
RQ3: How do African American educators perceive their experience teaching abroad
impacted them as an educator in their communities?
Overview of Participants
This qualitative study included seven African American educators. Each was assigned an
alphanumeric designation to help protect their identity. The study was focused on the lived
experience of each educator that taught abroad and returned to the United States; however,
interest in participants grew who also decided to stay abroad and not return to the states. As a

45
result of their lived experiences and valued stories, two participants were included who stayed
abroad to allow further insight to findings and recommendations for better practices. The study
included two men and five women. At the time of the study, two participants were currently
living abroad and five were working in the United States. Of the seven participants, five of them
were currently employed in k-12 education, one of them supported special needs adults and one
worked in post-secondary education. Of the seven participants, all seven started their teaching
abroad career in kindergarten through twelfth grade education. Three are administrators, two are
counselors, and two are classroom teachers.
Table 1 provides additional insight into each based on their backgrounds from their self-revealed
stories and responses.
Table 1
Self-revealed Backgrounds of Participants
Participant Description
Sam HBCU graduate, worked abroad in multiple
countries, desires to return to working abroad,
member of *Divine Nine
Shelly Desire to return to working abroad, HBCU
graduate, worked abroad in one country,
member of *Divine Nine
David Worked abroad in multiple countries,
currently working abroad, HBCU Graduate,
parent is a member of *Divine Nine
Rachel Worked abroad in multiple countries, desire to
return to working abroad, member of *Divine
Nine
Felicia Desire to return to working abroad, worked

46
abroad in one country, member of *Divine
Nine
Shirley Worked abroad in multiple countries,
currently working abroad, member of *Divine
Nine
Rebecca Desire to return to working abroad, HBCU
graduate, worked abroad in one country,
member of *Divine Nine
(Note: The Divine Nine refers to a group of nine Greek-letter, historically Black sororities and
fraternities including Alpha Phi Alpha, Alpha Kappa Alpha, Kappa Alpha Psi, Omega Psi Phi,
Delta Sigma Theta, Phi Beta Sigma, Zeta Phi Beta, Sigma Gamma Rho, and Iota Phi Theta).
Participants in the study disclosed personal narratives, revealing backgrounds
encompassing diverse experiences, from familial struggles to triumphs in living abroad,
enriching the research with their unique perspectives and insights. These candid revelations
provided an understanding of the individuals' lived realities, fostering empathy and connection
among peers in the academic community. Table 2 shows the number of countries in which they
worked and the represented countries.
Table 2
Breakdown of Countries Worked Abroad by Participants
Number of Countries Worked
Abroad
Countries Represented
Sam 4 UAE, Bahrain, Saudi Arabia
and South Korea
Shelly 1 UAE
David 2 UAE and Brazil
Rachel 3 UAE, Netherlands and Italy

47
Felicia 1 UAE
Shirley 2 Malaysia and Vietnam
Rebecca 1 UAE
Teaching abroad is a transformative experience that offers individuals the opportunity to
immerse themselves in new cultures, expand their horizons, and make a meaningful effect in
education worldwide. From chance encounters on social media to the influence of mentors and
personal backgrounds, their experiences highlight the myriad factors that contribute to shaping a
career in international education. Through their perseverance, research, and passion for cultural
exchange, these participants embraced the challenge of teaching abroad and found fulfillment in
enriching the lives of students in diverse international settings.
Sam found an opportunity to teach abroad in the UAE through a chance encounter on
Facebook with someone working in China. This person directed Sam to a headhunting firm
called Search Associates, where they attended a job fair in Bethesda, Maryland. Despite a minor
setback regarding a missing photo on their resume, Sam secured a position at Glennon School in
the UAE after impressing the interviewer. They received two other offers from Qatar but
ultimately chose the UAE first.
Shelly's interest in teaching abroad was sparked after hearing about a colleague's
experiences in Abu Dhabi. They were encouraged to explore opportunities through Teach Away
and found a leadership position in Abu Dhabi. With the support and guidance of their colleague,
Shelly pursued the opportunity and ultimately accepted a position in the UAE.
David was inspired to teach abroad after seeing other African Americans seize similar
opportunities. After attending an international job fair in San Francisco and receiving multiple

48
offers worldwide, David was drawn to the American Community School of Abu Dhabi, where a
former colleague recognized their experience and offered them a position. Feeling a sense of
comfort and familiarity, David embarked on what was initially supposed to be a two-year leave
from their previous job but ended up staying for five years and continued on to another country.
Rachel's interest in teaching abroad stemmed from their family background, with roots in
Jamaica, the United Kingdom (UK), and Belize. Growing up with exposure to diverse cultures
and attending an international boarding school, Rachel developed a passion for travel and
cultural exchange. This background, coupled with the encouragement of family members and
mentors, inspired Rachel to pursue an international teaching opportunity. They eventually
secured a position in Italy through a teacher placement agency and later on other countries would
be added to their resume.
Felicia's journey to teach abroad began with inquiries to acquaintances on Facebook who
had similar experiences. By reaching out to these connections and researching various agencies,
Felicia initiated the process of exploring teaching opportunities abroad.
Shirley's interest in travel was sparked by their father's military background and a
curiosity that persisted since high school, where they witnessed the aftermath of the Vietnam
War. After working at the Veterans Affairs Office and hearing stories from returning veterans,
Shirley felt compelled to travel to Vietnam. This experience ignited a lifelong passion for
international travel and exploration.
Rebecca's decision to teach abroad was influenced by a mentor who encouraged them to
explore opportunities beyond traditional teaching settings. After learning about teaching
positions in Abu Dhabi, Rebecca was initially hesitant but ultimately intrigued by the prospect.

49
Following a passionate interview, they were offered a position on the spot and eagerly embraced
the opportunity to teach abroad.
Overall, each participant's journey to teach abroad was shaped by unique personal
experiences, chance encounters, supportive mentors, and a desire for cultural exploration and
professional growth. Through perseverance, research, and seizing opportunities, they embarked
on fulfilling experiences teaching in diverse international settings.
Presentation of Findings
The purpose of this research study was to explore the perceived barriers faced by African
American educators in preparation for and during their time teaching abroad. Specifically, this
study aimed to understand the effect of familial expectations and cultural identity as well as the
effects of colorism and racism on African American educators' experiences of teaching abroad. It
also recognized the importance of the perspectives of African American educators in addressing
the opportunity gaps for those interested in international teaching. The study also aimed to
identify how accessing such opportunities abroad impacted the African American educators and
their communities. The study provides useful insights to universities and teaching abroad
companies that seek to engage with students and educators from the African American
community. Ultimately, the goal is to increase participation in international teaching
opportunities by this demographic. Through in-depth interviews with seven participants, this
study sheds light on the complex interplay of personal and external factors that shape the
experiences of African American educators who teach abroad.

50
Research Question 1: What Challenges Did African American Educators Overcome to
Teach Abroad?
The first research question sought to understand the perceived barriers African American
educators experienced and overcame in preparation for and during their time teaching abroad.
Questions such as “What challenges did you overcome to teach abroad?,” “How did the views of
those within your family influence your working abroad experience?,” and “How did the views,
opinions, and thoughts of those within your community or immediate social surroundings
influence your work abroad experiences?” were constructed to gather responses. Two key
findings emerged through data analysis.
1. Finding Support from Family and Friends
2. Colorism and Racism
Finding 1: Finding Support From Family and Friend Support
African American educators who choose to embark on a journey to work abroad often
have to overcome a range of challenges, particularly when it comes to garnering support from
their loved ones. The experiences shared by the participants in this study provided poignant
insights into the various reactions and responses they encountered from family and friends upon
sharing their decision to teach overseas.
The responses of family and friends to African American educators' decisions to work
abroad can be influenced by a variety of factors deeply rooted in cultural, historical, and societal
contexts. African American families, in particular, may exhibit apprehension or skepticism due
to several reasons based on the experiences shared by participants in this study.
Historically, African American communities have faced systemic inequalities and
discrimination, resulting in a collective sense of caution when it comes to venturing into

51
unfamiliar territories. The legacy of racial injustice and the persistent disparities in opportunities
and treatment contribute to a heightened sense of vulnerability and concern among African
American families. As a result, when faced with the prospect of their loved ones working abroad,
they may instinctively respond with apprehension, fearing potential risks or challenges
associated with navigating predominantly white or unfamiliar environments.
The lack of representation and visibility of African Americans in international settings
may exacerbate these concerns. Participants in the study recounted instances where their decision
to work abroad was met with disbelief or skepticism from family and friends who had limited
exposure to individuals of color in similar roles. The absence of familiar role models or
narratives of successful African American expatriates may perpetuate misconceptions or
stereotypes about the suitability or safety of such endeavors, further complicating efforts to
garner support.
Cultural differences and the fear of losing connection with loved ones due to
geographical distance can amplify concerns within African American families. The strong
emphasis on community and familial bonds within African American culture highlights the
significance of staying close-knit and supporting one another through life's challenges.
Therefore, the prospect of a family member embarking on an international journey, potentially
disrupting these bonds or straining communication, may evoke feelings of anxiety or reluctance
among family and friends.
The socioeconomic realities within African American communities, including limited
access to resources or financial stability, may heighten apprehensions about the feasibility and
practicality of pursuing opportunities abroad. Concerns about financial security, healthcare

52
access, or social support networks in unfamiliar environments can weigh heavily on the minds of
family members, influencing their reactions to their loved one's decision to work abroad.
Rachel recalled,
There were definitely some reservations from my sisters. They wanted to keep me close
and near. They worried, especially when they couldn't get to me within an easy plane
ride. There was one of my sisters who had never been out of the state. When she hit her
20s, she left New York, but we were talking about it one time.
In essence, the challenges faced by African American educators in garnering support
from their loved ones stem from a complex interplay of historical, cultural, and socioeconomic
factors. Understanding these unique contexts and challenges is crucial for facilitating meaningful
conversations and addressing concerns within African American families, ultimately fostering
greater support and encouragement for individuals pursuing international opportunities. By
acknowledging and addressing these underlying dynamics, educators can navigate conversations
with their loved ones more effectively, fostering understanding, and garnering the support
needed to embark on transformative journeys abroad.
Felicia's decision to move to the Middle East was met with skepticism and apprehension
from their family members. Felicia recalls:
My mother shared with my aunts and uncles, and they're all calling me, you don't need to
go over there. It's not safe over there. And I'm sitting here, like, it's a very safe place. I
said, let me show you information. They didn't want to hear anything I had to say. I
eventually got to a point where I was like, You know what, I'm gonna do it. I'm just
gonna step out on faith. I can only experience it for myself just by going.

