University of Southern California Dissertations and Theses

To be young, global, and Black: an evaluation of African-American college students’ participation in study abroad programs

(USC Thesis Other)

To be young, global, and Black: an evaluation of African-American college students’ participation in study abroad programs

PDF

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content Running Head: TO BE YOUNG, GLOBAL, AND BLACK 1

Copyright 2020 Alicia Michelle Williams

To Be Young, Global, and Black: An Evaluation of African-American College Students’
Participation in Study Abroad Programs
by
Alicia Michelle Williams

A Dissertation Proposal Presented to
The faculty of the USC Rossier School of Education at the
University of Southern California
In partial fulfillment of the requirements for the degree of

DOCTOR OF EDUCATION

May 2020

TO BE YOUNG, GLOBAL, AND BLACK 2

Dedication
This dissertation is dedicated to my loved ones and community, the African-
American community.
My husband, my rock, encouraged me to apply to USC Rossier’s OCL program,
and he has been my support system from Shanghai to New York through several life
changes. His love for travel is the reason I have seen the world and has largely
contributed to why this topic struck my heart, and why I could not let it go. His patience
and push were always right on time. His excitement for me achieving this dream has
been indescribable. His joy has been my joy and saving grace.
My mom, sister, family, and close friends have cheered me on despite where I
was located in the world or in my program. My mom and sister especially have been with
me through it all, through roughly every education milestone. Their truth, trust, and
encouragement have grounded me in confidence that can be found in my work.
My unborn son and soon-to-be first born has been the driver behind all I have
accomplished these last few months. Everything that I have done has been for him. It is
nearly symbolic that as my dissertation will become available to the world and another
chapter closes, another chapter begins with him as he becomes part of this world.
My loved ones never let me forget this is a lifelong dream of mine. They never let
me forget what my work and research will mean for my community. No matter my
profession, status, research, or location, I will always work towards improving my
community and making my loved ones proud.

TO BE YOUNG, GLOBAL, AND BLACK 3

Acknowledgements
I would like to acknowledge and thank my support system both in and outside of
the classroom. Thank you for believing in my topic and understanding my passion behind
my work. Thank you for reminding me on various occasions why this had to be written.
Thank you to my dissertation committee, Dr. Kimberly Hirabayashi, Dr. Anthony
Maddox, and Dr. Eric Canny, for sticking with me through the many life changes I
encountered along the way. Your genuine support from beginning to end kept me afloat.
To my dissertation chair, Dr. Hirabayashi, thank you for your invaluable
assistance and guidance throughout this process. Both the impromptu and planned calls
were always what I needed to get motivated again. You have a way of breaking down
next steps that always made me feel empowered and the process possible. Thank you for
the final push at the end as I neared another life-changing, but beyond exciting moment in
becoming a mom. Your words and wisdom will never be forgotten.
To Dr. Maddox, thank you for always making me think outside of the box. Thank
you for acknowledging that the African-American community needs this conversation
and the research community needs my perspective. As a student in your class at the start
of my program, you were one of the first to encourage me to believe in my work.
To Dr. Canny, thank you for the wealth of knowledge you brought to the table.
Thank you for challenging me to dig deeper and providing insight that constantly
elevated what was already on paper. Your guidance through my data analysis and
collection was monumental when I felt stuck. Thank you for being passionate and for
helping me understand what my research could mean for international education.
TO BE YOUNG, GLOBAL, AND BLACK 4

Thank you to each of my USC Rossier OCL professors along the way. I kept the
same topic, and each one of you were always in my corner. You made me feel like a
Rockstar, and I could not let any of you down.
Thank you to my cohort classmates, cohort seven, for your kind words and added
support through multiple assignments, group chats, Facebook posts, breakout groups, and
infamous technology issues.
To my special support group within cohort seven, you were the bonus
cheerleaders I did not know I needed. I honestly have no idea how I would have made it
through this program without you having my back at every turn. You always understood.
To everyone I mentioned, continue to FIGHT ON for what you believe in and
have worked towards! You deserve it! We deserve it!

TO BE YOUNG, GLOBAL, AND BLACK 5

Table of Contents
Dedication 2
Acknowledgments 3
List of Tables 6
List of Figures 7
Introduction to Problem of Practice 8
Global Goal 9
Importance of Addressing the Problem 10
Purpose of the Evaluation and Questions 11
Stakeholder Group of Focus 12
Review of the Literature 12
Knowledge, Motivation, and Organizational Influences 16
Interactive Conceptual Framework 30
Data Collection 32
Data Analysis 35
Findings 36
Solutions and Recommendations 61
Limitations and Delimitations 70
Recommendations for Future Research 71
Conclusion 73
Appendix A: Participating Stakeholders with Sampling Criteria for Interview 75
Appendix B: Protocols 78
Appendix C: Credibility and Trustworthiness 85
Appendix D: Validity and Reliability 86
Appendix E: Ethics 87
Appendix F: Integrated Implementation and Evaluation Plan 88
References 99

TO BE YOUNG, GLOBAL, AND BLACK 6

List of Tables
Table 1. Knowledge Influences, Assessments, and Types 19
Table 2. Motivation Influences, Theories, and Assessments 25
Table 3. Organizational Influences and Assessments 29
Table 4. Top Study Abroad Emotions 49
Table 5. Summary of Knowledge Influences and Recommendations 62
Table 6. Summary of Motivation Influences and Recommendations 64
Table 7. Summary of Organizational Influences and Recommendations 66
Table 8. Outcomes, Metrics, and Methods for External and Internal Outcomes 89
Table 9. Critical Behaviors, Metrics, Methods, and Timing for Evaluation 90
Table 10. Required Drivers to Support Critical Behaviors 91
Table 11. Evaluation of the Components of Learning for the Program 93
Table 12. Components to Measure Reactions to the Program 94
Table 13. Evaluation Tools 95
Table 14. Evaluation Tools Part Two 96
Table 15. Evaluation Tools Part Three 96

TO BE YOUNG, GLOBAL, AND BLACK 7

List of Figures
Figure 1. Conceptual Framework: The Interaction of Stakeholders’ Knowledge,
Motivation, and Organization
31
Figure 2. Knowledge Influence Survey Question on Study Abroad Application
Process
40
Figure 3. Motivation Influence Survey Question on View of the World 44
Figure 4. Motivation Influence Survey Question on Value of Study Abroad
Experience
45
Figure 5. Organizational Influence Survey Question on Study Abroad Outreach 50
Figure 6. Organizational Influence Survey Question on Study Abroad Host Countries 54
Figure 7. Organizational Influence Survey Question on Study Abroad Programs in
Africa and the African-Diaspora
56
Figure 8. Organizational Influence Survey Question on Study Abroad Mentorship 58
Figure 9. Sample Bar Graph to Track Results 97

TO BE YOUNG, GLOBAL, AND BLACK 8

Introduction to Problem of Practice
Although the discourse surrounding diversity has evolved across college and
university campuses in the United States (U.S.), many institutions still fall short of both
diversity and inclusivity. This study addresses this problem area by evaluating the
disproportionately low number of African-American U.S. college students participating
in study abroad programs. This reflects a potential larger problem between African-
American college students in the U.S. and their higher education institutions that house
many of the study abroad programs. According to the Institute of International Education
(2019), of U.S. college students who studied abroad in the 2017/2018 academic school
year, 70% identified as White, 10.6% identified as Hispanic or Latino, 8.4% identified as
Asian, Native Hawaiian or Other Pacific Islander, and 6.1% identified as Black or
African-American. Black and African-American students, however, made up 15.1% of
the college enrolled population on the undergraduate level, and 12.3 percent on the
graduate level in the 2017/2018 academic school year (United States Census Bureau,
2018). In prior academic school years, 70.8% in 2016/2017 and 71.6% in 2015/2016 of
white college students reported studying abroad compared to 6.1% in 2016/2017 and
5.6% in 2016/2017 of African-American college students (Institute of International
Education, 2019). This highlights a large discrepancy that exists between the number of
African-American college students participating in study abroad programs and their peers
from other racial and ethnic groups. It is crucial to address this problem because as Penn
and Tanner (2008) stress, study abroad opportunities expand a student’s view and
understanding of the world, improve a student’s marketability to employers and
educational leadership, grow a student’s appreciation for personal values and traditions,
TO BE YOUNG, GLOBAL, AND BLACK 9

and contribute to the global consciousness of society. This study will 1) appraise the role
that colleges and universities play in relation to African-American college students and
study abroad, 2) review potential factors and implications that affect African-American
college students’ motivation and ability to study abroad, and 3) evaluate experiences of
African-Americans who have participated in study abroad programs while attending a
U.S. college or university.
Global Goal
By 2028, the aspirational field-based goal is to see a 10% increase in the number
of African-American college students participating in study abroad. Since 2004-2005,
the U.S. has seen an overall 10% increase in the number of college students studying
abroad who identified with an underrepresented racial or ethnic group (Witherell, 2016).
Assistant Secretary of State for Educational and Cultural Affairs at the U.S. Department
of State, Evan Ryan, stresses the need for society to encourage all future leaders of
America to view the world with a global perspective outside of the U.S. (Witherell,
2016). Historically, study abroad opportunities have most appealed to affluent students
and have not seen many participants from marginalized groups. According to the
Institute of International Education (2019), 6.1% of students who participated in study
abroad in the 2016/2017 academic school year identified as Black or African-American.
The following school year resulted in similar data with 6.1.% of African-American
college students studying abroad, while making up 15.1% of the undergraduate college
enrolled population and 12.3% of the graduate enrolled population (United States Census
Bureau, 2018). Compared to their white peers who reported 70-71% during the same
TO BE YOUNG, GLOBAL, AND BLACK 10

academic school years, African-American college students are represented in immensely
low numbers.
Importance of Addressing the Problem
The lack of African-American college students participating in study abroad is an
important problem to address because a student’s global exposure, career marketability,
academic advancement, and personal values are often positively impacted through study
abroad programs (Penn & Tanner, 2008). The consistently low number of African-
American college students studying abroad puts them at a disadvantage compared to their
peers, as many are not able to benefit from what studying abroad has to offer. Study
abroad experiences aid in shaping self-awareness and contribute to a variety of lived
experiences, areas specifically crucial to the success of African-American college
students and their identity development as a historically underrepresented group (Penn
and Tanner, 2008). According to Tarrant (2010), “most institutions of higher education
in the United States acknowledge that the future workforce of America depends on a
citizenry that is sensitive to, and aware of, global issues” (p. 433). As the landscape of
the U.S. changes, the workforce Tarrant (2010) references is becoming more diverse and
global savvy. Key stakeholders who are invested in study abroad for college students,
such as higher education institutions and study abroad programs, also benefit from a
greater number of diverse students studying abroad as it encourages diversity of skill and
increased exposure for all involved (Penn & Tanner, 2008). Researchers and executive
leadership within international education sectors support the notion that diversity in study
abroad and the U.S. educational system are important for the advancement of society
(Dowd & Bensimon, 2014). Philosophy and research may not immediately change
TO BE YOUNG, GLOBAL, AND BLACK 11

systematic diversity and inclusion issues across the U.S. and study abroad community,
but addressing what some argue is a global problem could establish a new normal of
increased participation from African-American college students and improve the
landscape of both domestic and international education (Brux & Fry, 2010).
Purpose of the Evaluation and Questions
The purpose of this study is to evaluate the degree to which international
education in the U.S. is meeting its global goal of increasing the number of African-
American college students participating in study abroad by 10% by 2028. This study
focuses on knowledge, motivation, and organizational influences related to achieving this
global goal. The stakeholder of focus is the African-American college student
population. Clark and Estes (2008) identify three critical elements in evaluating and
analyzing such influences. The three critical elements identified by Clark and Estes
(2008) are: knowledge, motivation, and organization. Knowledge, motivation, and
organizational barriers measure the adequacy of what information is shared and
consumed, what opportunities are presented, and what organizational support and
encouragement exist for the key stakeholder (Clark & Estes, 2008). For this study,
African-Americans who participated in study abroad programs as college students are the
key stakeholders evaluated for commonalities and contributing factors related to the
above influences. Essential research questions asked are as follows:
1. What are African-American college students’ knowledge and motivation related
to the global goal?
2. What is the interaction between the study abroad culture of colleges and
universities and African-American college students’ knowledge and motivation?
TO BE YOUNG, GLOBAL, AND BLACK 12

3. What are the recommendations for colleges and universities in the areas of
knowledge, motivation, and organizational resources for African-American
college students and study abroad programs?
Stakeholder Group of Focus
Stakeholders are identifiable groups that are contributors and/or beneficiaries of
an organization’s success (Clark & Estes, 2008). Success within an organization is
typically measured by the goal, vision, and alignment of its stakeholders (Clark & Estes,
2008). In this study, the identifiable stakeholders are African-American college students,
institutions these students attend, and partnering study abroad programs and host
countries. African-American college students from U.S. institutions are the stakeholder
group of focus because they are not participating in study abroad at higher numbers
comparable to their peers. As a result, they are potentially putting themselves at a
disadvantage culturally, academically, and professionally (Andrews, No, Powell, Rey, &
Yigletu, 2015). According to the literature, African-American college students deal with
heightened issues related to retention, lack of affluence, and absence of overall support
that affect their ability and desire to study abroad (Penn & Tanner, 2008). These
components suggested by researchers also aid in justifying the importance of evaluating
African-American U.S. college students as the stakeholders of focus. Together these
influences will explain the stakeholder of focus’ connection to the problem of practice.
Review of the Literature
Discussed in this literature review is the background of study abroad as it relates
to U.S. colleges and universities, and the influences and impact of disproportionately low
study abroad participation by African-American college students across the U.S. Study
TO BE YOUNG, GLOBAL, AND BLACK 13

abroad programs serve as holistic enrichment opportunities for its participants. These
programs allow students the opportunity to travel outside of the U.S., to engage in
academic study, to enhance career readiness, and to create cultural experiences
(McKeown, 2009). Study abroad programs are often in partnership with an international
college or university and are managed by the partnering institutions and/or a third-party
organization (McKeown, 2009). Study abroad is also vital because it improves academic
advancement and career marketability, provides the tools to succeed in global
communities, and promotes personal and educational development (Office of
Postsecondary Education 2009; Penn & Tanner, 2008). For colleges and universities,
students who participate in study abroad raise their global consciousness and awareness
and are more likely to add global perspectives to classrooms (Gaines, 2012).
College students in the U.S. have been studying abroad since World War II
(Goodwin & Nacht, 1991). Prior to World War II, faculty from U.S. colleges and
universities traveled to Europe for various postgraduate training as the U.S. educational
system was in its early stages (Goodwin & Nacht, 1991). Between World I and World II,
the number of faculty traveling abroad began to increase (Goodwin & Nacht, 1991).
Over time the U.S. developed its own educational identity and shifted away from
European standards but as World War II heightened, the global nuances and need for
international knowledge grew (Goodwin & Nacht, 1988). Since World War II, the design
and accessibility of study abroad at U.S. colleges and universities have evolved into
programs of diverse lengths, locations, activities, partnerships, fields of study, and greater
popularity (McKeown, 2009). U.S. colleges and universities began hosting international
students at greater numbers and experienced an overall increase in internationalization
TO BE YOUNG, GLOBAL, AND BLACK 14