53
Concerns about safety and cultural differences were among the main reasons why her
loved ones discouraged her from taking the leap. However, despite these challenges, Felicia
found solace in the unwavering support of her son, who was a member of the Navy. His
endorsement provided the necessary reassurance for Felicia to take a leap of faith into the
unknown.
Similarly, Sam's decision to accept an offer to teach abroad was met with surprise and
concern from their friends. Sam shared,
My friends were shocked. They would say things like, ‘be careful over there, those
people are crazy.’ However, what I found was, they live in the most dangerous country in
the world, the United States of America. Being in the Middle East for eight years was the
safest I've ever felt in my life.
Although Sam had a history of geographic mobility within the United States, the prospect
of crossing international waters seemed daunting to many. However, his resolve was
strengthened by his mother's unwavering support and personal determination. This stemmed
from a profound sense of gratitude for overcoming cancer and a deep-seated desire to explore the
world.
On the other hand, Rachel's journey to work abroad was shaped by the complexities of
navigating familial expectations and societal perceptions as a person of color in a predominantly
white community. Growing up in a small town on Long Island, Rachel faced both criticism and
familial pressure to succeed, driven by the collective investment of their community in their
future. Despite encountering barriers and hurtful remarks, Rachel viewed the opportunity to work
abroad as a blessing rather than a burden. This was fueled by a sense of personal fulfillment and
a deep-seated desire to break free from societal constraints.

54
Rachel recalled,
I grew up in a small town on Long Island that had a number of black families that you
could count on your hands in the community. I was the only one who didn't go to local
public schools. I was kind of looked at as a little bit of an outcast and some would make
fun. You know as a young teenager, that can be hurtful. You want to be like everybody
else but at the same time, I also recognize that this was an opportunity.
In conclusion, the decision to work abroad often elicits a range of reactions from family
and friends, from skepticism to unwavering support. Despite facing adversity and familial
expectations, the participants in this study navigated the complexities of gaining support for their
overseas endeavors with resilience and determination. Ultimately, they found strength in their
convictions and the unwavering encouragement of their loved ones.
Finding 2: Colorism and Racism
All seven African American educators who have taught abroad discussed their
experiences and the challenges they faced in their positions. During the interview, they openly
acknowledged that they had to overcome barriers when they first transitioned to their new host
country. While four participants felt they were well respected in their roles in comparison to
working in the United States, three of them indicated that they were affected by colorism. In
particular, Shirley, who was an administrator in Vietnam, shared that she had been told that her
light skin was the only reason she got the job. She highlighted the irony of her complexion being
the reason behind her success. Additionally, Shirley elaborated on another experience she had in
a different country:
Well, my experience was when I came here, that it wasn't so much my skin color rubbing
off on them. It was that I was so pale. There's another male teacher here. His mom is

55
white and his father is black. His father played basketball for the NBA. It has been said to
me, oh, that's your son, because we have the same complexion.
Shirley expressed the misconception or assumption that based on her fair complexion, she shared
a familial relationship with another individual of similar skin tone. She noted the challenge
related to people making assumptions about her based on her appearance, which may not
accurately reflect her identity or background.
David acknowledged the same barrier in a different country explaining:
One aspect that prompts my reflection is the concept of microaggressions arising from
individuals' unawareness or deliberate targeting based on my identity as a black male.
This phenomenon seems more prevalent in South America, particularly in Brazil,
compared to my experiences in the Middle East, which I attribute to Brazil's historical
involvement in the transatlantic slave trade and its lingering societal divisions,
manifesting as classism despite claims of racial harmony. The disparities in incarceration
rates and poverty levels among people with darker skin highlight the systemic challenges
rooted in colorism, a stark contrast to the relatively equitable employment opportunities I
observed in the Middle East. Living here demands consideration of numerous factors
absent from my previous experiences.
The participants shared their experiences of living and working in different countries and
how their identities had affected their interactions with people and the society around them.
David talked about the concept of microaggressions and how it affected him as a black male,
especially in South America. He attributed this to Brazil's historical involvement in the
transatlantic slave trade, which had led to lingering societal divisions and colorism, manifesting
as classism. He also highlighted the systemic challenges rooted in colorism, which resulted in

56
disparities in incarceration rates and poverty levels among people with darker skin. Rachel
shared her experience of traveling to different countries and how she noticed different treatment
based on her identity. She recounted incidents where she was stopped at customs and borders
while others were breezing by, and how her passport had saved her from being pulled over. She
explained,
I noticed there's been a different treatment. So as I'm going through, with all my bags in
my cart, and I'm struggling, I realized that they were getting ready to pull me over to the
side, and they're like a passport. So I showed them my passport, and then they just
waited. And it's because of the passport. Right? So I was like, okay, alright, this is how
the system works.
She also discussed how the neighborhood she lived in was not as diverse and how she
noticed a difference in how people initially treated her based on her color. However, she also
mentioned some countries, like the Netherlands, where she felt welcomed and accepted
regardless of her identity. Rachel stated, “I think because there had been African Americans that
had worked at the school before. So I didn't have any real issues in the Netherlands. They had
done a better job of welcoming.” Overall, the participants' narratives highlighted the complexity
of identity and how it affects people's experiences in different countries and societies.
While colorism and racism was the experience of three participants, Shelly, Felicia, and
Rebecca all shared their experiences as black individuals in an Arab Muslim nation. Felicia
shared how she felt valued as a black educator teaching young ladies in the Arab nation. She also
expressed how she felt free as a black woman to walk around the country. Felicia shared, “I felt
free as a black woman able to walk around. I felt great being a black educator in an Arab Muslim
nation teaching their kids their young ladies. It made me feel valuable here.” Similarly, Shelly

57
did not connect colorism to her experience as an African American and mentioned that she was
respected as an American in the UAE. Shelly also emphasized how individuals from different
countries were perceived differently in the Arab nation. Individuals from countries like Sri Lanka
were considered low on the totem pole, while those from Egypt and other places in America
were seen as high.
All seven African American educators who had taught abroad discussed their experiences
related to colorism and racism. Colorism and microaggressions were challenges faced by some
of the participants. While some felt well-respected in their roles compared to working in the
United States, others faced systemic challenges rooted in colorism and societal divisions. As
highlighted in Table 3, the narratives of the participants highlighted the complexity of identity
and how it affects African American expat educator’s experiences in different countries and
societies.
Table 3
Colorism and Racism: Lived Experiences Shared by Participants
Q1: What challenges did you overcome to teach abroad?
Shirley “They don't like calling me doctor. That's the
main thing. When they find out who I am
because I go by my first name at the job with
a doctor in front of it. When they see that
name, they don't know who I am. And so
that's the problem. And when I say doctor,
like they're spitting it out, you know, so I said,
they'll call me by my first name. I said, I call
you Miss or Mister or doctor. And I'm a
doctor. I'm not on a first name basis. And I'm
strictly professional.”
David “But as far as being an American, no matter
where you go, when you're on the

58
International Circuit, people ask you, where
are you from? And some places you might
think of it Oh, that's a microaggression. Why
are they asking where you're from? Well,
when you're working in an international
school, you do have questions. Where are you
from? You know, what is your experience,
and that's not exactly to size someone up is to
get to know something that you might not be
aware of.”
“I'll say this whenever I flew into Dubai, I
never had any issues. Anytime I flew into Abu
Dhabi, they would go through my bags, they
would ask me, where am I coming from? It
was just a different place. And you have a lot
of people from Africa who are workers in the
Middle East and spas more, not so much more
in Abu Dhabi, but Abu Dhabi is the capital.
So I think there's just a little more it's less of a
tourist place. So most people who travel into
Abu Dhabi, they're going there for a reason,
so you get questioned. It was never anything
that I actually became comfortable with. But
it's something that I just realized, like Okay,
whenever I fly in Abu Dhabi this is the case.
So I just fly into Dubai and then drive or take
a bus, from Abu Dhabi, from Dubai to Abu
Dhabi, and it's perfectly fine.”
Rachel “Similarly with the families in the UAE.
There were a few families who thought they
could treat me like I was the help but you
know. Again because that had been their
frame of reference that's where their help was
literally. But overall though, I think again
because the UAE itself has so many different
nationalities that were present there that it was
less of a kind of a day to day issue when I
really only had just like two families of the
entire three years.”