(Osfield, 2008). Internalization is defined as, “the process by which a university changes
the infrastructure or the campus ecology to keep up with the demand for more direct links
to higher education outside their own country of origin” (Osfield, p. 3). The
advancement and accessibility of technology and travel also contributed to a greater
number of U.S. college students participating in study abroad programs (Osfield, 2008).
Today’s study abroad programs have evolved with the times. According to the
Institute for the International Education of Students (n.d.), study abroad stages are
generally defined as pre-departure, departure, re-entry and assessment. Pre-departure is
in preparation for study abroad and typically consists of orientations given by the
sponsoring program and/or institution, while departure is the act of studying abroad
(Institute for the International Education of Students, n.d.). Re-entry involves the
transition back home and does not necessarily involve formal programming, yet
assessments can be done by programs and/or students in evaluating the overall experience
and specific study abroad program (Institute for the International Education of Students,
n.d.). In addition, today’s study abroad programs run as short as one-week or as long as
one full academic school year (McKeown, 2009). The evolution of who has the ability to
and interest in studying abroad has changed as well. The array of disciplines and
diversity of programming frequently offered through study abroad has provided more
students the ability to have deeper individualized experiences (McKeown, 2009). With
this progression, studying abroad has become more accessible to underrepresented
students, students lower on the socio-economic scale, and students from various
academic disciplines (McKeown, 2009). Although the increased popularity of study
abroad in the U.S. began to promote cross-cultural experiences and global consciousness,
TO BE YOUNG, GLOBAL, AND BLACK 15

its lack of diversity among its participants proved to be a problem (Caton & Santos,
2009). To the international community, the lack of diversity in U.S. students studying
abroad was a reflection of the systemic issues and divide still plaguing the U.S. and its
historically marginalized communities (Caton & Santos, 2009).
According to the literature, although study abroad opportunities today are made
readily available to the entire student population at colleges and universities, African-
American college students are still participating at a lower rate due to several alarming
factors. Brux and Fry (2010), Gasman (2013), and Penn and Tanner (2008) attribute the
lower rate to the lack of institutional support and poor outreach to African-American
college students in the U.S. regarding study abroad programs. In addition, Washington
(1998) identifies four factors believed to be preventing African-Americans college
students from participating in study abroad opportunities: finance, fear, family, and
awareness. According to Washington (1998), the lack of awareness regarding study
abroad opportunities is the central reason that African-American college students choose
not to study abroad. Brux and Fry (2010) highlight similar factors, identifying academic
scheduling difficulties, absence of relevant programs, and lack of information as major
areas that impact a student of color and their motivation to study abroad.
Contrary to the argument that African-American college students do not wish to
study abroad despite institutional efforts, research suggests that higher education
institutions have a huge hand in establishing study abroad interest or a lack thereof
among African-American college students (Lu, Reddick, Dean, & Pecero, 2015). Brux
and Fry (2010) address this notion, asserting that how schools provide support, address
financial and family concerns, along with other factors can discourage students of color.
TO BE YOUNG, GLOBAL, AND BLACK 16

Gaines (2012) found that students’ discussions with advisors and faculty members deeply
impact how study abroad is viewed. College students heavily depend on advisors and
faculty members for academic and career related decisions as experts in their field,
including study abroad guidance (Gaines, 2012). Additionally, advisors and faculty
members with international experience are more likely to encourage their students to
study abroad (Gaines, 2012). African-American college students who have successfully
studied abroad back this belief, acknowledging the influence of supporting faculty and
administrators (Washington, 1998). The research and national data presented in this
study confirm that African-American college students study abroad at a lower rate,
therefore evaluating the assumed influences may expose what elements are affecting their
overall decision, access, and ability to do so. The assumed influences identified by Clark
and Estes (2008), knowledge, motivation, and organization, are addressed throughout this
study in evaluating African-American college students’ participation in study abroad.
Knowledge, Motivation, and Organizational Influences
Knowledge Influences
Knowledge influences are what key stakeholders know and are representative of
how they grasp what is needed to achieve the goal at hand (Krathwohl, 2002). This
influence is defined by four elements: factual, conceptual, procedural, and metacognitive
(Krathwohl, 2002). First, factual knowledge constitutes information that is readily
available for affiliate stakeholders (Krathwohl, 2002). Second, conceptual knowledge
requires stakeholders to use prior information to make a decision between more than one
dynamic (Clark & Estes, 2008). Third, procedural knowledge is information stakeholders
are aware of in order to complete a task. The final element, metacognitive knowledge, is
TO BE YOUNG, GLOBAL, AND BLACK 17

reflective of process driven intrapersonal communication that takes place internally for
individuals (Krathwohl, 2002). For this study, there are two knowledge influences that
contribute to the narrative that African-American college students rely on contributing
factors in order to study abroad in greater numbers: 1) conceptual knowledge and the
impact of study abroad resources, and 2) metacognitive knowledge in terms of managing
the demands associated with study abroad.
Conceptual knowledge and study abroad resources: African-American college
students need knowledge of the study abroad resources available. Conceptual knowledge
is the understanding of how to make meaning. With conceptual knowledge, the
individual involved makes meaning out of two or more entities based on existing and
previously learned information (Krathwohl, 2002). It is crucial for the individual to grasp
the relationship and connection between all contributing factors (Krathwohl, 2002). This
knowledge influence is classified as conceptual knowledge because information on study
abroad resources available is required for African-American college students to
participate in study abroad. For example, if a prospective study abroad college student
who identifies as African-American does not own or know how to obtain a passport
required for travel, they will need information on how and where to acquire a passport
before being able to study abroad.
The need for the knowledge of available study abroad resources can positively
influence African-American college students who have an interest in studying abroad.
Eash, Robbins, Smith, Smith, and Walker (2013) identify monetary funds as the most
substantial resource necessary for underrepresented students, such as African-Americans,
allowing them to have the means to study abroad. Penn and Tanner (2008) highlight the
TO BE YOUNG, GLOBAL, AND BLACK 18

lack of additional resources such as passports within the African-American community.
Both resources discussed, passports and monetary funding, require prior or learned
knowledge in order for African-American college students to understand how to make
study abroad possible. This is significant to this study because many African-American
college students enter their higher education career less affluent and with less global
experiences than their peers, impacting their range of knowledge (Washington, 1998).
According to Gasman (2013), African-American college students lower on the socio-
economic scale are least likely to participate in study abroad. The lack of resources for
this population is largely a contributing factor (Gasman, 2013). As key stakeholders,
African-American college students ultimately need knowledge to better understand how
to navigate the need for study abroad resources.
Metacognitive knowledge and study abroad demands: African-American
college students need to know how to manage the demands associated with studying
abroad. This knowledge influence reflects the intrapersonal aspects of metacognition as
African-American college students need to self-manage study abroad demands
(Grossman & Salas, 2011). Metacognition is when an individual has knowledge about
themselves, and their learning and thought process (Mayer, 2011). For instance, an
African-American collegiate student-athlete wishes to study abroad but is fearful of their
own ability to positively manage the demands of academic scheduling and training.
According to the literature, individuals are able to better manage demands through the
use of metacognition (Mayer, 2011; Rueda 2011). African-American college students
who are able to reflect on and control their own way of thinking, can successfully manage
study abroad demands based on their ability to be strategic. Managing a number of
TO BE YOUNG, GLOBAL, AND BLACK 19

critical factors without the understanding of how to control their own thinking
successfully, however, has pushed some African-American college students away from
participating in study abroad. African-American college students should be able to use
metacognitive strategies to allow information to stick from learning and development
opportunities throughout the study abroad process.
There are significant factors and demands involved in study abroad that forces a
student to be strategic in their thought process in order to be successful. Learning how to
handle finances, increase awareness, solve family nuances, and withdraw from fear are
factors African-American college students who wish to study abroad have to solve for
and self-monitor (Washington, 1998). These factors identified by Washington (1998) are
examples of demands associated with study abroad that African-American students have
to consider in evaluating their own cognitive process. As demands associated with study
abroad, African-American college students must understand how to learn, solve
problems, and monitor their own progress. Brux and Fry (2010) lists similar demands,
citing that academic uncertainty and lack of applicable programs also make it challenging
for African-American college students to manage the associated study abroad demands.
In assessing the knowledge influences, Table 1: Knowledge Influences, Assessments, and
Types, gives an overview of each influence and shows how they will be used to evaluate
African-American college students’ decision to study abroad.
Table 1: Knowledge Influences, Assessments, and Types
Global Goal
By 2028, the U.S. would like to see a 10% increase in the number of African-
American college students participating in study abroad.
Stakeholder Participants
African-American College Students
TO BE YOUNG, GLOBAL, AND BLACK 20

Assumed
Knowledge Influence
Knowledge Type Knowledge Influence
Assessment
African-American college
students need knowledge
of the study abroad
resources available.

Conceptual Survey/Interview:
Participants were asked
if they were aware of
the study abroad
resources available at
their college/university.

Survey/Interview
Follow Up: Participants
were asked to expand on
the above response.

African-American college
students need to know how
to manage the demands
associated with studying
abroad.
Metacognitive Interview:
Participants were asked to
discuss the demands they
had to manage when
choosing to study abroad.

Motivation Influences
Motivation influences aid in evaluating why African-American college students
make the decision to study abroad or not to study abroad. Assessing their drive is
essential in grasping how to better engage groups (Clark & Estes, 2008). Clark and
Estes’ (2008) “Three Facets of Motivated Performance” identified by Clarthat could help
combat the emotions behind African-American college students’ motivation to study
abroad. The three facets are active choice, persistence, and mental effort (Clark & Estes,
2008). Active choice is when action replaces intent, while persistence and mental effort
are defined by increased performance in the face of distractions and problem solving
(Clark & Estes, 2008). Bandura (2000) also notes the correlation between motivation and
performance, but in terms of reward to shine a light on motivation and what is impactful.
TO BE YOUNG, GLOBAL, AND BLACK 21

There are several theories associated with the construct of motivation influences.
For this study, there are three influences that add a greater comprehension of what
motivates this group of students. This study will focus on three of the motivation theories
that align to each influence: expectancy value, self-efficacy, and emotions. The
expectancy value theory is when expectations are attached to a task, and the task is
valued based on the ability to complete and achieve it (Eccles, 2006). The self-efficacy
theory relates to personal reflection and interest in the task at hand, while emotions is
defined by activated feelings that impact an individual’s ability to think critically
(Bandura, 2000; Pekrun, 2011; Yough & Anderman, 2006).
Expectancy value and study abroad benefits: African-American college
students need to see the benefits and value of studying abroad. With the expectancy
value theory, value is aligned with the ability to complete the task (Eccles, 2006). As an
example, an African-American college student might choose not to study abroad because
they do not understand how a global experience will help them in their career of choice.
Eccles (2006) suggests that students should ask themselves at least two important
questions to gain motivation, “can I do the task?” and “do I want to do the task?” (p. 1).
Eccles (2006) proposes spending more time to find the value in a task and to believe it
can be achieved. Getting college students who are not interested and not confident in
study abroad to see its benefits is a challenging but important feat for those responsible
for their success. College students who participate in study abroad have higher
graduation rates, better grade point averages, and heightened cognitive and cultural
competencies (Sutton & Rubin, 2010).
TO BE YOUNG, GLOBAL, AND BLACK 22

For African-American college students, the need to fully comprehend the value of
studying abroad is crucial because it could be the difference maker for both students and
higher education institutions (Washington, 1998). As Sutton and Rubin (2010) highlight,
there are positive current and future effects of studying abroad. According to Peter &
Petzold (2014), social norms have a major impact on how study abroad is valued. In
order for a behavior to become valued and seen as the norm, the behavior must have a
high clear benefit. Study abroad’s intellectual, social, personal, and professional benefits
are vital in enabling students to grow as individuals and pursue a wider range of career
opportunities (Gaines, 2012). These benefits tend to be overlooked by African-American
college students as their experiences and understanding of international impact are
outweighed by childhood experiences and perspectives different than their peers
(M’Balia, 2013). This influence and consideration have had a major effect on who
historically has studied abroad in greater frequency.
Self-efficacy and being successful abroad: African-American college students
need to believe they can be successful studying abroad. Self-efficacy is an individual's
belief in how well they can execute, specifically when faced with obstacles (Bandura,
2000). Sitting at the core of social cognition, self-efficacy is defined by an individual’s
confidence and self-perceptions (Bandura, 2000). Individuals personal beliefs
surrounding their abilities are typically based on lived experiences, therefore making it
difficult for these perceptions to be overturned often times (Bandura, 2000). According
to Pintrich (2003), competence and self-efficacy play a huge role in how students in
particular view themselves. If a student perceives their competence level high and think
TO BE YOUNG, GLOBAL, AND BLACK 23

they will do well, they put forth more effort as a result and perform just as well or better
than they anticipated (Pintrich, 2003).
In this case, the internalized questions and perceptions associated with self-
efficacy and being successful is a reflection of African-American college students and
their motivation to study abroad. For instance, it is possible that an African-American
college student is not motivated and chooses not to study abroad because they are
concerned with their ability to perform well academically at the program’s host college or
university. African-American college students coming from less affluent backgrounds
are not accustomed to discussing or witnessing international experiences (Brux and Fry,
2010; Eash et al, 2013). This impacts how they view their ability to be successful on a
personal, cultural, and academic level. Pekrun (2011) also examines how self-thought
plays into motivation, emphasizing that it is beneficial to evaluate what cognitive beliefs
impact the idea of success. Pintrich (2003) posits that although there are college students
motivated by self-efficacy, there are others motivated to try based on goals, personal
interests, beliefs, or contextual factors. Doing a self-evaluation of motivations that
individually define success can motivate African-American college students to believe
they can be successful studying abroad.
Managing emotions and studying abroad: African-American college students
need to manage the negative emotions associated with studying abroad. Pekrun (2011)
defines anger, anxiety, and shame as negative activating emotions that undermine
motivation and impact individuals’ ability to think critically. Although negative, these
emotions carry the possibility of positive outcomes if used as a motivation to work harder
(Pekrun, 2011). Hopelessness is an example of a negative deactivating emotion that is
TO BE YOUNG, GLOBAL, AND BLACK 24

largely seen in students when it comes to learning (Pekrun, 2011). The negative
emotions associated with African-American college students’ motivation to study abroad
are often fear or anxiety brought on by personal emotions and/or family reactions (Eash
et al., 2013). Fear and anxiety can also be brought on by the study abroad’s program
logistics and limitations such as distance away from home, accessibility and finances,
familiarity, and an unknown community of people abroad (Eash et al., 2013). For
example, an African-American college student interested in studying abroad may be
faced with constant negative conversations with their fearful parents who have never
been abroad. These examples of negative emotions often occur due to a lack of global
exposure (Eash et al., 2013).
According to Pascarella, Paulsen, and Salisbury (2011), African-American
college students deal with negative study abroad nuances attached to finances, social and
cultural capital, and human aspirations. These nuances are examples of negative
conditions some African-American college students have to face in order to study abroad
(Pascarella et al., 2011). These negative conditions have an emotional impact on
African-American college students (Pascarella et al., 2011). How African-American
college students deal with these factors affect their emotions and vested interest in
studying abroad. Pekrun (2011) suggests tackling social environments, engagement, and
academic tasks to combat the negative emotions associated with study abroad and
learning in an unfamiliar way. This influence is critical because it impacts what learning
takes place and to what extent in terms of human development (Pekrun, 2011). Table 2:
Motivation Influences, Theories, and Assessments, outlines each motivational influence
TO BE YOUNG, GLOBAL, AND BLACK 25

for African-American college students’ participation in study abroad, and highlights the
associated theory and assessment.
Table 2: Motivation Influences, Theories, and Assessments
Global Goal
By 2028, the U.S. would like to see a 10% increase in the number of African-
American college students participating in study abroad.
Stakeholder Participants
African-American College Students
Assumed Motivation
Influence
Motivation
Theory
Motivation Influence
Assessment
African-American college
students need to see the
value and benefits of
studying abroad.
Expectancy Value Survey: Participants were
asked about the benefits of
studying abroad, and their
motivation to study abroad.

African-American college
students need to believe
they can be successful
studying abroad.
Self-efficacy Survey/Interview:
Participants were asked
how confident they were in
their ability to be successful
studying abroad?

African-American college
students need to manage
the negative emotions
associated with studying
abroad.

Emotions Survey/Interview:
Participants were asked
about their family’s
reaction to study abroad.

Organizational Influences
This section will examine the assumed organizational influences that impact
African-Americans college students desire and ability to study abroad. Organizational
influences are evaluated based on cultural settings and models (Gallimore & Goldenberg,
2001). Examples of cultural models are the mission, values, shared practices, and beliefs
TO BE YOUNG, GLOBAL, AND BLACK 26

of an organization (Gallimore & Goldenberg, 2001). Cultural settings, on the other hand,
are physical people, places, and things that are within an organization (Gallimore &
Goldenberg, 2001). Stakeholder influences such as family and higher education
institutions have an organizational influence on the key stakeholders of this study,
African-American college students. Evaluating these influences are best achieved by
reviewing stakeholder alignment (Clark & Estes, 2008).
Cultural models and targeted outreach: There needs to be a culture of
willingness among colleges and universities to use study abroad outreach that targets
African-American college students. This organizational influence is an example of a
cultural model because there is a need for this shared practice within colleges and
universities across the U.S. As an example, an African-American college student has
never considered study abroad or attended an informational session, assuming that a
study abroad program would not accept students with their atypical background. While
many U.S. colleges and universities boast a more diverse student body, the mindset to
modernize the traditional way of thinking and introduce more inclusive programming
remains a work in progress (Stroud, 2010). As a result, many colleges and universities
have been asked to reevaluate their hand in study abroad opportunities positioned to
African-American college students, encouraged to be more intentional about their
outreach, and pushed to partner with study abroad programs that appeal to African-
American college students (Stroud, 2010). Pascarella et al. (2010) also examine the
impact of social and organizational trends, such as targeted outreach from colleges and
universities, that could positively affect a student’s want and ability to study abroad. If
colleges and universities traditionally use outreach without the images of African-
TO BE YOUNG, GLOBAL, AND BLACK 27

Americans, it becomes more difficult for many African-American college students to
visualize themselves studying abroad (Pascarella et al, 2010).
Cultural models and family support: There needs to be a culture of support that
exists between African-American college students and their families in relation to study
abroad. As a cultural model influence, it is crucial for colleges and universities to both
create and encourage cultures of trust between African-American college students and
their influencers. For instance, an African-American college student chooses not to
explore study abroad programs at their college or university after having difficulty getting
their families to support the idea of them living abroad. Penn and Tanner (2008),
attribute the low study abroad rate to choice of major, attrition rates, lower levels of
social economic affluence, and largely a lack of family encouragement and support.
Dean, Lu, Pecero, and Reddick, (2015) also highlight family members as key
contributing factors to the lack of interest in study abroad programs among African-
American college students. Dean et al. (2015) introduces the term familial capitals that
refers to the learned behaviors and knowledge inherited from relationships with friends
and family. Not only does the lack of support impact this student populations’ interest in
pursuing study abroad programs, but the learned behaviors and knowledge have
conditioned some to view all things outside of the U.S. negatively (Dean et al., 2015).
This results in many African-American college students never taking the step to apply
and/or inquire about studying abroad. Additionally, these students speak to one another
and have the ability to influence the overall perception of study abroad within the
African-American community on their respective college and university campuses.
TO BE YOUNG, GLOBAL, AND BLACK 28

Cultural settings and host countries in Africa and the African-diaspora:
There needs to be study abroad programs at colleges and universities that travel to
countries within Africa and the African-diaspora. The African-diaspora refers to
American, Caribbean, and South American countries where West and Central Africans
were taken and dispersed during the slave trade (Morgan, Mwegelo, & Turner, 2002).
Cultural settings define this organizational influence because colleges and universities
would be adding concrete study abroad programs that travel to Africa and the African-
diaspora. For example, an African-American college student desires to travel to countries
that have a personal attachment to their family roots in order to feel more comfortable
establishing community while abroad. Study abroad opportunities to Africa and the
African-diaspora can be used as influences for African-American colleges students to
find empowerment and value in their experiences as growing African-American men and
women (Morgan et al., 2002). Stroud (2010) discussed the need for federal laws to
increase and diversify study abroad participation and host locations that could demystify
some of the negative emotions associated. An institution’s lack of global presence and
lack of international partnerships also contribute to the limited number of opportunities
made obtainable to all students who wish to study abroad (Andrews, No, Powell, Rey, &
Yigletu, 2015). The global community can also gain from an increased number of
African-American college students studying abroad by acclimating to a diverse group of
scholars ready to bring their resources and skills to the world (Andrews et al., 2015).
Cultural settings and mentorship: African-American college students need
mentors in order to study abroad. This cultural setting relates to the mission and value of
the stakeholders involved and the need for a culture of mentorship and guidance to be
TO BE YOUNG, GLOBAL, AND BLACK 29

created. For example, a group of African-American college students find themselves
undecided about study abroad, so they seek guidance from administrators they have an
organic relationship with at their university. As noted by Brux and Fry, (2010), the lack
of mentorship for African-American college students who wish to study abroad largely
contributes to the disproportionate numbers. Faculty and advisors are viewed as a
knowledgeable resource and heavily impact African-American college students’ desire to
study abroad (Gaines, 2012). Eash et al. (2013) calls out faculty leadership and
commitment as a hindrance to this population of students as well. Through mentorship,
African-American college students are able to gain a better understanding and support of
studying abroad. Table 3: Organizational Influences and Assessments, outlines the
discussed organizational influences and how each can be assessed within this study.
Table 3: Organizational Influences and Assessments
Global Goal
By 2028, the U.S. would like to see a 10% increase in the number of African-
American college students participating in study abroad.
Stakeholder Participants
African-American College Students
Assumed Organizational Influence Organizational Influence Assessment
Cultural Model: There needs to be a
culture of willingness among colleges and
universities to use study abroad outreach
that target African-American college
students

Survey/Interview: In terms of study
abroad, participants were asked to share
what their college/university did for
outreach to its African-American students.
Cultural Model: There needs to be a
culture of support that exists between
African-American college students and
their families in relation to study abroad.

Participants were asked about resources
for African-American college students
who wish to study abroad.
Cultural Setting: There needs to be study Participants were asked about their
TO BE YOUNG, GLOBAL, AND BLACK 30

abroad programs at colleges and
universities that travel to countries within
Africa and the African-diaspora.

experience in the countries where they
studied abroad.
Cultural Setting: There needs to be a
culture of mentorship and guidance that
exists for African-American college
students at their colleges and universities.
Participants were asked through surveys
and interviews about the guidance and
support they received or did not receive
before and during studying abroad.

Interactive Conceptual Framework
A conceptual framework is defined as a model and/or narrative that is written for
readers to gain a visual perspective of the research (Maxwell, 2013). Although the
knowledge, motivation, and organizational influences for this study were presented
separately above, each corresponds with one another to create a perspective of the overall
problem of practice. This section will demonstrate how the assumed influences interact
with one another in relation to African-American college students participating in study
abroad. The knowledge, motivation, and organizational influences are each significant to
the overall narrative. The global goals states that by 2028, the U.S. will see a 10%
increase in the number of African-American college students participating in study
abroad. In order for that to take place after decades of disproportionately low numbers, it
will take a collective effort reflective of each assumed influence funneling towards the
global goal.
Clark and Estes (2008) stress throughout their research the importance of
evaluating stakeholder influences. The figure below, Conceptual Framework: The
Interaction of Stakeholders’ Knowledge, Motivation and Organizational Context,
displays the collective effort of the assumed influences in the form of a funnel. In a
TO BE YOUNG, GLOBAL, AND BLACK 31

funnel, each sector is as critical as the next and unites to form one object. The assumed
influences listed in each circle represent what is needed to reach the global goal at the end
of the funnel. As an example of connectivity, colleges and universities have the ability to
create a culture of trust (organizational) that assures African-American college students
are aware of the study abroad resources available (knowledge). With improved
knowledge and organizational influences, African-American college students’ confidence
in being successful studying abroad increases (motivation). As this transpires, the global
goal becomes more obtainable. Another example has students better managing their
demands (knowledge), resulting in fewer negative emotions (motivation), and a better
understanding of study abroad from their families (organizational).
Figure 1: Conceptual Framework: The Interaction of Stakeholders’ Knowledge,
Motivation and Organizational Context
TO BE YOUNG, GLOBAL, AND BLACK 32

Data Collection
For this study, mixed methods research was used for data collection. Within
mixed methods research, the use of both surveys and interviews garnered deeper research
into this study’s knowledge, motivation, and organizational influences. The two specific
forms of data collection used were a survey that combined both quantitative and
qualitative questions, followed by qualitative interviews. The survey and interviews were
tailored to ask respondents questions relating to the knowledge, motivation, and
organizational influences that have impacted their decision to study abroad. Those asked
to take the survey racially identified with the African-American community and have
completed at least one study abroad program as a college student attending a U.S. college
or university. Those who are currently studying abroad for the first time were excluded.
TO BE YOUNG, GLOBAL, AND BLACK 33

Additionally, there was not a limit on years removed from studying abroad, class, or
graduate level. Qualtrics was used as the survey platform for its data collection and
analytical acumen. A link to the Qualtrics survey along with a request for survey
participation was posted within social media groups labeled for Black and African-
Americans who, 1) have lived or are living abroad, 2) are part of Black traveler networks,
3) are members of international service and/or professional organizations, 3) currently
work or have worked in higher education, and 4) are members of high school and college
alumni networks. These groups were tapped for participation due to the large number of
African-American members, the gender balance, and the variety of professions,
backgrounds, and education.
To successfully carry out the survey, the proper number of individuals needed to
respond to the request for survey participation. The targeted number of survey
respondents was a minimum of 100, with 8-10 respondents from the survey requested for
the one-on-one interviews. Upon closing the survey, there were 260 completed surveys
and an additional 14 that were not completed. Survey responses received were higher
than requested, resulting in the survey closing earlier than anticipated to better manage
volume and analysis. Additionally, 75% of survey respondents reported being open to
interviewing on the topic as well. The minimum request of completed surveys were
received in roughly one week following the survey’s release via social media. The one-
week timeframe was also quicker than initially anticipated. When respondents began the
survey, they were allowed to continue if they answered “yes” to the initial question that
asked whether they completed a study abroad program as a college student. The
identifier “college student” was not limited to undergraduate studies in order to better
TO BE YOUNG, GLOBAL, AND BLACK 34

evaluate and assess potential themes of African-Americans’ study abroad participation on
the overall collegiate level. Survey respondents remained completely anonymous as
results and data were pulled collectively. General demographic information was
collected from the survey about respondents’ background and exposure to international
experiences prior to college. Both survey and interview questions about the specifics of
their study abroad experience was asked as well to see whether study abroad destinations
such as Africa and the African-diaspora, were also motivating factors. The survey
consisted of a combined 39 multiple choice, scale, and open-ended questions. The open-
ended questions allowed space for respondents to share additional information about their
study abroad experience, motivation to participate, and resources they may have
benefited from if applicable. The interview consisted of 20 questions. The survey and
interview questions asked can be found in the Protocols’ section of Appendix B, pages
78 to 85.
In terms of interview participation, survey respondents were pulled who answered
“yes” to the final survey question that asked whether they would be interested in
discussing this research topic further through an interview. Of the 260 completed
surveys, 75% of the respondents agreed to interview. From this group, 15 individuals
were contacted for one-on-one interviews with an emphasis on having a group of
interview participants with diverse experience, different study abroad host locations,
various university types, and a range in age and study abroad length. Gender was also
taken into consideration. Of the 15 contacted, the minimum of eight individuals
responded and were scheduled for interviews held one-on-one in-person, via
teleconference, or phone based on what was most convenient for the interview
TO BE YOUNG, GLOBAL, AND BLACK 35

participant. Interview participants were given consent forms prior to the start of the
interview and asked to sign and send them back via email prior to the start of each
interview. At the beginning of each interview, the contents of the consent form were read
and reviewed for final participant consent and confirmation. Each interview lasted 30-60
minutes, and participants were asked to share their first names only. There was not an
incentive for taking the survey or participating in the interview, but respondents were
able to reflect on lived experiences and have satisfaction in knowing they were
contributing to a larger cause and global goal to increase the number of African-
American college students studying abroad.
Data Analysis
For this study, mixed methods research was used to best interpret meaning and
explanations in evaluating the disproportionately low number of African-American
college students participating in study abroad. African-American college students who
studied abroad were the stakeholder group of focus. According to Creswell (2014),
qualitative research and analysis are naturalistic, descriptive, and focuses on meaning and
explanation. In terms of quantitative research and analysis, he posits that quantitative
studies best evaluate the effect, influence, impact, determinant, cause, and relationship of
the stakeholders and variables being researched (Creswell, 2014). The data collection for
this study, specifically for the survey component, involved statistical analysis to best
analyze the data (McEwan & McEwan, 2003). Using meaning and explanations in both
surveys and interviews conducted, allowed the focus to lie on what was seen, heard, or
read collectively (Creswell, 2014).
TO BE YOUNG, GLOBAL, AND BLACK 36