59
Finding 2 revealed that some participants encountered colorism and/or racial biases while
working abroad, but this was not experienced by all. Three participants highlighted experiences
of colorism affecting their opportunities, while four felt respected in their roles compared to their
experiences in the United States. Instances of microaggressions and differential treatment based
on skin color were recounted, with examples ranging from encounters at customs to interactions
within communities. While some participants felt valued and respected in their roles as
educators, others faced challenges in being recognized for their qualifications and
professionalism. The participants also shared their experiences of navigating cultural differences
and perceptions, highlighting the complexities of race relations in various countries.
Summary of Findings for Research Question 1
Research question 1 sought to understand the perceived barriers African American
educators experienced to gain the opportunity to teach abroad. Two key findings revealed
specific experiences faced by participants:
1. Finding Support from Family and Friend Support
2. Colorism and Racism
The decision to work abroad was often met with mixed reactions from family and friends.
Participants faced skepticism and apprehension, particularly regarding safety and cultural
differences. Despite adversity, encouragement from loved ones provided reassurance. Some
participants recalled initial shock from friends, yet were fueled by personal resolve and a sense
of adventure. Others faced criticism and familial expectations but viewed the opportunity as a
blessing. Further, there were differences in how participants experienced colorism and racism in
their work teaching abroad, in part depending on the country of work. These narratives illustrate
the complex interplay of familial expectations, personal aspirations, and cultural identity in the

60
decision to pursue international opportunities as an African American educator as well as the
complexities of race relations in various countries.
Research Question 2: What Assets and Support Did African American Educators Call on
to Teach Abroad?
The second research question sought to understand the types of assets and support
mechanisms utilized to teach abroad. Questions such as, “Tell me about your personal story,
teaching abroad. How did you get this opportunity?,” “What assets and support did you call on to
teach abroad?,” “What assets and supports did you receive from your host school?,” and “What
assets and supports did you receive from the expat community” were used to spark reflection and
consideration about assets and support that led to two key findings:
1. Support Networks and Fraternity/Sorority Connections
2. Professional Development and Learning Experiences
The discussions below contextualize the findings, revealing how participants’ effectively
navigated career transitions abroad as African American expats.
Finding 1: Support Networks and Fraternity/Sorority Connections
All participants revealed that they had a support network through external connections
and that network was a component of inspiration to either pursue the opportunity to go abroad or
maintain a connection in the host country so as not to be isolated. Six of the seven participants
revealed that their direct connection was through one of the Divine 9 Fraternity and Sororities.
The Divine Nine, also known as the National Pan-Hellenic Council (NPHC), comprises nine
historically African American Greek-letter organizations. These fraternities and sororities were
founded between 1906 and 1963, promoting scholarship, service, sisterhood, and brotherhood
among African American college students and alumni. The Divine Nine include: Alpha Phi

61
Alpha, Alpha Kappa Alpha, Kappa Alpha Psi, Omega Psi Phi, Delta Sigma Theta, Phi Beta
Sigma, Zeta Phi Beta, Sigma Gamma Rho, and Iota Phi Theta.
The connection provided a built-in network of support and camaraderie, even in a foreign
country. Expats were able to connect with fellow members for social events, gatherings, and
mutual support, helping to combat feelings of isolation and homesickness. The Divine Nine
network extended beyond social connections to include professional networking opportunities.
Participants were able to leverage their fraternity or sorority connections to build relationships
with other professionals that potentially opened doors for career advancement, mentorship, and
collaboration. Sam shared some insights on social etiquettes that he learned from his fraternity
brothers. He mentioned that in some cultures, shouting at someone or arguing in public is
considered a big deal, unlike in America. He also highlighted the importance of being respectful
towards women and understanding different cultural practices. For instance, in some Arabic
cultures, shaking hands with a woman is not acceptable unless she extends her hand first. In such
cases, putting your hand over your heart is a symbol of greeting and respect. Sam explained, “I
learned that unless an Arabic woman extends her hand to you, you don't shake her hand, you just
put your hand over your heart, which is an indication of peace be unto you. So little nuances like
that you learned.” Similarly, he also emphasized the significance of getting a liquor license, even
if you are over 21, in some cultures. He stated, “These little nuances can save you from getting
into trouble and help you be more respectful towards different cultures.”
Felicia reflected on building social connections with her sorority sisters and other social
outlets when she shared:
Now, speaking of sorority, one of the young ladies from another Divine 9 Sorority, was
also teaching IB. We became good friends. In addition, I'm a golfer. So I became a

62
member of the Abu Dhabi golf society for ladies and I was featured in one of their little
articles on this cover. I met women and men from around the globe and had one of the
best times playing in different courses and going out and playing in different places
around in the Emirates, you know, we've played in all of the Emirates in the UAE, and I
loved it.
Rachel shared that upon arriving in the Middle East, they felt the same social connections
as they did with their Divine 9 sorority in other countries they had lived in before. They were
thrilled to become a charter member of their Divine Nine Sorority in the UAE, which was a
wonderful experience. Additionally, they were able to connect with local affinity groups and
those with an online presence. However, this was not the case initially, prior to 2008. Prior to
2008, Rachel stated that many of the affiliated groups were very general to all expats as there
was not a huge African American community living abroad. It was not until after 2008 when
there seemed to be an increase in the African American expatriate population.
Shelly also reflected on the original connections they had by having another member of
their sorority privately contracted with another company, whom they did not know but had
sisterhood with. When recalling the experience, they said,
When she mentioned it, she said, we have a sorority sister who had been there for two
years supporting and working as a contract worker. So, you will know at least one person,
but you should call her and talk to her. So I called and she gave me her information. I
called her immediately.
The participants shared stories of how sisterhood transcends borders. Even when living in
a completely different country and culture, having that connection with a fellow sorority sister
can make all the difference. Rachel and Shelly's experiences are a testament to the power of

63
sisterhood and the importance of staying connected with one another, no matter where in the
world they may be. Shelly continued to elaborate on how that one call to a person she had never
met before but was a member of her sorority further enlightened next steps for her to follow and
her entire life was altered when she shared:
Sorority member A explained to me what all was involved. She said, let me tell you what
to do. There is a company called Teach Away. Just google them and find the leadership
position on their platform under Abu Dhabi, United Arab Emirates. So that's what I did. I
opened up the computer one day, and I completed the application. The very next day, I
got a phone call. And learned that I had passed to level three. A week later, I was sitting
at a face to face interview with the cluster manager and the personnel. Three months
later, I landed on the tarmac. At that time, I called it the Middle East. But now I know, it's
my second home. The rest was history, and from the moment I landed, I had zero regrets
now.
Being a part of the Divine Nine can serve as a cultural anchor for African American
expats abroad, helping them maintain a sense of identity and belonging within the larger expat
community. Participating in fraternity or sorority events and traditions can provide a sense of
familiarity and connection to their heritage while living in a foreign country. All participants
highlighted the crucial role of their external support networks, with six of the seven participants
citing their membership in the Divine Nine Fraternity and Sororities as a cornerstone of their
expat experience. Through their affiliation, participants gained access to a robust network of
support, camaraderie, and professional opportunities, both domestically and abroad. They
engaged in social events, gatherings, and mentorship within the fraternity or sorority, combating
feelings of isolation and homesickness while fostering a sense of belonging within the expat

64
community. Participants also leveraged their connections to receive valuable advice and
guidance, facilitating their transition to life overseas. For example, Sam reflected on the social
etiquettes and cultural nuances shared by fraternity brothers, providing essential insights for
navigating life abroad. Similarly, Shelly's decision to pursue opportunities abroad was influenced
by a sorority sister's firsthand experience, leading to a life-changing decision and a newfound
sense of belonging in their expat destination. Ultimately, membership in the Divine 9 served as a
cultural anchor for African American expats, enabling them to maintain their identity and thrive
in their new environment while fostering meaningful connections and opportunities for growth.
Finding 2: Early and Continuous Supports From the Host School Provided Essential Assets
Participants also discussed receiving support from their host schools, including
mentorship, orientation programs, and resources to ease their transition and enhance their
experience abroad. Such support networks contributed significantly to participants' success and
sense of belonging in their new environments.
Teaching abroad can be a unique and challenging experience, especially for African
American educators who often navigate unfamiliar cultural landscapes while striving to excel in
their profession. However, understanding the supports and assets that these educators leverage
can shed light on effective strategies to overcome obstacles and thrive in international
educational settings. The narratives of several African American educators, including Rebecca,
Felicia, David, and Rachel, provided insights into the diverse array of resources and support
systems leveraged to facilitate successful teaching experiences abroad.
Rebecca, for instance, highlighted the invaluable support provided by the diverse
administrative team at their school. Having a principal from the UAE, an assistant principal from
Egypt, and an American administrator created a conducive environment for understanding

65
expectations and bridging cultural gaps. Additionally, regular meetings with mentors and
collaboration with local teachers fostered a sense of belonging and facilitated effective planning
and instruction. Rebecca reflected, “We had a principal that was an Emirati, an assistant
principal from Egypt, but local, and an American administrator. That was extremely helpful as
she was able to relate to us and support us from that level.”
Felicia further highlighted the support received by their host school in the UAE during
what could have been a very challenging time due to the Covid-19 pandemic. They spoke of the
significance of virtual learning resources and networking opportunities in acclimating to the
International Baccalaureate (IB) format. Despite the challenges posed by the COVID-19
pandemic, virtual group sessions enabled connections with educators from diverse backgrounds,
enriching their professional development and expanding their global perspective.
Similarly, David emphasized the proactive support provided by international schools
even before educators commence their roles. From comprehensive orientation programs to
practical assistance with housing and groceries upon arrival, these initiatives demonstrated a
commitment to easing the transition and ensuring the well-being of incoming staff. Furthermore,
the formation of a supportive cohort comprising educators from various countries, including
individuals of color, fostered camaraderie and mutual support throughout their tenure abroad.
David emphasized,
When I moved to Brazil, everything was set up. They provided pictures and websites to
gain an idea of what your housing will look like. When landing, they're waiting there
with signs which are truly welcoming with your basic allowance. That is essentially to
buy groceries. They already had asked me what I wanted and it was in my apartment