Mixed methods research and the data analysis completed allowed for a larger
amount of data to be captured, then properly assessed for the large stakeholder target,
African-American college students who participated in study abroad. The analysis was
conducted once all survey results were submitted and interview results obtained. In the
first phase of analysis, the factors and influences of African-American college students
who chose to study abroad were examined. This allowed for an evaluation of patterns,
along with cultural and environmental factors that impacted African-American college
students’ desire and ability to study abroad. In the second phase of analysis, the means
and frequencies of the stakeholder group of focus who strongly agreed, agreed, strongly
disagreed, or disagreed were reviewed to gather the average level of responses. In the
third phase of analysis, patterns and themes were identified as findings and pulled to
address the influences and conceptual framework at hand.
Findings
The findings in this section discuss the results of the surveys and interviews
created to evaluate study abroad participation and experiences of African-Americans who
studied abroad as college students. Knowledge, motivation, and organizational findings
were determined by an analysis of each influence’s aligned survey and interview
questions and responses. The cultural models and cultural settings discussed within the
organizational findings highlight the interactional nature of knowledge, motivation, and
organization. Additionally, the pre-departure, departure, re-entry and assessment stages
previously discussed in this study were taken into account during analysis. When
reviewing the profile of respondents, 89% of survey respondents identified as female.
Fifty-two percent of respondents defined their race as Black, while 35% preferred to be
TO BE YOUNG, GLOBAL, AND BLACK 37

identified as African-American. Less than 3% preferred being identified as West-Indian,
Multiracial, Biracial, African, or Afro-Latinx; while less than 2% chose to self-describe
as Nigerian American, Black bi-racial, or mixed race. The average age of survey
respondents was 24 years of age, with 50% falling within the 25 to 34 years of age range.
During the time of their study abroad, the mean of respondents reported being 20 years of
age, while one academic collegiate semester of study abroad proved to be the average
length of program. The academic major predominantly held was within language studies
or a related field, closely followed by business and finance areas of study. In terms of
career and education, the majority of survey respondents currently work in the field of
education. Master’s degrees were the highest level of education achieved by most, with
the type of U.S. higher education institution attended during their study abroad program
varied between private, public, state, ivy league, and historically black colleges and
universities.
Interview participants were selected from those who completed the survey and
indicated they willing to participate in interviews. The survey respondents asked to
interview were narrowed down to eight based on their accessibility, survey responses,
and demographics for diverse research purposes. The following descriptions note the
demographic of the eight interview participants, their study abroad profile, and the
pseudonyms used for the findings. The demographic information shared on each
participant is with respect to their requests for anonymity.
Demographics of Interview Participants
Interview Participant Number One: Participant number one self-identified as
an African-American female between the ages of 25 and 34. She currently works in the
TO BE YOUNG, GLOBAL, AND BLACK 38

engineering field and holds a doctorate of philosophy. As a 20 year old business major
during college, she studied abroad in Australia for two months through a program run by
a nearby university not offered directly by her institution.
Interview Participant Number Two: Participant number two self-identified as a
Black female between the ages of 18 and 24. She works in higher education and obtained
a Bachelor’s degree as her highest level of education achieved. She studied abroad at the
age of 19 for five weeks in Brazil. As a psychology major, she studied through a
program offered by her academic major and department.
Interview Participant Number Three: Participant number three self-identified
as a Black female between the ages of 35 and 44. She currently works in the business
space and holds a Master’s degree. Her college major was Spanish, and she studied
abroad for six weeks at the age of 19 with a program in Mexico through her academic
major and department.
Interview Participant Number Four: Participant number four self-identified as
a Black female between the ages of 25 and 34 currently working in business analytics.
She holds a juris doctorate and studied business in college during the time of her study
abroad program. At the age of 20, she studied abroad for two months in Spain through
programs offered at her university for students within her major.
Interview Participant Number Five: Participant number five identified as an
Afircan-American female between the ages of 25 and 34. She currently works in finance,
and her highest degree-level is a bachelor’s degree. She studied abroad for one semester,
at the age of 20 in Cyprus through a program offered by her university.
TO BE YOUNG, GLOBAL, AND BLACK 39

Interview Participant Number Six: Participant number six identified as an
African-American male between the ages of 25 and 34. He currently works in sports
marketing, holding a Master’s degree. While in college, he was a political science major
who studied abroad for one semester at the age of 20 in the Virgin Islands. He studied
abroad through another university that partnered with his institution.
Interview Participant Number Seven: Participant number seven identified as an
African-American female between the ages of 18 and 24. She works in technology and
holds a bachelor’s degree. She was 20 years old when she studied abroad in Cyprus for
one semester, as a business major, through a program offered by her university.
Interview Participant Number Eight: Participant number eight self-identified as
an African-American male between the ages of 35 and 44. He works in education and
obtained a bachelor’s degree. His major in college was Spanish, and he studied abroad in
Spain for one semester at the age of 20. The program was through his academic major
and department.
Knowledge Findings
Conceptual knowledge and study abroad resources: African-American college
students need knowledge of the study abroad resources available. The data collected
from this study support this knowledge influence by showing that there is a need for
African-American college students to be knowledgeable of the available study abroad
resources. According to interview participants collectively when asked about significant
study abroad resources made available to them pre-departure, the following resources
were mostly highlighted as must-haves: 1) the acquiring of passports and/or other travel
documents, 2) application assistance, 3) financial and academic guidance, and 4) staff-led
TO BE YOUNG, GLOBAL, AND BLACK 40

workshops, seminars and communication. Additional resources noted were orientation
and pre-orientation specific workshops, checklists and timelines of what to submit and
gather for your study abroad application, and available staff for impromptu questions.
Without these resources, many of the interview participants flagged that they would not
have had success studying abroad or would have found it more challenging to participate.
When asked whether the study abroad application process itself was challenging via
survey, 48% of survey respondents disagreed that their process was challenging and
required assistance. The figure below displays the remaining percentages of survey
respondents on whether they considered their study abroad application process
challenging or not challenging.
Figure 2: Knowledge Influence Survey Question on Study Abroad Application Process

Through interviews, participants were asked to expand on this survey question by
reflecting on their application process and the level of assistance and resources they
received from their college or university. Five out of the eight interview participants
noted that their institutions’ assistance in navigating the application played a huge role as
TO BE YOUNG, GLOBAL, AND BLACK 41

to why their study abroad application process was not challenging. Interview participant
number seven, on the other hand, described her study abroad application process as not
challenging due to her own knowledge of how to handle similar tasks. She mentioned,
“my process wasn’t challenging because I went through the college application process
on my own, so I feel as if I had the skills to understand what to do and would be okay
doing the [study abroad application] process alone.” She did note that although she
managed her study abroad application process, the resources she had knowledge of
through her study abroad office gave her comfort in having an added outlet for
challenges. Challenges that the majority of interview participants had to overcome
during the application process were a lack of understanding of, 1) what the financial aid
component meant for them, 2) how to best cover additional expenses before and during
study abroad, and 3) whether their academic credits and expected graduation date would
be impacted. Three out of the eight interview participants shared initial concerns over
academic credits transferring between institutions, and whether they would graduate later
than expected. Six out of the eight interview participants’ financial aid concerns were
initially due to not being knowledgeable of how to pay for study abroad or not
understanding how their home institution in the U.S. would account for their tuition while
abroad.
Throughout the survey, the existence of study abroad offices on college and
university campuses proved to have a huge impact either way. Sixty-one percent of
survey respondents strongly agreed that their college or university had a study abroad
office on campus, which in turn gave added visibility to the notion of studying abroad
and the possibility of resources regardless of initial interest. The study abroad program
TO BE YOUNG, GLOBAL, AND BLACK 42

options and application assistance provided by these offices were most identified as areas
where respondents found study abroad support from their college or university. Four out
of the eight interviewed credited their academic department or a professor for study
abroad support, while three out of the eight admitted to researching and discovering
program options on their own using resources found at their study abroad office.
Although the research shows study abroad offices were influential, no one praised the
offices’ staff for being deeply involved throughout their study abroad experience.
Instead, the available resources housed at the study abroad offices, such as pamphlets,
brochures, books, databases, information sessions, and other previously shared resources
gave participants the knowledge to make an educated decision to apply and be successful.
Metacognitive knowledge and study abroad demands: African-American
college students need to know how to manage the demands associated with studying
abroad. This finding is supported by the data collected from this study in assisting
students from pre-departure through re-entry. Metacognition revolves around
intrapersonal influence and the knowledge an individual has about themselves, and their
process for learning and understanding (Mayer, 2011). In terms of managing the
demands associated with their study abroad experiences, survey respondents were split on
whether they felt overwhelmed throughout their study abroad process while trying to
manage the associated demands. Forty-one percent admitted to feeling overwhelmed by
the demands associated with study abroad and understanding how to manage them
successfully. Forty-two percent never felt overwhelmed.
To better understand what demands existed and how they were managed,
interview participants were asked to describe key demands they faced and how they
TO BE YOUNG, GLOBAL, AND BLACK 43

managed them. Six out of the eight interview participants felt demands during the
departure stage of study abroad due to the pressures of staying on-track academically and
accumulating enough transferable academic credits to graduate as expected. These
interview participants managed their demands by asking questions to faculty and staff
prior to studying abroad about academic management and following the course schemes
provided by their institutions. Interview participants number seven and eight were
specifically worried about acclimating to a new institution. To overcome this demand,
both allowed time to get adjusted to new class structures and styles of teaching, as well as
language barriers. Interview participant number eight specifically discussed the language
barriers he had to manage in transitioning to Spanish-speaking classrooms. According to
this participant, “study abroad helped my Spanish and gave me the chance to learn more.”
He utilized an on-site staff mentor additionally, provided by his university and study
abroad program, to guide him through this demand. Other demands associated with
study abroad largely identified through interviews were learning to communicate with
cohort and classroom peers, and managing homesickness. The majority of interview
participants managed these demands by being open to what the host country and host
institution have to offer.
Motivation Findings
Expectancy value and study abroad benefits: African-American college
students need to see the benefits and value of studying abroad. In aligning the
expectancy value theory, value is measured by an individual’s ability to complete the task
(Eccles, 2006). The literature supports the notion that African-American college
students’ understanding of the benefits and value of studying abroad, accompanied with
TO BE YOUNG, GLOBAL, AND BLACK 44

the belief that they too can reap those benefits, serve as a motivation (Washington, 1998).
When asked whether their study abroad experience contributed to their overall view of
the world, 85% of survey respondents strongly agreed. The figure below shows the
breakdown of respondents’ overall view of the world post-study abroad.
Figure 3: Motivation Influence Survey Question on View of the World

Four out of eight interview participants believed their view of the world greatly
benefited after studying abroad by making them more appreciative of what they had and
empathetic to the global society. According to interview participant number three, “study
abroad helped me understand people a bit better.” She continued, “[study abroad] helped
me to embrace the cultural differences that everyone has and helped me to grow and try
new things.” Interview participant number two valued the increase she saw in her social
activism through study abroad. More specifically, she explained, “my study abroad
experience gave me greater insight into how blackness is viewed outside of the U.S.”
This participant found the issues of race within brown communities she encountered
internationally intriguing and began researching these dynamics between lighter skinned
TO BE YOUNG, GLOBAL, AND BLACK 45

Brazilians and darker, Afro-Brazilians. That experience encouraged her to study the
topic further when returning to the U.S., and motivated her to eventually become an
advocate for those underserved communities. The majority of interview participants
enjoyed the growth they experienced by being more open to various art, customs, and
food from other cultures outside of the U.S. When asked on the survey to rate their
overall study abroad experience, survey respondents overwhelmingly found their
experience valuable at 82%, see figure below:
Figure 4: Motivation Influence Survey Question on Value of Study Abroad Experience

In examining how study abroad impacted career success, 52% of survey
respondents strongly agreed that study abroad was important to their career path. Half of
the interview participants acknowledged an increase in understanding and interest in
doing business globally due to their experience abroad. Improved communication and
language skills are other areas where participants found study abroad beneficial to their
career success. Interview participant number three shared her example of success, stating
that the study abroad experience, “helped me pick up the listening skills needed for
TO BE YOUNG, GLOBAL, AND BLACK 46

Spanish.” She continued, “my study abroad experience helped me get my first job at a
pretty successful company… being able to speak [Spanish] fluently has helped me out
with other opportunities down the road.” Interview participant number severn attributed
her improved communication skills to her constant interaction with classmates and cohort
roommates who were different than people she was accustomed to interacting with at
home in the U.S. Growing up in inner city and attending a historically black college and
university, she was used to being in predominantly Black spaces. According to her, “the
push to be out of my comfort zone taught my how to better problem solve when in groups
unfamiliar to me, and how to partner successfully.” This gave her an easier transition
post-college to her current industry where African-Americans are heavily
underrepresented.
Self-efficacy and being successful abroad: African-American college students
need to believe they can be successful studying abroad. Self-efficacy involves
confidence and how well one believes he or she can execute and overcome adversity
(Bandura, 2000). Self-efficacy can also impact how goals, tasks, and challenges are
approached (Bandura, 2000). The data collection from this study supports the idea that
African-American college students need to believe they can be successful studying
abroad. Both survey and interview responses confirmed that studying abroad made
respondents believe they could be successful in many facets of life once returning from
studying abroad. Sixty-five percent of survey respondents reported having an overall
positive and successful study abroad experience, feeling more confident and in control of
their own motivations and behaviors to complete additional tasks such as their education.
Based on the survey results, 71% of respondents did not feel confident they could live on
TO BE YOUNG, GLOBAL, AND BLACK 47

their own abroad prior to studying abroad and pre-departure. During study abroad and
their departure, confidence levels increased in terms of living alone in another country.
Forty-two percent felt more confident academically once returning from study abroad,
compared to 53% who felt least confident prior to going abroad. Upon re-entry, 59% of
respondents believed in their ability to live on their own and control their social
environment.
Several interview participants mentioned their approaches to classroom
discussions while abroad where they found themselves explaining viewpoints based on
their experiences as a person of color. Interview participant number one shared a
conversation where her predominantly white cohort felt offended by the comments made
by an Aboriginal local citizen during a field trip abroad. According to the participant,
“during a tour at the Aboriginal reserve, one of the older aboriginals came out to speak.”
She continued, “he was [mad] about all his culture had been through in Australia and how
Europeans took their land, and as a result said that Aboriginals were going to take over
the world and white people were going to die out.” The participant then recalled him
looking in her direction as the only person of color on the tour and said, “right my
African sister?” She, too, felt that his comments were outrageous but could empathize
with his frustration. As a result, her cohort felt the entire historical segment needed to be
removed from upcoming cohorts when the class regrouped.
This particular incident made her heavily self-reflect on her ability to approach
these issues. She wanted to confidently speak up for the man’s experience while not
jeopardizing her ability to be successful abroad. She noted how this caused her added
pressure in speaking out for a community upon reflection, but also it gave her an added
TO BE YOUNG, GLOBAL, AND BLACK 48

sense of importance in recognizing why her presence within the program and need to
complete the task of studying abroad successfully was necessary. Interview participant
number seven recalled a moment where her class had a discussion about the police
brutality protests happening in the U.S., specifically in Baltimore where she was born and
raised. After listening to her class speak in favor of law enforcement, she explained to
her class why the protests were occurring and shared the climate of the city from the eyes
of the protestors. Afterwards, both her local classmates and professor thanked her for
opening their eyes to her experiences, which led to a deeper connection between her
classmates and professors and gave her a boost of confidence in believe she could
succeed as a study abroad student.
Managing emotions and studying abroad: African-American college students
need to manage the negative emotions associated with studying abroad. As defined by
Pekrun (2011) previously, anger, anxiety, and shame are identified as negative activating
emotions that undermine an individual’s motivation which the data from this study
supports. Prior to study abroad and during the pre-departure stage, survey respondents
listed being excited, nervous, and anxious as the top emotions felt. During study abroad
and departure, survey respondents listed excitement as the top emotion, followed by
happiness and curiosity. After studying abroad and during the re-entry and assessment
stage, survey respondents’ emotions shifted to that of confidence and accomplishment as
well as sadness. Sadness as a top emotion was attributed to the sadness of having to
return to their normal way of life and school and/or not understanding how to be normal
again as shared by several interview participants. Below, the top emotions identified by
TO BE YOUNG, GLOBAL, AND BLACK 49

survey respondents during each phase of the study abroad experience can be found on the
table.
Table 4: Top Study Abroad Emotions
Time in Relation to Study
Abroad
Top Three Emotions Listed by Survey
Respondents
Prior to Study Abroad
(Pre-departure)
Excited, Nervous, Anxious
During Study Abroad
(Departure)
Excited, Happy, Curious
After Study Abroad
(Re-entry and Assessment)
Confident, Accomplished, Sad

Interview participant number seven described the sadness she felt once returning,
highlighting that she experienced difficulties reacclimating to her U.S. university and
culture. During her study abroad experience, she felt the most spiritually grounded she
had ever been because according to her, “ I isolated myself while abroad and had no
distractions.” She posits that her choice to fully dive into her program while abroad made
her a better student and individual. Upon returning to the U.S., the sadness she noted
feeling she attributed to her change in priorities and believing that she was now different
than her classmates due to studying abroad. After seeing and experiencing the world, she
realized that college was one avenue but not the only avenue for success. As a result, her
grades and relationships were negatively impacted as she focused on trying to fit in again.
Other interview participants had positive experiences when returning from study abroad.
Interview participants number two and five, for instance, found much joy in joining their
institution’s marketing efforts in encouraging other African-American students to study
abroad. Both signed up to be official mentors and often sat on panels to talk about their
experiences.
TO BE YOUNG, GLOBAL, AND BLACK 50

Several survey and interview respondents noted being the first in their family to
accomplish studying and/or traveling abroad. This equated to most of those interviewed
not feeling as if they handled their emotions well throughout their study abroad process.
They lacked emotional guidance and support from both their home and host institution
when trying to manage both positive and negative feelings. The majority of interview
participants managed their emotions by being open to what their host country had to offer
at some point of their experience. Interview participants number five and six shared that
talking to their home or host university staff when available and keeping a journal helped
them get through difficult times, along with grounding themselves in their beliefs as
highlighted by interview participant number seven.
Organizational Findings
Cultural models and targeted outreach: There needs to be a culture of
willingness among colleges and universities to use study abroad outreach that targets
African-American college students. The data collected for this study supports the need
for this influence and cultural model to become a common practice across U.S. colleges
and universities. The findings suggest there is a need for colleges and universities to be
more consistent with their outreach efforts and increase targeted efforts for African-
American students attending their institutions. When surveyed on whether their college
or university hosted outreach initiatives that targeted African-American students, survey
respondents collectively disagreed. The figure below displays the survey responses
related to institutional study abroad outreach.
Figure 5: Organizational Influence Survey Question on Study Abroad Outreach
TO BE YOUNG, GLOBAL, AND BLACK 51

Twenty-seven percent of survey respondents strongly disagreed and 25%
disagreed that their college or university hosted study abroad outreach initiatives that
targeted African-American students at their institution. Survey respondents were also
asked about the study abroad promotional material their college or university used and
whether it featured African-American college students. Thirty percent of survey
respondents remained neutral on this question, neither agreeing or disagreeing, while
24% agreed to seeing some form of marketing featuring African-American students.
After further discussion with interview participants, the findings found college or
university hosted study abroad initiatives and marketing towards African-American
college students inconsistent and not favorable. Interview participants number one, five,
and seven attended historically black colleges where outreach to the general student
population included a majority African-American student population. However, all
flagged that promotional materials provided directly by outside study abroad
organizations and/or partnering predominantly white institutions did not often feature
African-American students. Four out of the eight interview participants could not recall
ever seeing any targeted outreach to African-American students, while the other
TO BE YOUNG, GLOBAL, AND BLACK 52

interview participants mostly remembered promotional material posted by their academic
department or through the Black Student Union’s email distribution list instead of
through their study abroad office.
Cultural models and family support: There needs to be a culture of support that
exists between African-American college students and their families in relation to study
abroad. The data in this study supports the need for the African-American family to be
supportive of studying abroad as a college student. Additionally, the data brings
relatability and existing relationships into play in terms of cultural models and support.
The literature has also shown the importance of African-American college students being
encouraged by and having support from those they identify with in some capacity (Penn
& Tanner, 2008). In examining what directly encouraged survey and interview
respondents to study abroad, most respondents gave credit to their family, followed by
friends, professors, and mentors. One survey respondent wrote, “my parents and my
college advisor encouraged my decision.” Another survey respondent credited their
family being open-minded, allowing them to hear others’ experiences. This respondent
wrote, “my family hosted [an] exchange student during my high school years” when
asked what encouraged their decision to study abroad.
Family reactions to studying abroad were generally positive as well according to
both survey and interview responses, with most siting that their family members were
excited. Indifference followed as a prevalent family reaction as well, but did not
negatively impact decisions to go abroad. The indifferent family reactions stemmed from
trust that the family had in the student’s decision to study abroad. As a first-generation
college student who navigated much of her college process independently, interview
TO BE YOUNG, GLOBAL, AND BLACK 53

participant number seven asserted that it made it easier for her family to not impede on
her decision to study abroad because they trusted her choices. Safety and financial
assistance were the greatest concerns flagged for those respondents whose families were
not initially as supportive. Interview participant number six shared that because his
mother had traveled abroad and seen both the good and bad, she had great concerns for
his safety and tried to talk him into domestic semester exchange programs at U.S.
institutions in lieu of studying abroad.
Survey and interview respondents with family members who lived or were born
outside of the U.S. attested to having an interest in study abroad prior to college based on
their family members’ experiences. One survey respondent wrote, “my parents were
born and raised outside of the U.S., so I always wanted to travel.” Another respondent
was encouraged by their sibling, stating that, “my brother did two weeks in Costa Rica
when he was a student and that allowed me to think about ways I can go to school
abroad.” Those with military parents highlighted their parents’ experiences as the reason
behind their interest as they too were made aware of international travel prior to attending
college. Having friends who participated in study abroad and were willing to share its
impact motivated several respondents to study abroad as well. One survey respondent
noted, “seeing my other friends” as a factor, while another shared that, “my peers had
gone abroad, so I also had many international friends.” Professors and mentors were
another key source of encouragement, with many respondents having academic majors
that offered study abroad through their academic department. In these situations, both
professors and mentors described the value of study abroad and the value of specific
programs and experiences. Professors and mentors who respondents directly identified
TO BE YOUNG, GLOBAL, AND BLACK 54

with as African-American college students proved to also have a greater influence on
study abroad decisions. One survey respondent noted, “my professor was from the host
country of Zambia, Africa.” Their interaction with their professor ultimately is what
encouraged them to study abroad and in African specifically.
Cultural settings and host countries in Africa and the African-diaspora:
There needs to be study abroad programs at colleges and universities that travel to
countries within Africa and the African-diaspora. As defined in earlier sections, the
African-diaspora refers to American, Caribbean, and South American countries where
West and Central Africans were taken and dispersed during the slave trade (Morgan,
Mwegelo, & Turner, 2002). With this cultural setting, colleges and universities
collectively have shown a need for continued study abroad programs that travel to Africa
and the African-diaspora. The data from this study shows overwhelmingly positive study
abroad experiences in various host countries with 49% agreeing, and 41% strongly
agreeing that they were treated well in their host country by local citizens as seen in the
figure below.
Figure 6: Organizational Influence Survey Question on Study Abroad Host Countries
TO BE YOUNG, GLOBAL, AND BLACK 55

However, a few interview participants shared negative experiences where they
felt their race played a factor. Several women interview participants discussed being
viewed in an overly sexual manner by local men in their host country, which they
attributed to being a darker skinned woman. Interview participant number three shared
how it felt getting hit on by local men in her host country. She said, “most of the ladies
in my house were Black, 4 of them were Bahamian.” She explained, “guys were trying
to flirt with us by calling us ‘negrita,’ meaning ‘black girl.’” She noted that her and her
roommates found this odd and not easy to get used to while abroad. Interview participant
number two recalled a man trying to kiss her and making inappropriate comments about
the size of her lips at a local parade. This made her feel uncomfortable as she felt her
features and darker skin as an African-American woman played a factor. Interview
participant number four said she received a lot of stares and was often cat-called. She
attributed this to a generation of older Spanish men in her host country who thought of
darker women of color as prostitutes.
TO BE YOUNG, GLOBAL, AND BLACK 56

Interview participants number two and eight recalled being called derogatory
terms or viewed as a criminal because of their host countries poor race relations with
African-immigrants. Some interview participants shared that being an American caused
them to be treated differently as well based on the political landscape of the U.S. during
the time of their programs, typically in a negative light. Interview participant number one
oftentimes found herself discussing U.S. and international politics with both local citizens
and her study abroad cohort. For other interview participants who traveled to countries
within the African-diaspora, they shared feeling at home among local citizens right away.
Interview participant number six said he never felt disconnected or had any issues with
local citizens as his host institution was predominantly students from the diaspora who
looked like him. Despite any negative experience, interview participants unanimously
agreed to having a greater number of positive interactions and welcoming experiences in
their host country while studying abroad.
In terms of study abroad programs that travel to Africa and the African-diaspora
specifically, 34% of survey respondents strongly agreed and 30% agreed that their
college or university offered study abroad programs that traveled to these countries. As
shown in the following figure, 38% remained neutral while 33% agreed and 27% strongly
agreed that African-American college students who study abroad in countries within
Africa or the African-diaspora find empowerment in their experiences as African-
Americans in these host countries.
Figure 7: Organizational Influence Survey Question on Study Abroad Programs in Africa
and the African-Diaspora
TO BE YOUNG, GLOBAL, AND BLACK 57

Several respondents and interview participants chose to study abroad in order to feel
empowered and experience diverse cultural settings that were not present at their college
or university. Interview participant number six shared how study abroad stopped him
from transferring to another college completely. He stated, “I attended a predominantly
white university and researched study abroad opportunities in the African-diaspora,
eventually choosing the University of St. Thomas in the Virgin Islands because it aligned
academically and would give me the Black experience my school didn’t have.” A few
respondents regretted not taking advantage of their institutions’ study programs that
traveled to African countries. Interview participant number seven admitted being too
afraid during that time to visit programs her university offered in Ghana and Zimbabwe
based on the negative or lack of media attention and knowledge about African countries.
Cultural settings and mentorship: African-American college students need
mentors in order to study abroad. The data from this study found this to be an
instrumental organizational influence. Of those surveyed, 68% strongly agreed that their
faculty and staff acted as a mentor and were supportive of their decision to study abroad.
TO BE YOUNG, GLOBAL, AND BLACK 58

As shown in the figure below, 33% of survey respondents agreed and 24% strongly
agreed that they had a mentor from their college or university who guided them through
the study abroad process.
Figure 8: Organizational Influence Survey Question on Study Abroad Mentorship