66
when I moved in. I walked into a situation where I was made to feel comfortable before
getting acclimated to the environment which was wonderful.
Lastly, Rachel exemplified the importance of early and continuous support from the host
school in discussing personal networks and mentorship provided in navigating the process of
teaching abroad. Drawing on connections with former colleagues and high school mentors,
Rachel tapped into a wealth of knowledge and support, underscoring the value of established
networks in facilitating professional growth and adaptation to new environments.
The experiences shared by these African American educators highlighted the
multifaceted nature of support and resources utilized in teaching abroad. From administrative
guidance and mentorship to virtual learning tools and personal networks, each asset contributed
to their success and well-being in international educational settings. By leveraging these
supports, African American educators not only overcame challenges but also thrived as
transformative agents in their classrooms and communities worldwide.
Summary of Findings for Research Question 2
Research Question 2 aimed to understand the support mechanisms utilized by African
American expatriate educators to teach abroad. The study identified two key types of support
mechanisms that helped navigate the opportunities and challenges of living overseas.
Two key findings revealed considerations to help navigate specific supports one could leverage
when taking abroad opportunities:
1. Support Networks and Fraternity/Sorority Connections.
2. Professional Development and Learning Experiences
The findings showed that participants emphasized the importance of external support
networks, especially through membership in the Divine 9 Fraternity and Sororities. Being a part

67
of these affiliations helped them combat feelings of isolation and homesickness while fostering
professional opportunities. They had access to a built-in network of support and camaraderie that
facilitated their transition to life overseas. Participants engaged in social events, mentorship, and
professional networking, which further enhanced their experience abroad.
Apart from external support networks, host schools also played a significant role in
supporting participants. Schools offered mentorship, orientation programs, and other resources
that eased their transition and enhanced their experience abroad. The combination of external
support networks and cultural immersion emerged as key drivers of professional development
and personal growth for African American educators teaching abroad.
Research Question 3: How do African American Educators Perceive Their Experience
Teaching Abroad Impacted Them as an Educator in Their Communities?
The third research question focused on understanding ways the experiences of teaching
abroad impacted the African American educators in their communities. Questions like, “How do
you perceive your experience as an African American educator teaching abroad affected you as
an educator?” and “How do you perceive your experiences can affect other African American
educators seeking to teach abroad?” were asked to understand the experiences abroad of African
American expat educators.
Responses by participants led to the following two findings:
1. Empowering African American Educators: Insights into Global Perspectives that Propel
Personal and Professional Growth and Affect Communities
2. Greater Respect for Cultural Understanding
The discussions below contextualize the findings, showcasing participants’ experiences
that aided in gaining a more global perspective and their development of personal and

68
professional growth following their experiences. Exposing oneself to cultural opportunities
emerged as a profound avenue for professional development among participants, offering a
wealth of benefits. Engaging with diverse cultures fostered adaptability, interpersonal skills, and
a broader understanding of different perspectives, enriching participants' cultural competence. By
immersing themselves in various cultures, participants also gained insights into student behavior,
curriculum, and best practices, enhancing their effectiveness as educators. Additionally,
embracing cultural diversity cultivated empathy and creativity, empowering the participants to
navigate global challenges and thrive in diverse professional environments. Participants
recounted personal experiences that highlighted the importance of understanding embedded
cultural norms, which are vital for thriving in a new environment.
Finding 1: Empowering African American Educators: Insights into Global Perspectives that
Propel Personal and Professional Growth and Affect Communities
Participants shared how having global experience in teaching had enhanced their
effectiveness and versatility as educators. Exposure to diverse cultural contexts, teaching
methodologies, and student populations broadened their perspectives, allowing for a more
comprehensive understanding of educational practices and challenges worldwide. Engaging with
different cultures allowed participants to broaden their horizons beyond their own cultural lenses,
deepening their cultural competence and enhancing their ability to collaborate effectively with
colleagues from diverse backgrounds. By immersing into the culture of the country, it allowed
participants to gain valuable insights into student behavior, curriculum and best practices.
Moreover, embracing cultural diversity allowed participants to cultivate empathy and creativity,
equipping individuals with the tools to navigate complex global challenges and thrive in diverse
professional environments.

69
David brought attention to the transformative potential of exposing students to diverse
perspectives. By fostering an environment where students are encouraged to embrace
multiculturalism and challenge conventional notions of superiority, David instills in his students
a sense of global citizenship and empathy. Through teaching, he equips future generations with
the tools to navigate an increasingly interconnected world, thereby breaking down barriers and
promoting inclusivity.
Felicia's innovative approach to teaching business exemplified the integration of personal
experiences into the classroom. By sharing anecdotes and insights gleaned from their travels,
Felicia not only enriched the learning experience but also inspired students to adopt a global
mindset. Through their use of tangible examples and interactive teaching methods, Felicia
demonstrated how firsthand experiences can serve as powerful teaching tools, bridging the gap
between theory and practice.
Felicia shared,
Whether I was in Zambia or back here in Arlington, my principal wanted me to do a
professional development about global awareness as I'm still bringing in those
experiences that I've learned and what I'm currently doing in order to continue to be that
global educator.
The participants shared how their global teaching experiences have affected their
teaching approaches positively. They reported that their experiences have helped them develop
new approaches to discipline, build relationships with students and parents, and develop a
sensitivity to cultural backgrounds when working with international students. For instance, Sam
reflected on how their experience has made them more patient and understanding while

70
disciplining students. They have learned that children all over the world, when in trouble, tend to
tell stories, and without parental support, they can misbehave.
Sam recalled this by saying the following:
I've definitely grown to be more patient and understanding because certain circumstances
make kids act out. I also realize there were kids in the United Arab Emirates, who had a
lot of money, a lot of access, but they wanted their parents to pay attention to them. And
when parents don't pay attention to kids, it doesn't matter whether they're rich or poor.
Sam added that their toolbox has become much larger since they went abroad, and they
have learned different things.
Building on this, Shelly emphasized the broader educational benefits of living and
working abroad, drawing parallels with Kobe Bryant's multilingual upbringing in Italy. They
advocated for people of color to seize opportunities for global engagement, challenging the
notion of cultural superiority and promoting mutual understanding and growth. Kobe Bryant was
a legendary NBA player known for his two-decade career with the Los Angeles Lakers, where he
won five championships. Kobe spent much of his childhood in Italy while his father, Joe Bryant,
played professional basketball there. This international experience influenced his global
perspective, language skills, and basketball style, contributing to his unique approach to the
game and broadening his appeal beyond the United States. David echoed this sentiment,
emphasizing the wealth of experiences gained from diverse educational backgrounds and the
importance of embracing opportunities for international living. They highlighted the evolving
landscape of education and the need for individuals, especially people of color, to embrace
global experiences and perspectives.

71
Felicia similarly shared how her global teaching experience has helped her connect with
her students in the United States in a way she never thought she would. She stated,
Teaching business, I talk about things that happen around the globe. Sometimes it could
be places I've already been, including where some of my students are from. One time, I
shared with the class about hot air balloons in Turkey, and one of my students lit up.
By sharing her experiences abroad with her diverse population of students in the United
States, she had been able to build relationships with them based on shared experiences. She
stated that by teaching business topics, she talks about things that happen globally. Sometimes
she talks about places where she has already been, and when she does, students from those places
light up. For instance, one of her students from Turkey was excited when he found out she had
been to his home country. Other students from India with family in Dubai and Abu Dhabi were
also excited when she shared her experiences. Felicia added that sharing her experiences has
allowed her to connect with her students in a way she never thought she would.
Furthermore, Rachel spoke about how her global teaching experience has enabled her to
develop sensitivity to culturally diverse backgrounds when working with international students.
She stated that working abroad provided her with a perspective that benefits international
students, and she is better able to relate to them. She has a sensitivity and space in her heart for
international students, knowing all that they have to go through to come abroad and receive an
education. She emphasized the importance of understanding that not all international students
have financial privilege, and some families take out loans or are mortgaged to the hilt to have
their students study abroad. Rachel shared the following:
I have a sensitivity and a space in my heart, just for international students knowing
exactly all of what they do when they come abroad, to come to be educated, sadly, I think

72
the stereotype is they've got all this money, and they've got this privilege. And that's not
everybody's story.
Lastly, Rebecca highlighted the importance of instilling a global mindset in future
generations, emphasizing the role of education in shaping young minds to embrace diversity and
contribute to positive global change. Rebecca shared, “We need to start ingraining global
mindsets earlier and get into the mindset of the kids at the elementary level. They are the ones
that will grow up, and then have the open mind to continue it.”
The participants emphasized that global teaching experience significantly enhanced their
effectiveness and adaptability in the classroom. Exposure to diverse cultural contexts, teaching
methodologies, and student populations broadened their perspectives and understanding of
educational practices worldwide. These experiences equipped educators with valuable insights
and skills, such as adaptability, resilience, and cultural competence, essential for navigating
diverse educational landscapes. Additionally, participants leveraged their cultural experiences to
gain insights into local norms and behaviors, enhancing their cultural competence and
effectiveness as educators. By embracing global experiences, these educators reported creating
more inclusive learning environments and inspiring students to become informed, empathetic
global citizens. Overall, global teaching experiences enriched their abilities to tailor strategies to
meet the diverse needs of their students and contribute positively to their profession.
Findings 2: Greater Respect for Cultural Understanding
Cultural learning experiences can be an excellent way to develop both personally and
professionally. By immersing oneself in a new culture, individuals can gain a better
understanding of diverse perspectives, which can foster adaptability and hone essential
interpersonal skills. One participant, Sam, shared his experience of learning about local culture

73
when they noticed questions about his bachelor status. Through conversations with local Arabic
men, Sam learned about cultural norms, such as taking a nap in the afternoon and drinking tea
late into the night. He also had to adjust to being called by his first name instead of his surname,
as this was a sign of respect in the Arabic world.
During these conversations, the locals asked Sam about his marital status, which led to a
discussion about cultural differences in the approach to marriage between America and the host
country. The locals explained that in their culture, mothers or sisters often identified a potential
partner for a man. If the mother and sister got along with the potential wife, then the fathers
would get involved, and the relationship would move forward. This conversation led to a deeper
understanding of the cultural norms and expectations surrounding marriage in the host country.
Felicia shared,
I got a lot of input from the school about what to bring as to respect the culture and how
to dress. It was so helpful because coming from the United States and going to a country
that exhibits a culture that respects women, I assumed it would be difficult and I wanted
to make sure that I wasn't being a disrespectful person. The school and Arabic team made
the transition easy.
Shelly recalled her time teaching in the Middle East when sharing, “The culture was very
different from where I was from, it showed me a different way of how people feel. I
learned a lot about Islam, to realize that unlike what people tell you, how different we
are, we actually have many things in common.”
Shirley emphasized the significance of cultural sensitivity and awareness in navigating
international teaching environments, stressing the importance of understanding and respecting
cultural norms. Shirley stated the following:

74
You study other people's cultures by using their culture. For instance, when there is a
parent- teacher conference (PTA) meeting, you should not chew gum while you're talking
to the parent because that's offensive. Being groomed well in Vietnam is also very high
and you are held in high regard when you look appropriate.
The six participants reported similar experiences, where locals sought to ask questions
which led to understanding of cultural norms. These experiences provided a rich understanding
of living in the host country and allowed the participants to develop a global mindset.
Understanding the underlying beliefs, traditions, and societal structures that influenced everyday
life was essential for navigating and thriving in a new environment. By immersing oneself in a
new culture, study participants gained insight into the unwritten rules, values, and expectations
that shaped interactions, behaviors, and social dynamics within the communities in which they
taught. This brought cultural awareness and understanding that they could then bring back to
their own communities and use as a catalyst for change and empowerment for other African
American teachers within their education sectors and opportunities to teach abroad.
Summary of Findings for Research Question 3
In summary, the experiences of African American educators teaching abroad offered
valuable lessons and insights for those seeking to follow in their footsteps. Through mentorship,
multicultural education, experiential learning, and advocacy for representation, these educators
paved the way for a more inclusive and globally minded educational landscape. Aspiring
educators of color stand to benefit immensely from the wisdom and guidance offered by their
peers, ensuring that their own journeys abroad are not only enriching but also impactful in
shaping the future of education.

75
Conclusion
The findings for this study highlighted the significant effect of teaching abroad for
African American educators. By receiving mentorship, experiencing multicultural education, and
learning through hands-on experiences, educators helped create a more inclusive and globallyminded educational environment. Aspiring African American educators benefited greatly from
the knowledge and guidance provided by their peers, ensuring that their own journeys abroad
were not only enriching but also influential in shaping the future of education. The participants
spoke in detail about their experiences providing lived examples of what they experienced that
included obstacles, successes, feelings of being free, and open mind-sets. All participants spoke
highly about the positive effect their experiences had navigating post experience. While each
participant identified obstacles, each highlighted their desire to return to or persevere through
staying abroad. This study generated seven key findings that participants revealed were either
obstacles they overcame or assets they called on to teach abroad and what these experiences
brought to their communities upon their return. Table 4 summarizes seven key findings of this
study.
Table 4
Key Findings: Challenges, Assets, Effect for Exposure to Experiences Abroad
Challenges, Assets and effect: Key Findings
Research Questions Research Question 1:
What challenges did
African American
educators overcome
to teach abroad?
RQ2: What assets and
support did African
American educators
call on to teach
abroad?
RQ3: How do African
American educators
perceive their
experience teaching
abroad impacted them
as an educator in their
communities and

76
ways it did not?
Key Finding 1 Some faced
challenges related to
colorism and racial
biases, as evidenced
by instances of
differential treatment
and
microaggressions,
while others felt
respected in their
roles compared to
their experiences in
the United States.
Membership in the
Divine 9 served as a
cultural anchor for
African American
expats, enabling them
to maintain their
identity and thrive in
their new
environment while
fostering meaningful
connections and
opportunities for
growth.
Global teaching
experiences enrich
educators' abilities to
tailor strategies to
meet the diverse
needs of their
students and
contribute positively
to their professional
growth
Key Finding 2 Participants were
driven by personal
fulfillment and
community support,
highlighting the
complex dynamics of
familial expectations,
personal aspirations,
and cultural identity
in pursuing
international
opportunities.
Support networks
contributed
significantly to
participants' success
and sense of
belonging in their
new environments.
Cultural immersion
facilitates the
development of a
global mindset,
enabling individuals
to comprehend the
unwritten rules,
values, and
expectations that
shape interactions and
social dynamics
within a community.
Key Finding 3 Reflections
highlighted the
complexities of expat
life and the effect of
cultural and financial
factors.
NA NA
Chapter Five will present a discussion of these key findings within scholarly literature
and present related recommendations for practice to increase opportunities for African American
educators to teach abroad.

77
CHAPTER FIVE: DISCUSSION AND RECOMMENDATIONS FOR PRACTICE
Little has been written about the experiences and opportunities for African American
students to study abroad and educators to work abroad. To help fill that gap, this study centered
the experiences and stories of African American educators who currently teach and have taught
abroad, including the challenges they faced in doing so, the assets and supports they called on,
and the implications for themselves and outcomes for their students in their classroom.
The purpose of this study was to understand the additional support African American
students and teachers need to overcome the barriers to accessing abroad opportunities and how
these experiences not only affect them but also their communities. Lastly, the study sought to
inform universities and teach-abroad companies looking for students and teachers from the
African American community to participate in such programs and provide insight into how to
promote this particular demographic. Thirteen interview questions were formulated to generate
insights to the following research questions:
RQ1: What challenges did African American educators overcome to teach abroad?
RQ2: What assets and support did African American educators call on to teach abroad?
RQ3: How do African American educators perceive their experience teaching abroad
impacted them as an educator in their communities?
Discussion of Findings
The findings of this study suggest the significant effect of teaching abroad on African
American educators. By receiving mentorship, experiencing multicultural education, and
learning through hands-on experiences, educators help create a more inclusive and globallyminded educational environment. When asked what challenges were overcome by African
American educators while teaching abroad, participants responded by explicitly recounting

78
experiences that shed light on the complexities of expat life and the effect of various factors on
their quality of life. Specific challenges included finding support from family and friends and
colorism and racism.
When reflecting on my positionality as a researcher and my lived experience as an
African American educator teaching abroad, I encountered challenges related to my family's
understanding of and acceptance of my decision to live and work in the Middle East. The
prevailing stigma associated with the Middle East in the Western world, particularly concerning
the treatment of women, greatly influenced my family's initial resistance to my decision.
Overcoming this stigma and fear required me to regularly share my experiences through pictures
and stories, allowing my family to gradually comprehend that my reality in the Middle East was
far removed from their preconceptions.
Apart from my family's struggle to understand, I also grappled with financial challenges
during my initial contract. Despite facing a pay cut, I prioritized the invaluable experience of
living and teaching abroad over financial gain. This decision led to a profound sense of
enrichment as I was able to travel to 25 countries within the first two years of my contract.
Living in the Middle East provided me with the opportunity to explore neighboring countries at a
significantly lower cost compared to if I had remained in the United States.
While the literature regarding African American expat educators who teach abroad is
limited, and even more so related to the support from family and friends, the study findings
related to colorism and racism are supported by research conducted in barriers to recruiting and
retaining teachers of color and how they overcome them. For quality of life, studies assert that
financial concerns are reported as the most commonly faced barrier to study abroad among
students of color, including African Americans (Sweeney, 2013). Similarly, financial barriers

79
may affect African American educators' decisions to work abroad, affecting their quality of life
and overall experience (Farrugia & Sanger, 2017). The recommendation to connect African
American educators with professionals experienced in teaching abroad through networking
events, conferences, and workshops is highlighted by findings from additional studies suggesting
concerns about safety and racial discrimination that can deter African American students and
educators from studying and working abroad (Joseph et al., 2023). Reports of racially motivated
incidents and a perception of hostility towards people of color in some countries or regions may
create a sense of vulnerability and discourage participation, exacerbating issues related to racism
and colorism (Carver-Thomas, 2017). Furthermore, the underrepresentation of African
Americans in leadership positions within the education system contributes to limited
representation and recognition on the international stage (Allen, 2021). This lack of recognition
can stem from stereotypes and biases affecting perceptions of African American educators'
abilities, further hindering their opportunities for international exposure (Carver-Thomas, 2017).
Regarding colorism and racism, the presence of African American expat educators
challenges biases and stereotypes, encouraging critical thinking, empathy, and a more inclusive
worldview (Singmaster, 2018). Additionally, advocating for equitable policies and promoting
community well-being demonstrates educators' commitment to social justice and challenges
systemic inequalities (Darling-Hammond & Bransford, 2017).
The findings also reinforce the significance of networks and lived learning experiences in
providing support for African American educators teaching abroad. All participants referenced
connections to a network system through the Divine Nine Fraternities and Sororities as well as
professional development provided by host schools and lived learning experiences. Literature
acknowledges the historical context of African American educators' contributions to education,