Although the data shows that mentorship existed throughout the study abroad
process, many interview participants addressed its inconsistency or lack of impact.
Survey and interview respondents admitted to seeking out valuable mentorship on their
own through various stages of their study abroad experience. Interview participants
number two and three shared how necessary it was to have an adult to talk to about life
and the stressors of being abroad once they left the U.S. Interview participants two, four,
and eight highlighted how representation is important as the mentors provided could not
identify with their experiences, therefore they did not turn to them for guidance while
abroad. When asked about the mentorship and support received while abroad, interview
participant number three noted, “there were two instructors who didn’t necessarily help
with the process, but they went on the trip to provide guidance and support.” She
TO BE YOUNG, GLOBAL, AND BLACK 59

continued, “it made me feel better, having someone there who could give guidance and
perspective and could help with other historically learning moments, although I didn’t
use them much.” This notion proved to be true for many interview participants when
asked to discuss their mentorship experiences further.
Three out of the eight interview participants said they received mentorship in
preparation for going abroad, but communication ceased once they were abroad. This
left many searching for support in lieu of having their institution check in with them
automatically. Email communication was recommended by interview participant number
eight as a bare minimum way to check-in with him and other students while abroad.
Interview participant number four mentioned the need for academic and career
mentorship specifically to feel confident they were getting the most out of their study
abroad program academically, personally, and professionally. When asked what the
mentorship received throughout resembled, six out of the eight interview participants
flagged not receiving any mentorship. Interview participant number two leaned on her
peers for guidance throughout her study abroad process. Interview participant number
three mentioned how it would have been ideal to receive mentorship once returning from
study abroad as well. She stated, “I wish I got advice later about life and school but
received no mentorship at all. She added, “I would’ve loved to have been on a panel and
give back by telling my story and being a mentor to other Black students.” This cultural
setting proved to be pertinent to the study abroad process.
Solutions and Recommendations
In evaluating African-American U.S. college students’ participation in study
abroad, it is imperative to note solutions and recommendations from the findings and
TO BE YOUNG, GLOBAL, AND BLACK 60

research presented within this study. This section will address solutions and
recommendations based on the assumed influences of knowledge, motivation, and
organization. Implementing organizational solutions and recommendations specifically
could have a direct effect on knowledge and motivation, as each are interconnected.
There are existing organizations, for instance, that have proposed solutions and put
initiatives in place to help combat this problem and others similar. The National
Association of Foreign Student Affairs (N.A.F.S.A.) has created a pre-departure toolkit
and workshop presenter guide for organizations titled the “Intercultural Activity Toolkit:
Guided Visualization for Study Abroad Pre-departure Orientation” (National Association
of Foreign Student Affairs, 2009). The guide provides a step-by-step outline with
language for more impactful sessions to increase both family and student knowledge of
and motivation to study abroad. The University of South Florida - Tampa was
recognized by the Institute of International Education (I.I.E.) for its program, “USF
Education Abroad Inclusion Initiative” that aims to increase study abroad participation
for its traditionally underrepresented students through faculty-aligned mentorship
assignments and expanded international partnerships to a larger variety of countries
(Institute of International Education, 2019).
I.I.E. has also started its own campaign with colleges, universities, and study
abroad programs known as the “IIE Generation Abroad Initiative” to help organizations
and higher education institutions diversify their study abroad programs (Institute of
International Education, n.d.). This is achieved through the offering of specific
scholarship awards and partnering with over 800 colleges and universities globally who
have pledged to work with one another and directly with I.I.E. to make study abroad
TO BE YOUNG, GLOBAL, AND BLACK 61

more targeted, accessible, and affordable for underrepresented students (Institute of
International Education, n.d.). Their goal is to increasingly diversify the number of U.S.
students studying abroad by 2024, a decade from the initial launch of I.I.E.’s campaign
(Institute of International Education, n.d.). These solutions may not work for every
student, family, or organization but each provide good examples of what can be
leveraged. The solutions and recommendations noted below for this study are labeled as
priorities with a proposed summary and suggested framework for implementation,
followed by ways to evaluate whether the recommendations shared are effective.
Additionally, the outline and specifics of the implementation plan and evaluation
framework to be integrated can be found in Appendix G, labeled as the Integrated
Implementation and Evaluation Framework.
Knowledge Recommendations
Knowledge influences are what key stakeholders know and are representative of
how they grasp what is needed to achieve the goal at hand (Krathwohl, 2002). There are
two knowledge influences that contribute to the narrative that African-American college
students rely on contributing factors in order to study abroad in greater numbers: 1)
conceptual knowledge and the impact of study abroad resources, and 2) metacognitive
knowledge in terms of managing the demands associated with studying abroad.
Conceptual knowledge requires stakeholders to use prior information, while
metacognitive knowledge involves intrapersonal reflection (Clark & Estes, 2008;
Krathwohl, 2002). Both knowledge influences have a high probability of showing a valid
existing gap. Table 5: Summary of Knowledge Influences and Recommendations, gives
an overview of each knowledge influence and lays out recommendations that can be used
TO BE YOUNG, GLOBAL, AND BLACK 62

to improve the number of African-American college students choosing to study abroad.
All recommendations that appear in the table below are deemed priorities.
Table 5: Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence
Principle and
Citation
Context-Specific
Recommendation
African-American college
students need knowledge of
the study abroad resources
available.
Conceptual
Knowledge:
With conceptual
knowledge, the
individual
involved makes
meaning out of
two or more
items based on
existing and
previously
learned
information
(Krathwohl,
2002).
African-American college
students should research the
study abroad resources
available.
African-American college
students need to manage the
demands associated with
studying abroad.
Metacognitive
Knowledge:
Metacognition is
when an
individual has
knowledge about
themselves, their
learning, and
their thought
process (Mayer,
2011).
African-American college
students should set aside
time to reflect on their own
way of thinking about
managing the demands
associated with studying
abroad.

Conceptual Knowledge Solutions
TO BE YOUNG, GLOBAL, AND BLACK 63

Conceptual knowledge is the understanding of how to make meaning (Krathwohl,
2002). As a recommendation, African-American college students should research the
study abroad resources available in order to make an informed decision on whether they
wish to study abroad. The knowledge of what study abroad resources are available can
positively influence African-American college students who have an interest in studying
abroad to go through with the process. African-American college students ultimately
need knowledge to better understand how to navigate the need for study abroad
resources.
Metacognitive Knowledge Solutions
Metacognition is when an individual has knowledge about their own learning and
thought process (Mayer, 2011). As a recommendation, African-American college
students should set aside time to reflect on their own way of thinking about managing the
demands associated with studying abroad. African-American college students must
understand how to learn, solve problems, and monitor their own progress. Individuals are
able to better manage demands through the use of metacognition (Mayer, 2011; Rueda
2011). African-American college students who are able to self-reflect and evaluate their
own way of thinking, can become successful at managing study abroad demands.
African-American college students will need to allow information to stick as they
develop throughout the study abroad process and the opportunity presented.
Motivation Recommendations
Motivation influences aid in evaluating why African-American college students
make the decision to study abroad or not to study abroad. Assessing drive is essential in
grasping how to better engage groups and manage opportunities such as study abroad
TO BE YOUNG, GLOBAL, AND BLACK 64

(Clark & Estes, 2008). This study focused on three of the motivation theories as follows:
expectancy value, self-efficacy, and emotions. In summarizing each theory, the
expectancy value theory is when expectations are attached to a task and is valued based
on the ability to complete it (Eccles, 2006). The self-efficacy theory relates to personal
reflection, while emotions is defined by stimulated sentiments that also impact the
process (Bandura, 2000; Pekrun, 2011; Yough & Anderman, 2006). Table 6: Summary
of Motivation Influences and Recommendations, highlights the motivation influences
along with recommendations to be prioritized.
Table 6: Summary of Motivation Influences and Recommendations
Assumed Motivation
Influence
Principle and Citation Context-Specific
Recommendation
African-American college
students need to see the
benefits and value of
studying abroad.
Expectancy Value:
With expectancy value
theory, value is aligned
with the ability to
complete the task
(Eccles, 2006).
African-American
college students
should research
the benefits and
value of
completing a
study abroad
program.
African-American college
students need to believe
they can be successful
studying abroad.
Self-Efficacy:
Self-efficacy is an
individual's belief in
how well they can
execute, specifically
when faced with
obstacles (Bandura,
2000).
African-American
college students
should identify
ways they have
overcome
obstacles in the
past to believe
they can be
successful
studying abroad.
TO BE YOUNG, GLOBAL, AND BLACK 65

African-American college
students need to manage the
negative emotions
associated with studying
abroad.

Emotions:
Pekrun (2011) defines
anger, anxiety, and
shame as negative
activating emotions that
undermine motivation
and impact an
individual's ability to
think critically.
African-American
college students
should use the
idea of studying
abroad as a
motivation to
make them excited
about studying
abroad.

Self-efficacy and being successful abroad: Self-efficacy is an individual's belief
in how well they can carry out a task in the midst of obstacles (Bandura, 2000). It is
recommended that African-American college students identify ways they have overcome
obstacles in the past to believe they can overcome obstacles associated with study abroad
and be successful. Some obstacles associated with study abroad can be planned for,
while others may be unpredictable. It is imperative for African-American college
students to be prepared. Doing a self-evaluation of motivations and past successes would
motivate African-American college students in believing they too can have success while
abroad, similar to some of their peers who study abroad in greater numbers (Pintrich,
2003).
Expectancy value and study abroad benefits: With expectancy value, value is
aligned with the ability to complete a task (Eccles, 2006). It is recommended that
African-American college students research the benefits and value of completing a study
abroad program. For African-American college students, the need to fully comprehend
the value of studying abroad is important as many are not fed the importance at early ages
prior to college (Washington, 1998). This support in gaining the ability to achieve study
TO BE YOUNG, GLOBAL, AND BLACK 66

abroad opportunities can be established with the assistance of study abroad offices and
college and university support as experts in this space.
Managing emotions and studying abroad: defines Anger, anxiety, and shame
are examples of negative emotions that can destabilize individuals’ motivation and
critical thinking (Pekrun, 2011). It is recommended that African-American college
students use the idea of studying abroad and what there is to gain and see as a motivation
to make them excited about studying abroad. The negative emotions associated with
African-American college students’ motivation to study abroad are often triggered by
personal experiences and upbringing (Eash et al., 2013). If African-American college
students are thoroughly and consistently surrounding with positive affirmations, the result
could lead to positive emotions towards study abroad arising on a more consistent basis.
Organizational Recommendations
Organizational influences are identified through cultural settings and models (Gallimore
& Goldenberg, 2001). Cultural models can be defined by the mission, values, shared
practices, and beliefs of an entity; while cultural settings are physical entities that lie
within an organization (Gallimore & Goldenberg, 2001). In further evaluating
organizational influences and recommendations best achieved through stakeholder
alignment, Table 7: Summary of Organizational Influences and Recommendations takes a
further look into the context of each with all recommendations identified as priorities.
Table 7: Summary of Organizational Influences and Recommendations
Assumed
Organizational
Influence
Principle and Citation Context-Specific
Recommendation
TO BE YOUNG, GLOBAL, AND BLACK 67

There needs to be
a culture of
willingness
among colleges
and universities
to use study
abroad outreach
that target
African-
American college
students
Cultural Model: There is
a need for this shared
practice within colleges
and universities. As a
result, many colleges and
universities have been
asked to reevaluate their
study abroad efforts for
African-Americans
(Stroud, 2010).

Colleges and universities
should use outreach with the
images of African-Americans
to promote study abroad.
There needs to be
a culture of
support that
exists between
African-
American college
students and their
families in
relation to study
abroad.

Cultural Model: It is
crucial for colleges and
universities to both
create and encourage
cultures of trust between
African-American
college students and
their influencers (Penn
and Tanner, 2008).
Colleges and universities
should create programs to
influence the overall
perception of study abroad
within the African-American
community on their respective
college and university
campuses.
There needs to be
study abroad
programs at
colleges and
universities that
travel to
countries within
Africa and the
African-diaspora.
Cultural Setting:
Colleges and universities
adding concrete study
abroad programs that
travel to Africa and the
African-diaspora aids
students in finding
empowerment and value
in their experiences as
growing African-
American men and
women (Morgan et al.,
2002).

Colleges and universities
should offer more study
abroad opportunities to travel
to Africa and the African-
Diaspora.
TO BE YOUNG, GLOBAL, AND BLACK 68

There needs to be
a culture of
mentorship and
guidance that
exists for
African-
American college
students at their
colleges and
universities

Cultural Setting: Relates
to the mission and value
of the stakeholders
involved and the need
for a culture of
mentorship and guidance
to be created. According
to Brux and Fry, (2010),
the lack of mentorship
for African-American
college students who
wish to study abroad
largely contribute to the
disproportionate
numbers.

Colleges and universities
should provide study abroad
mentors for African-American
college students who wish to
and/or inquire about study
abroad.

Cultural models and targeted outreach: Cultural models apply to the
organization as part of a larger movement of stakeholders. It is recommended that
colleges and universities use outreach with the images of African-Americans to promote
study abroad. U.S. colleges and universities have been encouraged through campaigns
and policy action to reevaluate their study abroad efforts in terms of attracting more
diverse students (Stroud, 2010). African-American college students best respond to
people and messages they identify with, making it difficult for them to relate to study
abroad outreach not targeted to them through their institutions. If colleges and
universities continue using outreach without the images of African-Americans, these
institutions will continue to find difficulty in increasing their African-American study
abroad participation as they need to visualize themselves (Pascarella et al, 2010).
Cultural models and family support: As a cultural model influence, colleges
and universities need to create and encourage cultures of trust for their African-American
population. It is recommended that colleges and universities create programs to
positively influence the overall perception of study abroad within the African-American
TO BE YOUNG, GLOBAL, AND BLACK 69

community on their respective college and university campuses. The research has shown
how impactful friends, family, professors, and mentors are in creating cultures of trust for
African-American college students aiming to study abroad. The initial lack of interest in
study abroad programs among African-American college students often stems from
ineffective programming and inconsistent institutional support (Dean et al., 2015). If
colleges and universities take this concept and have more structured and consistent peer-
to-peer programs and mentorship through the study abroad process, African-American
college students would gain confidence in their college or university and its level of
support.
Cultural settings and host countries in Africa and the African-diaspora: The
African-diaspora refers to American, Caribbean, and South American countries where
West and Central Africans were taken and dispersed during the slave trade (Morgan,
Mwegelo, & Turner, 2002). With cultural settings, colleges and universities are asked to
create additional study abroad programs that travel to Africa and the African-diaspora.
As a result, it is recommended that colleges and universities offer more study abroad
opportunities traveling to Africa and the African-Diaspora. Study abroad programs to
these countries aid in establishing a sense of empowerment and awareness for African-
American college students. Colleges and university that expand their study abroad
programs also make themselves more attractive to diverse student populations,
specifically African-Americans. Additionally, the college or university is able to bridge
gaps and build new partnerships in achieving a greater global presence. The international
community also benefits from a more diverse exchange population and that of African-
TO BE YOUNG, GLOBAL, AND BLACK 70