80
highlighting their role as community leaders and trailblazers in promoting educational equality
and civil rights (Alridge et al., 2023). These networks provide a platform for collective action
and advocacy, aligning with efforts to make connections and promote opportunities for African
American educators (Lawson & Sanders, 2023). Additionally, literature supports the
transformative effect of teaching abroad on personal growth and self-awareness (Gould, 2018).
Educators who work abroad are challenged to step out of their comfort zones, adapt to new
environments, and gain a deeper understanding of diverse perspectives and cultures, shaping
their identities as global citizens and contributing to their holistic development as individuals.
As a member of a Divine Nine Sorority/Fraternity group, I utilized these connections
while living abroad. They were essential in providing additional contacts for mentorship,
professional development, and a sense of family and home away from home. Since the holiday
schedule is different in the UAE, it wasn't possible to go back home for Thanksgiving. This led
the members of the Divine Nine to organize a Thanksgiving celebration in the UAE to make sure
no one felt left out and to create a sense of family. Moments like this were crucial in making sure
holidays felt special and that support was available.
Participants noted how having global teaching experiences enhanced their effectiveness
and versatility as educators, positively affecting their teaching approaches, discipline methods,
relationships with students and parents, and sensitivity to cultural backgrounds. This aligns with
research indicating that teachers with international experiences stand a better chance of
developing their teaching skills, communication skills, classroom management, and
understanding of diverse cultures (Çelik, 2017). International experience also allows educators to
bring their unique perspectives, traditions, and experiences to classrooms, fostering

81
understanding and appreciation of diverse cultures and promoting global awareness and empathy
(Brown-Grier et al., 2021).
The impact of teaching abroad on me as an educator has been significant in multiple
ways. It has influenced my family community, my school community, and my personal
community. Before teaching abroad, only one member of my family had traveled overseas due to
military service. The idea of traveling abroad for a non-military job was never considered.
However, my experience has encouraged other family members to seek opportunities to work
overseas. For instance, my youngest brother, who recently joined the military, requested to be
stationed overseas for the experience of living and working abroad. He was deployed to South
Korea.
My mother visited me for three months in the UAE, and I have had many other family
members visit and explore other countries with me. This experience has opened their eyes to the
world and has made them more open-minded.
Teaching abroad has also had an impact on my school community. It has allowed me to
better understand and support our immigrant students and families. Having experienced firsthand
the challenges of moving to a new country, I can provide valuable perspective and support as an
assistant principal. Students also feel comfortable discussing cultural differences and concerns
with me, knowing that I can offer a nonjudgmental perspective due to my experience of working
abroad.
On a personal level, my experience has inspired friends, particularly within my African
American circle, to consider teaching abroad. Through sharing my experiences on social media, I
have sparked curiosity in others to think outside the box and explore opportunities beyond their
comfort zone.

82
Overall, the narratives of African American educators who have taught abroad highlight
the complexity of identity and how it affects their experiences in different countries and
societies, underscoring the importance of addressing systemic challenges rooted in colorism and
racism while promoting opportunities for international exposure and collaboration.
Recommendations for Practice
This study explored the experiences of seven African American educators who had taught
for at least two years in the United States and at least two years abroad. The study aimed to
understand how these experiences had affected them, their classrooms, and their communities,
and any specific hurdles and barriers that they needed to overcome to teach abroad and how they
overcame them. The findings of the study revealed that African American educators faced a
range of challenges in pursuing teaching opportunities abroad including, navigating cultural
differences, overcoming financial barriers, and managing family expectations. The study also
found that the experiences of African American educators who taught abroad were influenced by
deep rooted connections to social groups of African American sorority and fraternities.
Based on the findings, the study provides three recommendations for practices:
1. Facilitate networking events, conferences, and workshops connecting African
American educators with professionals experienced in teaching abroad by
collaborating with international education organizations to forge partnerships that
promote diversity among educators in global teaching roles.
2. Increase the visibility of African American educators who have successfully
taught abroad.
3. Develop targeted professional development programs that prepare African
American educators for international teaching roles.

83
Facilitate Networking Events, Conferences, and Workshops That Connect African
American Educators With Professionals Who Have Experience Teaching Abroad
To provide better networking opportunities for African American educators, it will be
powerful to tap into the extensive connections of professionals who have taught overseas. These
professionals could use their international networks to organize virtual exchanges, collaborative
projects, and guest speaker sessions. This would broaden the perspectives and horizons of the
educators intrigued about teaching abroad. Building on Experiential Theory (Healey & Jenkins,
2000), which emphasizes the significance of personal experience in learning and development,
networking events, conferences, and workshops can serve as platforms for African American
educators to participate in concrete experiences.
At these events, African American educators could directly interact with professionals
who have firsthand experience teaching overseas, immersing themselves in environments that
offer real-life examples and encounters. This direct engagement would foster reflective
observation, as participants analyze and reflect on their interactions, observations, and emotions.
By sharing experiences, discussing challenges and successes, and identifying patterns, educators
can gain valuable insights for career development, mentorship, and professional growth (Ospina
& Medina, 2020).
Guided discussions and activities at these events would enable participants to move to the
stage of abstract conceptualization, where they seek to make sense of their observations and
experiences (Ospina & Medina, 2020). Facilitators could encourage learners to draw insights,
develop theories, and generalize principles that explain their experiences teaching abroad.
Finally, participants could be encouraged to apply these concepts and theories to new
situations or problems. Interactive exercises and simulations challenge attendees to test

84
hypotheses, take on new challenges, and learn from others (Ospina & Medina, 2020). By
facilitating meaningful interactions and fostering a sense of community, networking events
would empower African American educators who wish to teach abroad to enhance their skills,
advance their careers, and contribute to global exposure collectively.
The experiences of African American educators who have taught abroad serve as a
source of inspiration and guidance for those seeking similar opportunities. Four educators,
represented by Sam, David, Felicia, and Rebecca, offer profound insights into how their
experiences can shape and influence fellow educators of color.
Sam's narrative highlights the importance of mentorship and connection in navigating
overseas opportunities. Through a chance encounter facilitated by social media, Sam shared how
they found an opportunity to share their experiences with others. The chance encounter’s
willingness to offer knowledge and resources freely highlighted the significance of sharing
information and mentorship in guiding aspiring African American educators through the
intricacies of teaching abroad. Sam, by now actively reaching out to groups interested in teaching
abroad and advocating for underrepresented communities, such as special education teachers in
remote locations, demonstrated how one's experiences can serve as a catalyst for change and
empowerment within the education sector.
Rebecca also emphasized the importance of representation and inclusion in shaping the
future. In a world undergoing rapid changes, it becomes imperative for educators to study or
work abroad to ensure that students of color are not only present but actively engaged in shaping
the discourse. Rebecca's call for greater participation and exposure echoes the sentiment that
diversity is not only desirable but essential for fostering innovation and progress

85
To implement this proposal, educational institutions, non-profit organizations,
governmental agencies, and international education associations could collaborate to host events
focused on connecting African American educators with professionals who have taught abroad.
Partnerships could be established with organizations like the Fulbright Program, the Peace
Corps, Teach For All, and various international education associations such as NAFSA:
Association of International Educators. These partnerships could provide resources, expertise,
and networking opportunities for African American educators interested in teaching abroad.
Additionally, these partnerships could help provide access to funding, professional development
opportunities, and cultural exchange programs specifically tailored to the needs of African
American educators.
By working with these organizations and creating inclusive international education
programs, the initiative would aim to address the inequities present in traditional education
abroad programs. The goal is to diversify the demographics of participants in global travel
programs, ensuring that African American educators have equitable access to opportunities for
professional growth, cultural exchange, and global engagement. Ultimately, the initiative aspires
to promote greater representation and diversity within educational institutions while fostering
understanding and appreciation of different cultures among students and educators.
Increase the Visibility of African American Educators Who Have Successfully Taught
Abroad
The issue addressed in this research is the underrepresentation and often overlooked
experiences of African American expatriate educators in the discourse on international work and
study opportunities. By focusing on the experiences of African American educators working
abroad, the study aimed to shed light on the factors influencing their decision to pursue

86
international opportunities, the unique challenges they faced compared to their White
counterparts, and the positive effects of their experiences on both themselves and their
communities. One proposed solution to address this issue of underrepresentation is through
counter-storytelling, a method advocated by Romero and Chin (2017), which provides a platform
for marginalized populations, including African Americans, to share their experiences. This
approach would allow for a more comprehensive understanding of the narratives of
underrepresented groups, enabling practitioners to better support and advocate for their needs
and perspectives in international education settings.
Counter-storytelling is a method of communicating the experiences of racially and
socially marginalized people—a direct contrast to the dominant narratives promulgated by those
in a place of social and racial privilege (Gonzalez, 2022). Effectively, counterstories unveil the
realities of oppressed communities which have often been distorted or omitted altogether
(Gonzalez, 2022). Counter-storytelling is a powerful tool that can be used to share the
experiences of those who are socially and racially marginalized. This method is a direct contrast
to the dominant narratives that are often promoted by those who hold positions of privilege.
Essentially, counterstories aim to reveal the realities of oppressed communities that may have
been distorted or omitted entirely in mainstream discourse (Gonzalez, 2022).
By deliberately utilizing storytelling to share global experiences, African American
expat teachers can bridge cultural divides and foster empathy across diverse communities.
Through the art of storytelling, people can weave narratives that transcend geographical
boundaries, allowing listeners to connect on a deeply human level. These stories offer glimpses
into unfamiliar worlds, shedding light on unique perspectives, traditions, and challenges faced by
individuals from different backgrounds. Increasing the visibility of African American educators
who have successfully taught abroad is paramount to inspire and empower others from similar