American college students as they bring added resources, skills, and perspectives
(Andrews et al., 2015).
Cultural settings and mentorship: This cultural setting relates to the need for
mentorship and guidance in terms of this study. It is recommended that colleges and
universities provide study abroad mentors from start to finish of the study abroad process
for African-American college students who wish to study abroad. As Brux and Fry
(2010) shared, the lack of mentorship for African-American college students who wish to
study abroad has had a vast impact on the disproportionate numbers. The data has proven
that when mentorship aligns with this population, they are encouraged to study abroad
and more confident in the process. The issue is the inconsistency that needs to be
improved as pillars of the student experience from initial application to return home.
Through mentorship within the study abroad process, African-American college students
are able to gain a better understanding and in return create a circle for others like them to
be encouraged, supported, and motivated to do the same.
Limitations and Delimitations
There were anticipated limitations in this study pertaining to both the survey and
interview methods used. Although there was a set criterion for who should complete the
survey, it was difficult to monitor whether survey respondents truly fit the request for
participation and necessary requirements due to self-reporting. With participation from
study abroad alumni, some alumni participants were not able to recall as many details
about their study abroad experiences due to the amount of time that has passed. Their
amount of time removed from studying abroad and attending college also impacted some
participants’ knowledge and expectations of what is required for today’s study abroad
TO BE YOUNG, GLOBAL, AND BLACK 71

programs. Additionally, male participation was much lower than female participation
with 89% of survey respondents identifying as female. Another limitation was not being
able to control the truthfulness of responses shared on the survey and in the interview.
The survey’s open-ended questions also made it possible for respondents to answer
questions unsuccessfully, which in a survey format does not allow for immediate
clarification follow up that can take place during an interview. Respondents’
environments when taking the survey or interviewing varied as well and was unknown to
the researcher and interviewer.
In terms of delimitations and controlled items, the analysis of data collected could
impact the study. The platform selected to house the survey, Qualtrics, could impact the
study as an additional Qualtrics’ data export had to take place to ensure all information
was collected and viable for analysis. The interview platforms and scheduling could
affect the study as well as interviews were conducted in-person, via video and
teleconferencing, and via phone. The interview platform used was based on the
participant’s accessibility and availability. Additionally, the literature reviewed and used
in referencing influences, questions curated, and respondent criteria could have an effect
on the outcome of the data and ultimately how its themes were selected and presented.
Recommendations for Future Research
Although African-American college students attending U.S. colleges and
universities consistently study abroad at a rate lower than their peers, this study has
shown that these students have a genuine interest in studying abroad. The literature
suggests that the research community has scratched the surface in evaluating African-
American college students’ participation in study abroad. The notion that study abroad
TO BE YOUNG, GLOBAL, AND BLACK 72

programs, especially programs traveling to Africa and the African-diaspora, increase the
self-awareness and identity development of African-American students warrants further
research. Future conversations should focus on how this population’s identity is
impacted individually and collectively and what factors further contribute to self-
awareness and identity development. Additionally, given the interest, future research that
places a greater emphasis on leveraging African-American study abroad alumni feedback
is necessary. This was evident in the high volume of survey responses. Within one
week, the survey had to be closed due to receiving 160 completed surveys above the 100-
minimum needed, and 75% of survey respondents were also open to interviewing.
In terms of international education, it is recommended that researchers further
examine the impact that the lack of diversity within study abroad has on the future
workforce of America (Tarrant, 2010). This additional research recommendation should
address students and alumni in various fields and policies at different universities for a
variety of academic majors. As international issues and global considerations increase,
both education and international leaders understand the importance of diversity in study
abroad as well. Diversity in study abroad is important for the advancement of society,
therefore it is recommended that researchers study the effects of diverse representation
within the international community as well (Dowd & Bensimon, 2014). In researching
the current stakeholder group of focus, African-American college students at U.S. higher
education institutions, factors such as gender, academic year, socio-economic class, and
institution type are examples of potential trends that surfaced from this study. As a
result, the research community should further examine underlying trends to see whether
TO BE YOUNG, GLOBAL, AND BLACK 73

any exist within the African-American college student population that chooses not to
study abroad.
Conclusion
The purpose of this study was to examine the disproportionately low number of
African-American college students historically studying abroad. As Penn and Tanner
(2008) stress, it is imperative for society to address this problem because study abroad
opportunities expand a student’s global view, improve a student’s marketability, grow a
student’s appreciation for values and self-identity, and contribute to the global awareness
of society. In order to meet the global goal of increasing the number of African-
American college students participating in study abroad, this study focused on
knowledge, motivation, and organizational influences related to achieving this goal.
Research question one asked, “what are African-American college students’ knowledge
and motivation related to the global goal?” This question was answered through
knowledge and motivation questions asked during both the survey and interview.
Research has shown that African-American college students do need knowledge of the
study abroad resources available, need to see its benefit, need to manage associated
demands, and need to ultimately believe they can be successful studying abroad.
Research question number two asked, “what is the interaction between the study
abroad culture of colleges and universities and African-American college students’
knowledge and motivation?” This question was answered in the organizational influence
discussion around mentorship and support from both African-American college students’
families and colleges and universities. Throughout the surveys and interviews,
respondents made it clear that they could not accomplish studying abroad without
TO BE YOUNG, GLOBAL, AND BLACK 74

guidance and support. Whether from family members or friends who provided
encouragement or from the actions of a professor, mentor, or advisor, the data proved that
African-American college students views on studying abroad are shaped by cultural
models and settings. The final research question asked, “what are the recommendations
for colleges and universities in the areas of knowledge, motivation, and organizational
resources for African-American college students and study abroad programs?” Several
solutions and recommendations on what this population needs are discussed previously,
highlighting that this student population needs genuine and continuous engaged support
throughout their study abroad experience from their colleges and universities.
The eagerness for survey and interview participation from the public show there is
also a need for this discussion to continue beyond this research. The African-American
community that understands the importance of being a global citizen wants to spread the
word and encourage a consistent increase in study abroad participation for African-
American college students. When asked whether they would recommend studying
abroad to all African-American college students, without hesitating, each interview
participant said they would recommend it. Study abroad’s personal and professional
significance has only grown over time, especially considering the U.S.’s current political
and international landscape. It is hoped that higher education institutions and the
African-American community take the time to view this study and its research to further
recognize the disproportionate pattern, to hear directly from African-Americans who had
successful study abroad experiences, and to implement the solutions and
recommendations outlined in addressing this national problem.

TO BE YOUNG, GLOBAL, AND BLACK 75

Appendix A: Participating Stakeholders with Sampling Criteria
for Interviews and Surveys

Participating Stakeholders
Stakeholders are identifiable groups that are contributors and/or beneficiaries of
an organization’s success. The participating stakeholders will be African-Americans who
have studied abroad as college students while attending a U.S. college or university. For
this study, survey sampling will be used to evaluate African-American college students
who have studied abroad. Evaluating African-Americans who have studied abroad as
college students best allows for the review of what influences exist, what opportunities
are presented, what experiences are taking place, and what support is available for these
key participating stakeholders. The mixed methods approach, using both surveys and
interviews, will best evaluate the African-American college student population in terms
of studying abroad. The explanatory sequential design outlined in Merriam and Tisdell
(2016), collects quantitative data followed by a qualitative approach. The mixed methods
approach allows for the gathering of information and themes with the purpose of further
explaining the results of the quantitative survey (Merriam & Tisdell, 2016).
Additionally, this approach fosters a better understanding of the findings from various
KMO angles (Merriam & Tisdell, 2016).
Survey Sampling Criteria and Rationale
The literature suggests that institutions have a huge hand in establishing interest
among African-Americans college students and study abroad (Dean, Lu, Pecero, &
Reddick, 2015). The below criteria will explain the rationale that must be met for
participating stakeholders.
TO BE YOUNG, GLOBAL, AND BLACK 76

Criterion 1. Participating stakeholders must be African-Americans to better
identify what are African-American college students’ knowledge, motivation, and
organizational influences related to studying abroad.
Criterion 2. Participating stakeholders must have completed study abroad as a
college student while at a U.S. college or university as a graduate or undergraduate. This
groups’ experiences are more relevant to this research and can aid in suggesting
recommendations for African-American college students who wish to study abroad.
Additionally, not setting an age limit will allow for a broader audience and potential
themes to be discovered.
Survey Sampling (Recruitment) Strategy and Rationale
This survey will be made available online through Qualtrics and shared across
social networks and within higher education communities of alumni and current students.
A minimum of 100 completed surveys is the goal. Recruitment will be done through
social media outlets and networks based on professional and personal lived experiences
of the researcher, and contacts at higher education institutions. All colleges and
universities are applicable since these groups are measured collectively when national
study abroad data is gathered. General demographic information will be collected
through the survey about the respondents’ background and exposure to international
experiences prior to college. Questions specifically about their study abroad experience
will be listed to see whether study abroad destinations are also motivating factors, such as
Africa and the African-diaspora. The survey will also allow space for respondents to
share any additional information about their study abroad experience, motivation to
participate, and additional resources they may have benefited from (if applicable). The
TO BE YOUNG, GLOBAL, AND BLACK 77

survey will ask questions to encourage participation, better locate consistency, create
conciseness, and calibrate results through measurement, order, and scaled questions
(Salkind, 2017). This survey will be created to ask respondents questions relating to their
knowledge, motivation, and organizational influences that have impacted their decision to
study abroad as college students.
Interview Sampling Criteria, Recruitment, and Rationale
Although surveys will first be disseminated for this study, the qualitative
interview approach is significant in further explaining and analyzing survey responses.
The survey will ask participants whether they wish to discuss this topic in greater detail
through an interview. Post survey, 8-10 survey respondents will be asked to interview.
These 8-10 will be selected carefully to aid in discovering contributing factors and
themes. Examining survey responses through interviews are crucial to understanding the
influences. Each will interview one-on-one by phone, video, or in-person with 20
questions that expand on survey questions based on themes and patterns discovered
through research. Participants will not be paid or given a physical incentive. The
motivation and reason behind the study will be clearly communicated as an informal
incentive for participation for those who wish to assist once hearing the alarming
numbers of African-American college students studying abroad. This mix methods
approach will best allow for an evaluation of patterns that may impact African-American
college students’ desire and ability to study abroad (Merriam & Tisdell, 2012). The
participants will still be African-Americans who have studied abroad as a college student
as they will be from the pool of survey respondents. Additionally, a specific age group
will not be targeted here either to keep the sample size appropriate.
TO BE YOUNG, GLOBAL, AND BLACK 78

Appendix B: Protocols
The purpose of this study is to address the disproportionately low number of
African-American college students studying abroad. This field-based study will be done
by evaluating those identifying as African-Americans who studied abroad as a college
student. The data gathered will be confidential and any question intentionally
unanswered will be omitted. At any time, a withdrawal from the study is okay and is at
the discretion of the participant. All answers given should be factual in order to uphold
the credibility and ethics of this study.
Survey Questions
Background Information
1. Did you complete study abroad as a college student?
a. Yes/No
2. Which of the following do you most identify with when describing your race?
Choose One:
a. Black, African-American, African, West-Indian, Afro-Latinx/Hispanic,
Biracial, Multiracial, prefer not to disclose, prefer to self-describe. If
answered “prefer to self-describe,” please self-describe.
3. Which of the following do you use to describe your gender?
a. Male, Female, Non-binary/Third gender, Prefer not to disclose, Prefer to
self-describe. If answered “prefer to self-describe,” please describe.
4. Do you identify as transgender?
a. Yes/No/Prefer not to disclose
5. List your current profession.
TO BE YOUNG, GLOBAL, AND BLACK 79

6. List your highest level of education completed.
7. List the college/university you attended when you studied abroad (all that apply).
Please write out the entire name of college/university.
8. Select your age range: Under 18, 18-24, 25-34, 35-44, 45-54, 55-64, 65-74, 75-84,
85 or older, Prefer not to disclose
9. List the age(s) you were when you studied abroad.
10. How long did you study abroad through your study abroad program?
11. List your college major when you studied abroad.
12. Did either of your parents live or were raised outside of the U.S.? Yes/No/Prefer
not to disclose
Study Abroad Experience
13. My study abroad application process was challenging and required assistance.
a. Strongly Agree/Agree/Neither Agree nor Disagree/Disagree/Strongly
Disagree
14. My college or university had a study abroad office on campus.
a. Strongly Agree/Agree/Neither Agree nor Disagree/Disagree/Strongly
Disagree
15. Which of the following support did your college or university provide you for
your study abroad experience (select all that apply)?
a. Passport guidance/Study abroad application assistance/Financial support/
Navigating family situations/Academic support/Career
support/Mentorship/Study abroad program options/Other/My college or
university did not provide support.
16. I felt overwhelmed due to the many demands associated with study abroad.
TO BE YOUNG, GLOBAL, AND BLACK 80

a. Always/Most of the time/About half the time/Sometimes/Never
17. I believe study abroad was important to my career success.
a. Strongly Agree/Agree/Neither Agree nor Disagree/Disagree/Strongly
Disagree
18. I believe my study abroad experience contributed to my overall view of the world.
a. Strongly Agree/Agree/Neither Agree nor Disagree/Disagree/Strongly
Disagree
19. On a scale of 1-5 with 5 being “most valuable,” to what degree did you find your
study abroad experience valuable?
a. 1/2/3/4/5
20. I had an overall positive study abroad experience while in my host country.
a. Strongly Agree/Agree/Neither Agree nor Disagree/Disagree/Strongly
Disagree
21-23. On a scale of 1-5 with 5 being “most confident,” to what degree were you
confident in your ability to perform well academically prior, during, and after
studying abroad?
a. 1/2/3/4/5
24-26. On a scale of 1-5 with 5 being “most confident,” to what degree were you
confident in your ability to live on your own in another country prior, during,
and after studying abroad?
a. 1/2/3/4/5
27. I was treated well in my host country by local citizens.
TO BE YOUNG, GLOBAL, AND BLACK 81

a. Strongly Agree/Agree/Neither Agree nor Disagree/Disagree/Strongly
Disagree
28-30. List the top three emotions you felt before you left for study abroad? During
study abroad? After returning from study abroad?
31. My college or university hosted outreach initiatives that specifically targeted
African-American college students.
a. Strongly Agree/Agree/Neither Agree nor Disagree/Disagree/Strongly
Disagree
32. African-American college students were featured on promotional materials
marketing study abroad programs at my college or university.
a. Strongly Agree/Agree/Neither Agree nor Disagree/Disagree/Strongly
Disagree
33. What and/or who encouraged your decision to study abroad?
34. What were the most helpful study abroad resources made available to you by
your college or university?
35. My college or university offered study abroad programs that traveled to countries
within Africa and the African-diaspora (American, Caribbean, and South
American countries where West and Central Africans were taken and dispersed
during the slave trade).
a. Strongly Agree/Agree/Neither Agree nor Disagree/Disagree/Strongly
Disagree
TO BE YOUNG, GLOBAL, AND BLACK 82

36. African-American college students who study abroad in countries within Africa
and/or the African-diaspora find empowerment in their experiences as African-
Americans in these host countries.
a. Strongly Agree/Agree/Neither Agree nor Disagree/Disagree/Strongly
Disagree
37. My college or university faculty and staff were supportive of my decision to study
abroad.
a. Strongly Agree/Agree/Neither Agree nor Disagree/Disagree/Strongly
Disagree
38. I had a mentor at my college or university who guided me through the overall
study abroad process.
a. Strongly Agree/Agree/Neither Agree nor Disagree/Disagree/Strongly
Disagree
39. Would you be willing to discuss this topic further in an interview? Yes/No
Interview Questions
1. Describe your study abroad application process. What made it challenging/not
challenging?
2. What study abroad support did your college or university provide from start to
finish?
3. Describe the demands you had to manage associated with your study abroad
experience?
4. How has study abroad impacted your career success?
5. How has study abroad impacted your overall view of the world?
TO BE YOUNG, GLOBAL, AND BLACK 83

6. What did you find valuable about your study abroad experience? Why?
7. How was your confidence academically prior to studying abroad? During study
abroad? After studying abroad? Explain why you felt that way.
8. How well do you feel you managed your (top three listed) emotions before you
left for study abroad? During study abroad? After returning from study abroad?
9. What made you feel this way? How did you manage these emotions?
10. Describe your college or universities study abroad outreach initiatives. Did any of
these initiatives feature or target African-American college students?
11. Describe how you found out about study abroad and what encouraged your
decision to participate?
12. What was your family’s reaction to your decision to study abroad? How did that
make you feel?
13. What helpful study abroad resources were made available to you by your college
or university? How were they helpful?
14. Tell me about your experience in your host country. How were you treated by
local citizens?
15. What support and/or mentorship did you receive from your college and university
or others throughout your study abroad process? How did that make you feel?
16. How has studying abroad impacted your life post-studying abroad?
17. What did you learn about yourself from your study abroad experience?
18. What suggestions do you have for African-American students who wish to study
abroad?
TO BE YOUNG, GLOBAL, AND BLACK 84

19. Would you recommend that all African-American college students study abroad?
Why or why not?
20. Is there anything else you would like me to know?