87
backgrounds to pursue international teaching opportunities. Grounding this recommendation in
experiential theory (Healey & Jenkins, 2000). emphasizes the importance of firsthand
experiences and storytelling in facilitating learning and personal growth. By sharing the
narratives and achievements of African American educators who have thrived in international
settings, particularly through platforms such as conferences, workshops, and online forums, a
sense of relatability and possibility can be cultivated. These stories not only provide concrete
examples of success but also serve as valuable learning experiences, enabling aspiring educators
to envision themselves in similar roles and understand the tangible benefits of teaching abroad.
Through intentional storytelling and exposure, the visibility of African American educators who
have excelled internationally can serve as a catalyst for broader representation and increased
participation in global education endeavors.
Develop Targeted Professional Development Programs That Prepare African American
Educators for International Teaching Roles
The lack of information on African American teachers who work overseas is indicative of
broader systemic issues that hinder their participation in international teaching opportunities.
Covington (2017) has highlighted similar patterns among African American students who
participate in study abroad programs, citing factors such as limited access to funding, inadequate
guidance services, and institutional support. These challenges, echoed by Carver-Thomas (2017)
and Davis and Knight (2021), emphasize the need for targeted professional development
programs that prepare African American educators for international roles.
To address these disparities, it is essential to base professional development initiatives on
experiential learning theory. By embracing experiential learning principles, such programs can
offer hands-on experiences, reflection opportunities, and active engagement, which are crucial

88
for effective learning (Darling-Hammond et al., 2017). Participants in this study emphasized the
importance of various forms of support, including mentorship, orientation programs, and virtual
learning resources, in easing their transition and enhancing their effectiveness abroad. Currently,
this preparation to teach abroad is provided in an ad hoc fashion instead of as formal, targeted
professional learning opportunities to help prepare African American educators for international
teaching roles. This means that African American teachers who may have interests in teaching
abroad are hindered by a lack of information and preparation to feel confident to proceed.
Further, the study suggested that families often posed challenges to teaching abroad, with
concerns that included safety and distance. These programs could also engage the aspiring global
teachers’ families to help inform them about what it means to teach abroad, address their
concerns, and to provide them with support systems as well.
Rebecca, Felicia, David, and Rachel's experiences exemplified the diverse range of
support leveraged by African American educators to navigate international teaching landscapes.
Rebecca's experience highlighted the value of a diverse administrative team in fostering cultural
understanding, while Felicia's adaptation to virtual learning resources emphasized the agility
necessary for success, particularly amid the COVID-19 pandemic. Furthermore, aligning
professional development with experiential learning theory would enable educators to apply
newfound knowledge and skills in real-world contexts, fostering adaptability, intercultural
competence, and resilience.
In conclusion, by aligning professional development initiatives with experiential learning
theory, stakeholders could empower African American educators to thrive in international
teaching roles. These programs could not only address systemic barriers but also contribute

89
positively to global education initiatives by fostering a more inclusive and diverse teaching
community.
Limitations and Delimitations
Limitations are influences the researcher cannot control, and delimitations are the
boundaries the researcher sets that must be addressed (Creswell, 2014). Phenomenological
research aims to describe and comprehend the participants' lived experiences (Moustakas, 1994).
Therefore, it posed a potential limitation if the participants were not able to vividly describe their
lived experiences. Another limitation of this study was the sample size. The study included seven
participants while there are many more African American educators who have taught abroad and
were not included in the research. This was in part due to time constraints in conducting this
research as part of doctoral dissertation studies. Further, the study was originally designed to
only represent those African American educators who had worked abroad and returned to the
states. However, due to additional shared stories that added value to the study, two participants
who had remained abroad were added to the research. These limitations may make it difficult to
generalize the findings to larger populations.
The number and race of participants in this qualitative study were delimiting factors.
Participants were limited to African American educators who have worked in the United States
for at least two years and have worked abroad for at least two years. A more expansive
participant group in terms of race and number would have allowed for a more diverse range of
viewpoints, enhancing the richness and comprehensiveness of the study. In addition, qualitative
research aims to achieve data saturation, which means reaching a point where collecting more
data does not yield substantially new insights or themes (Creswell, 2019). With a small sample,
achieving data saturation and ensuring comprehensive coverage of the research topic may be

90
more difficult. Having a limited number of participants can affect the reliability and validity of
qualitative research findings (Creswell, 2019). Reliability refers to the consistency of findings,
while validity refers to the accuracy and truthfulness of the data collected (Creswell, 2019). A
larger sample size generally improves the reliability and validity of qualitative research results. I
was aware of the limitations a small sample size presented and carefully considered the effects
on the study's quality and generalizability.
Recommendations for Future Research
While this study provides valuable insights into the experiences and challenges faced by
African American educators teaching abroad, there is still much to be explored in this area. To
build on the findings of this study and further contribute to the literature, future research could
consider the following:
● Conducting a larger-scale study that includes a more diverse sample of African American
educators teaching abroad, including those who have not completed a traditional teacher
preparation program. This would help to better understand the experiences of a wider
range of African American educators and identify any unique challenges or opportunities
they face in teaching abroad. A larger sample size could also allow for more detailed
analysis of subgroups within the African American community, such as those with
different levels of education or experience.
● Examining the effect of teaching abroad on the career trajectories of African American
educators, including potential barriers to advancement within the education field. This
would involve examining how teaching abroad may affect the opportunities available to
African American educators upon their return to the United States. Factors such as bias,

91
discrimination, and the lack of recognition for international teaching experience could be
explored as potential barriers to career advancement.
● Exploring the experiences of African American students who participate in study abroad
programs, including the effect on their academic and personal development. While this
study focused on educators, future research could investigate the experiences of African
American students who study abroad and how this experience affects their academic and
personal growth. This could include exploring the factors that motivate African American
students to study abroad, the challenges they may face, and the effect of study abroad on
their career prospects.
● Investigating the role of mentorship and support networks in facilitating the success of
African American educators teaching abroad. This would involve exploring the types of
support that African American educators need to be successful in a teaching abroad
context, such as mentoring, cultural orientation, and networking opportunities. By
understanding the role of support networks, future research could help to identify ways to
better support African American educators and students in pursuing international teaching
and learning experiences.
● Examining the experiences of educators from other marginalized communities, such as
Latinx or Indigenous populations, who teach abroad. This would involve exploring the
experiences of educators from other minority groups and comparing them to those of
African American educators. By examining the experiences of other marginalized
communities, future research could provide a more comprehensive understanding of the
challenges and opportunities of teaching abroad for educators from diverse backgrounds.

92
By addressing these research gaps, one can gain a more detailed and nuanced
understanding of the experiences of African American educators teaching abroad, as well as
other minority groups. This understanding can inform the development of programs and policies
that better support educators and students from diverse backgrounds in pursuing international
teaching and learning experiences.
Conclusion
This study set out to explore the experiences of African American educators who have
taught abroad, with a specific focus on the challenges they faced, the support and resources they
required, and the effect of their experiences. The study design involved conducting in-depth
interviews with seven African American educators who had taught abroad for a minimum of two
years and who had also taught for a minimum of two years in the United States.
Participants shared how exposure to diverse cultural contexts, teaching methodologies,
and student populations enhanced their effectiveness and versatility as educators. By immersing
themselves in different cultures, educators broadened their perspectives, deepened their cultural
competence, and cultivated empathy and creativity. Moreover, these experiences allowed
educators to gain valuable insights into student behavior, curriculum, and best practices,
ultimately contributing to their professional growth and adaptability.
David and Felicia's experiences highlighted the transformative potential of global
teaching experiences. David emphasized the importance of exposing students to diverse
perspectives to foster global citizenship and empathy. By challenging conventional notions of
superiority, educators like David equip future generations with the tools to navigate an
interconnected world and promote inclusivity. Similarly, Felicia's integration of personal
experiences into the classroom exemplified how firsthand experiences can enrich the learning

93
experience and inspire students to adopt a global mindset. Through tangible examples and
interactive teaching methods, educators like Felicia bridge the gap between theory and practice,
fostering a deeper understanding of global issues among students.
Furthermore, the findings emphasized the broader educational benefits of living and
working abroad, such as cultural sensitivity and awareness. Participants, like Sam and Rachel,
shared how their global teaching experiences enhanced their ability to relate to students from
diverse backgrounds and navigate international teaching environments effectively. By immersing
themselves in new cultures, educators gained insights into local norms and behaviors, fostering
adaptability and interpersonal skills crucial for thriving in diverse educational landscapes.
The recommendation to integrate global teaching experiences into education programs
aligns with the findings that highlight the transformative effect of such experiences on educators'
effectiveness, adaptability, and cultural competence. By embracing global experiences, educators
not only enrich their own professional development but also create more inclusive learning
environments that prepare students to become informed, empathetic global citizens.
In conclusion, this study provides valuable insights into the experiences of African
American educators who teach abroad and highlights the importance of promoting intercultural
competence and social justice in the classroom and community. The findings of the study
emphasize the importance of African American educators having experiences living abroad and
the benefit of having earlier exposure to study abroad opportunities that would increase their
value in the classroom and community.

94
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1
1
APPENDIX A: INTERVIEW PROTOCOL
Research Questions:
RQ1: What challenges did African American educators overcome to teach abroad?
RQ2: What assets and support did African American educators call on to teach abroad?
RQ3: How do African American educators perceive their experience teaching abroad
impacted them as an educator in their communities?

2
Q
#
Alignment with
Research Question
Interview Question
1
RQ2
Tell me about your personal story, teaching abroad. How did
you get this opportunity?
2 RQ1 What challenges did you overcome to teach abroad?
3 RQ1 How did the views of those within your family influence your
working abroad experience?
4
RQ1
How did the views, opinions, and thoughts of those within
your community or immediate social surroundings influence
your work abroad experience?
5 RQ2 What assets and support did you call on to teach abroad?
6
RQ2
What assets and supports did you receive from your host
school?
7 RQ2 What assets and supports did you receive from the expat
community?
8
RQ3
How do you perceive your experience as an African American
educator teaching abroad affected you as an educator?
9
RQ3
How do you perceive your experiences can affect other African
American educators seeking to teach abroad?
10
RQ3
What policies can be implemented to expose more African
American educators to abroad experiences?
11
RQ3
How did your experiences working abroad affect your
classroom practices after your return to the United States?
12
RQ 2
What was the effect on your community after your work
abroad experiences?

3
13
RQ 3
What would you like to implement to have a greater influence
on your community and classroom based on your experiences
working abroad in education?

4
APPENDIX B: INFORMATION SHEET
Time of Interview:
Approximately 60 minutes in various time slots
Date of Interview:
Place of Interview:
Interviewer:
Interviewee:
Position of Interviewer:
The purpose of this study is to identify the experiences and effects of African American
educators who have taught in the U.S. for at least two years and have taught abroad for at least
two years. Participation is voluntary. Participants may decide not to participate in this study. If
contributors begin participation they may still decide to stop and withdraw at any time. Their
decision will be respected and will not result in loss of benefits to which they are otherwise
entitled. Benefits of participation will include a contribution to scholarly research that addresses
the effect of global exposure for African American educators and communities. Participants will
reflect on the job that they are working in current and previous experience. Participants will also
be able to gain an understanding of the uniqueness of their educational experience by being
interviewed for this study. The research gained from this study may also be used to design
professional development towards cultural competence based upon the global experiences of the
African American educator. The cultural competence professional development component will
enable teachers to become well versed on diverse cultures and practice and develop and publish

5
professional development strategies and best practices guides for similar circumstances
congruent to similar experiences.

6
APPENDIX C: INFORMED CONSENT
Dear Participant,
I am a doctoral student at the University of Southern California working on a Doctor of
Education in Global Education. I am conducting a research study titled “Lived Experiences
through the Lens of The African American Global Educator.” The purpose of this qualitative
study is to explore the lived experiences of African American educators who have worked in the
United States as an educator for at least two years and who have worked abroad as an educator
for at least two years. Your participation will involve an individual semi-structured interview
related to your lived experience in working that will take about approximately 60 minutes. Your
participation in the study is voluntary. If you choose to not participate or to withdraw from the
study at any time, you can do so without penalty or loss of benefit to yourself. The recorded
interview will be virtual, and the results of the research study may be published, but your name
will not be used. The results will be in aggregated form. Your responses will be maintained in
strict confidence. All information will be number coded, kept in a secure location, and destroyed
after 3 years. In this research, there are no foreseeable risks to you. There are no potential risks to
the participants in this study. Although there may be no direct benefit to you, your participation
in the study may assist leadership to improve experiences for African American students and
families in the United States. If you would like to see the study results, you can request a copy of
the study results from me in August 2024. If you have any questions concerning the research
study, please call me at 571-623-0869 or e-mail me at bpenn@usc.edu.
Please give your consent to participate by signing the Informed Consent Form.
Thank you for your consideration to participate in this important study.

7
Sincerely,
Belinda Michelle Penn
By signing this form, I acknowledge that I understand the nature of the study, interview
terminology, and how my identity will be kept confidential. There is no known potential harm to
participating in this study. My signature on this form also indicates that I am 18 years old or
older and that I give my permission to voluntarily serve as a participant in the study described.
Signature:__________________________________________ Date:________________

8
APPENDIX D: RECRUITMENT EMAIL
Dear all,
I hope this email finds you well. My name is Belinda Penn, and I am currently a Doctoral
student at the University of Southern California. I am writing to extend a warm invitation for you
to participate in an unprecedented study that aims to explore and shed light on the unique
experiences of African American expatriate teachers working abroad.
The purpose of this study is to delve into the complexities, challenges, and triumphs
faced by African American educators who have chosen to pursue their passion for teaching in
international settings. By examining your firsthand experiences, we aim to gain valuable insights
that will contribute to a better understanding of the factors that influence the professional and
personal journey of African American expat teachers.
Your participation in this research is crucial, as it will help to shape the discourse
surrounding the experiences of African American teachers in international education and
contribute to enhancing the support systems and resources available to individuals who embark
on similar journeys in the future.
The study will involve participating in an interview, which can be conducted via video
call or phone at a time convenient for you. The interview will be structured to allow you to share
your perspectives, challenges, successes, and any insights you believe would be beneficial to
others contemplating or currently engaged in a similar endeavor. The information you provide
will be treated with the utmost confidentiality and anonymity, and all ethical considerations will
be rigorously adhered to throughout the research process.

9
As a token of our gratitude for your valuable time and contribution, we would be
delighted to offer you a copy of the research findings upon completion. Your involvement will
not only help advance academic understanding but also empower future African American
teachers who aspire to broaden their horizons through international teaching opportunities.
To express your interest in participating or to seek further information, please feel free to reach
out to me at bpenn@usc.edu or 571-623-0869. I am more than happy to answer any questions
you may have and provide additional details about the study.
Your unique perspective and experiences as an African American expat teacher are
invaluable, and your participation will make a profound effect on the field of education and our
collective understanding of cultural diversity and inclusivity.
Thank you for considering this invitation, and I eagerly await your response. Should you decide
to join this groundbreaking study, your contribution will undoubtedly help shape a brighter
future for aspiring African American teachers embarking on a global journey.
Warm regards,
Belinda Penn
Doctoral Student
University of Southern California

10
APPENDIX E: SURVEY PROTOCOL
1. I am an African American expat teacher with at least two years experience teaching in the
United States and at least two years abroad.
● Strongly disagree (1)
● Disagree (2)
● Neutral (3)
● Agree (4)
● Strongly agree (5)
2. I have taught or currently teach in a foreign country.
● Strongly disagree (1)
● Disagree (2)
● Neutral (3)
● Agree (4)
● Strongly agree (5)
3. I have encountered cultural differences while teaching abroad.
● Strongly disagree (1)
● Disagree (2)
● Neutral (3)
● Agree (4)
● Strongly agree (5)
4. I have faced challenges related to my race/ethnicity while teaching abroad.
● Strongly disagree (1)
● Disagree (2)
● Neutral (3)
● Agree (4)
● Strongly agree (5)
5. I have received support from my host institution regarding my unique experiences as an
African American expat teacher.
● Strongly disagree (1)
● Disagree (2)
● Neutral (3)
● Agree (4)
● Strongly agree (5)
6. I have actively sought out resources or support networks specific to African American
expat teachers.
● Strongly disagree (1)

11
● Disagree (2)
● Neutral (3)
● Agree (4)
● Strongly agree (5)
7. I feel that my experiences as an African American expat teacher have positively effected
my teaching and overall professional growth.
● Strongly disagree (1)
● Disagree (2)
● Neutral (3)
● Agree (4)
● Strongly agree (5)
8. I would recommend teaching abroad to other African American teachers.
● Strongly disagree (1)
● Disagree (2)
● Neutral (3)
● Agree (4)
● Strongly agree (5)
9. I feel that my racial/ethnic background has influenced the way I am perceived and treated
by students, colleagues, or the local community while teaching abroad.
● Strongly disagree (1)
● Disagree (2)
● Neutral (3)
● Agree (4)
● Strongly agree (5)
10.I believe that institutions and organizations should provide more support and resources
specifically tailored to African American expat teachers.
● Strongly disagree (1)
● Disagree (2)
● Neutral (3)
● Agree (4)
● Strongly agree (5)

Abstract (if available)

Abstract This dissertation explores the lived experiences of African American expatriate teachers, focusing on their time teaching abroad and the subsequent impact on their personal and professional lives. The study aims to understand the unique challenges and support systems that African American educators navigate while teaching in foreign countries and how these experiences influence their teaching practices and community engagement upon returning to the United States. Implementing Experiential Learning Theory as a guiding framework, the research emphasizes the importance of personal and cultural experiences in shaping educational practices. Through qualitative interviews with African American educators who have taught both domestically and internationally, the study reveals insights into the barriers faced, the assets leveraged, and the transformative effects of teaching abroad on these educators. The findings highlight the need for increased support and representation of African American teachers in international teaching programs and provide recommendations for expanding opportunities and creating more inclusive environments in global education.

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Asset Metadata

Creator Penn, Belinda Michelle (author)

Core Title Lived experiences of African American expatriate teachers abroad and back: a teacher's experience that brings effect to the community

School Rossier School of Education

Degree Doctor of Education

Degree Program Global Executive

Degree Conferral Date 2024-08

Publication Date 08/14/2024

Defense Date 05/16/2024

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag abroad,African American,Community,Divine Nine,Educators,experiences,OAI-PMH Harvest

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Kropp, Cathy (committee chair), Chung, Ruth (committee member), Maddox, Anthony (committee member)

Creator Email bpenn@usc.edu,mpennb@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113998UKF

Unique identifier UC113998UKF

Identifier etd-PennBelind-13391.pdf (filename)

Legacy Identifier etd-PennBelind-13391

Document Type Dissertation

Format theses (aat)

Rights Penn, Belinda Michelle

Internet Media Type application/pdf

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Source 20240814-usctheses-batch-1198 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

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Repository Email cisadmin@lib.usc.edu