TO BE YOUNG, GLOBAL, AND BLACK 85

Appendix C: Credibility and Trustworthiness
As a researcher, remaining ethical and credible should remain top of mind. It is
important to remain truthful, clear, and direct when communicating with respondents.
Personal biases as a research will have to be pushed aside as a researcher who identifies
as African-American, a woman, and person who unable to study abroad as a college
student despite my efforts. As a higher education professional, research results also leave
room for questioning. According to Maxwell (2013), researchers always runs the risk of
respondents not fully understanding the purpose of the survey and how their information
will be circulated and/or recorded. Glesne (2011) identifies five principles that are
applicable to credibility needed among participants. They are as follows: 1) informed
decisions made by participant, 2) participant ability to withdraw, 3) researcher’s
responsibility to eliminate unnecessary risks, 4) assure that both researcher and
participant benefits outweigh the risk (p. 163). In research, sources of errors also lie in
the instrument used, data entry, respondents leaving answers blank, or answering falsely
on a survey or in an interview. The analysis of the data faces the potential of being
incorrect as credibility and trustworthiness are displayed in the analysis through the
researcher’s interpretation of the data and results.

TO BE YOUNG, GLOBAL, AND BLACK 86

Appendix D: Validity and Reliability
The most prominent validity concern lies in the public use of quantitative
sourcing for results (Merriam & Tisdell, 2016). Merriam and Tisdell (2016) suggest
developing a list of specific threats that could impact the research while choosing the best
approach for validity purposes. A survey for this research was available online, inciting
validity issues. The online distribution of information creates a high validity risk as the
information is open to the public in this format (Merriam & Tisdell, 2016). In searching
for a minimum of 100 survey respondents, it is important to assure that enough
participants fit the criteria designed. This meant allowing a larger sample size than
anticipated to take the survey in order to net out where needed. Additionally,
demographic questions front loading the survey could have an impact on tracking
respondents.

TO BE YOUNG, GLOBAL, AND BLACK 87

Appendix E: Ethics
As a researcher, maintaining your ethical responsibility is critical to the credibility
of your research study. Institutional Review Boards (IRB) assist in upholding ethical
standards and set guidelines for ethical research practices (Merriam & Tisdell, 2016).
According to the IRB, there are five guiding principles for the IRB decision process
(Glesne, 2011). As mentioned previously, the five guiding principles identified by
Glesne (2011) are as follows: 1) informed decisions/participant, 2) able to withdraw, 3)
eliminate unnecessary risks, 4) benefits outweigh the risk, and 5) conducted by qualified
investigator (p. 163). These guiding principles also aid in abiding by a code of ethics that
should exist with respect to a participant’s rights (Glesne, 2011).
For this study, mixed methods research using a survey were used to garner the
most descriptive and applicable responses from participants. In choosing to survey those
who have studied abroad as students, the immediate question when researching is how
would a variety of current and former students be reached. Additionally, there had to be
a consideration for the age pool. These questions were important to consider in staying
within proper IRB guidelines and given U.S. laws and institutional protection of their
students (Merriam & Tisdell, 2016). As a result, surveying African-Americans who
studied abroad while they were/are a college student was more feasible and aided in
obtaining the number of responses needed. Even though the risk of age was no longer an
ethical determining factor in using graduates and alumni, there were ethical components
to still consider. The particular set of questions used for the survey allowed for thorough
recaps of experiences and situations that have impacted the participants’ study abroad
experiences and ability to study abroad.
TO BE YOUNG, GLOBAL, AND BLACK 88

Appendix F: Integrated Implementation and Evaluation Framework
The New World Kirkpatrick Model breaks down the various ways of
implementation and evaluation for desired recommendations through four levels. With
the New World Kirkpatrick Model and level four, the degree to which outcomes happen
as a result of training and/or support defines the accountability to take place in the
implementation of recommendations (Kirkpatrick & Kirkpatrick, 2016). Behavior
explains level three which looks at how participants are able to apply the new
implementation (Kirkpatrick & Kirkpatrick, 2016). Through level two, known as
learning, is how well the participants acquire the necessary knowledge, skills, confidence,
attitude, and commitment to come from the new implementation (Kirkpatrick &
Kirkpatrick, 2016). Level one, classified as reaction, is defined by how actively
involved, engaged, and satisfied the participants of the new implementation feel
(Kirkpatrick & Kirkpatrick, 2016). They must also feel that the new implementation is
relevant to them. The desired outcome is that through various recommendations
provided, college and universities can increase the number of African-American students
participating in study abroad by within in the next five years. The expectations are for
more programming, support, education, and measures to be put into place to advance
their African-American student population’s interest, ability, and overall participation.
Level 4: Results and Leading Indicators
Level four of the New World Kirkpatrick Model looks into indicators and desired
outcomes. The reaction and desired outcome would aid in viewing whether
recommendations made are bringing the goal closer to reach. For this study, the goal to
increase the African-American college students’ study abroad population would be
TO BE YOUNG, GLOBAL, AND BLACK 89

measured by a number of external and internal results. The interest of African-American
students, the guidance they receive, as well as their institutions’ marketing, resources, and
program offerings as a result of improved made would need to be measured. The table
below displays the possible desired outcomes and results based on recommendations.
Table 8: Outcomes, Metrics, and Methods for External and Internal Outcomes

Outcome Metric(s) Method(s)
External Outcomes
Colleges and Universities
having more study abroad
programs traveling to
Africa and the African
diaspora
Increased number of
partnerships and study
abroad locations to
discussed destinations
Colleges and universities
researching and partnering
with more study abroad
organizations
Families and Mentors
supporting African-
American students who
wish to study abroad
Decreased number of
family and student
complaints about being
in need of guidance here
Assigning mentors to
African-American students
who wish to study abroad and
have them work with families
as well
Colleges and universities
providing more study
abroad resources
African-American
students using study
abroad resources in
greater numbers
Creating more initiatives after
finding out what resources
are needed and making them
readily available
Internal Outcomes
African-American college
students participating in
study abroad
Increase in interest from
African-American
college students
Workshops that discuss
benefits and value of studying
abroad
African-American college
students feeling more
confident to manage
study abroad demands
Increase in number of
African-American
college students
applying to study
abroad
Highlight Success stories of
student outcome from study
abroad

Level 3: Behavior
Level three of the New Work Kirkpatrick models delves into behavior. With
behavior indicators, this level would be able to tell whether those in need of learning
were able to apply what they practiced. In this study, African-American college students
would need to be observed overtime. For the African-American college student
TO BE YOUNG, GLOBAL, AND BLACK 90

population in this case, their interest in study abroad would be the behavior to
measure. If the recommendations are correct, colleges and universities would be able to
see more African-American colleges inquiring, applying, and participating in study
abroad. Additionally, those who studied abroad would come back with experiences they
wish to tell. The table below lays this level out in greater detail. Refer to the table below:
Table 9: Critical Behaviors, Metrics, Methods, and Timing for Evaluation

Critical
Behavior
Metric(s)
Method(s)
Timing
Applying to
study abroad
Increase in applications by
African-American students
Greater
disbursement of
information
2-3 semesters or a full
academic school year
Inquiring
about study
abroad
Increase in African-
American students
attendance at study abroad
informationals and offices
Direct outreach 1-2 semesters
Participation
in study
abroad
Increase in African-
American study abroad
attendees
Direct outreach full academic year, up
to 5 years for a full
consistent number
Sharing of
positive
stories
Increase of African-
American study abroad
alumni sharing stories and
assisting African-American
students
Ask study
abroad alumni
to assist upon
return
2-3 semesters

Required Drivers
For organization influences, colleges and universities need to use outreach with
the images of African-Americans to promote study abroad. Colleges and universities
also need to promote and establish mentorship, and partner with more organizations that
travel to Africa and the African-diaspora. Motivational influences focus directly on the
student drivers and influences. Students need to understand how to manage demands
associated with study abroad, negative emotions, and family views and support or lack
TO BE YOUNG, GLOBAL, AND BLACK 91

thereof. These drivers aid in deciding what behaviors are needed by both the
organization involved and the key stakeholders. Refer to the tables below.
Table 10: Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors
Supported
1, 2, 3 Etc.
Reinforcing
Setting standards and
expectations for students and
staff
2-3 semesters, at least one
Full-academic school year
Participating -
Reinforcing
Encouraging
Feedback from participants of
events and study abroad
2-3 semesters, at least one
Full-academic school year
Applying -
Encouraging
Rewarding
Recognize alumni who
participate
2-3 semesters, at least one
Full-academic school year
Sharing -
Rewarding
Monitoring
Supervising and guiding new
applicant
2-3 semesters, at least one
Full-academic school year
Inquiring -
Monitory

Organizational Support
In order for colleges and universities to increase the number of African-American
college students studying abroad, it is crucial to address this problem as study abroad
opportunities expand a student’s view and understanding of the world and improve their
marketability to employers. Organizational support in this area can also grow a student’s
appreciation for personal values and traditions as they aim to contribute to the global
conscience of society. In having colleges and universities use outreach with the images
of African-Americans to promote study abroad, this recommendation will aid in
increasing the number of African-American college students inquiring about study
abroad. Colleges and universities promoting and establishing mentorship for African-
American college students will guide them in applying increasingly. Additionally, more
students who are alumni of the study abroad may be more willing to come back and serve
TO BE YOUNG, GLOBAL, AND BLACK 92

as mentors. By partnering with more organizations that travel to Africa and the African-
diaspora, African-American college students could also be more encouraged and
motivated to apply to programs they had no interest in traditionally. Each of these
recommendations and components are crucial to providing organizational support to the
key stakeholders in order to improve.
Level 2: Learning
Below are goals identified through level two.
1) Discuss the factors and implications that affect African-American students’
perception and ability to study abroad.
2) Address the role that our institution plays in African-American students’ pursuit
of study abroad and global experiences through education, and
3) Examine and compare experiences of African-American college students who
have participated in study abroad programs.
Program
The goals listed in the previous section will assist in increasing the number of
African-American college students studying abroad. Surveys, feedback, discussions, and
checklists will be implemented following the added study abroad recommendations.
These recommendations will be used to integrate important changes to increase African-
American college students’ participation in study abroad. Institutions will be asked to
implement study abroad seminars and workshops each semester, partner with
organizations that travel to the African diaspora to offer more location options, assign
mentors to students studying abroad, and implement campaigns and promotional material
that targets African-American college students for study abroad.
TO BE YOUNG, GLOBAL, AND BLACK 93

Evaluation of the Components of Learning
Evaluating the programs and new measures to be implemented promoting study
abroad are crucial to the success of both higher education institutions and African-
American college students. There will be workshops put into place that better promote
and target the African-American college student population in terms of study abroad.
Following the workshops, surveys will be given to evaluate the workshops’
success. Additionally, surveys will be given after students meet with study abroad
advisors and staff, meetings that already occur when a student expresses interest in study
abroad. Both surveys will help address the declarative, procedural, and attitude
knowledge necessary to evaluate what is known, what can be done, and what is
worthwhile for the African-American college students participating.
Table 11: Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Knowledge checks at programs and workshops during and after throughout
semester
Procedural Skills “I can do it right now.”
Checklist of feedback when speaking with study abroad
mentors and advisors
after through semester
Attitude “I believe this is worthwhile.”
Discussions with alumni of study abroad and mentors pre-, during, and post study
abroad
Confidence “I think I can do it on the job.”
Discussions with family and study abroad advisors Pre-, during, and post study
abroad
Commitment “I will do it on the job.”
Survey and checklist post study abroad
experience

Level 1: Reaction
TO BE YOUNG, GLOBAL, AND BLACK 94

For level one, it is important to get the reaction of the key stakeholders. For this
study, feedback surveys, delayed surveys, discussions and open dialogue will be
used. Engagement will involve discussion and dialogue as students will work closely
with mentors and study abroad advisors. For in-person events held and/or virtual,
attendance will be tracked. The relevance portion will consist of surveys and open
discussion. The surveys will be following the workshops and added programs. Lastly,
satisfaction will be measured by surveys and continued dialogue with the students after
the recommendations have been put into place. Refer to the table below:
Table 12: Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Discussion and open dialogue During and after the workshops and
meetings
Attendance tracking of events During and after the workshops and
meetings
Relevance
Survey acting as pulse check for
experience
Pre-, during, and post/after workshops and
meetings
Discussion and open dialogue Pre-, during, and post/after workshops and
meetings
Customer Satisfaction
Feedback survey During and after the workshops, and
meetings
Discussion and open dialogue After workshops and meetings

Evaluation Tools
The knowledge and motivational components of confidence, commitment,
engagement, relevance, and satisfaction will be touched upon in the survey questions
used to evaluate. Lastly, a delayed survey will be used to understand how the study
abroad process is panning out for those African-American college students who moved
forward from the workshops and meetings, choosing to study abroad. Reactions,
TO BE YOUNG, GLOBAL, AND BLACK 95

learnings, and behaviors will be reviewed and evaluated here. The chart below explains
each knowledge in greater detail, along with showcasing the types of questions that will
be asked. Refer to tables below:
Table 13: Evaluation Tools

Declarative (I know it) Item
Knowledge of the facts and
concepts of study abroad
Open-ended question on survey asking for
participants to document what facts and concepts
they’ve learned
Procedural Knowledge (I
can do it)
Item
Capable of performing skill
or action
Completing the entire survey
Attitude (I believe this is
worthwhile)
Item
View of approach and
relevance
Scale closed ended questions about the value of
workshop and meeting
Confidence (I think I can
do it)
Item
Belief of success Scale closed ended questions about the value of
workshop and meeting
Commitment (I will do it on
the job)
Item
Maintaining and performing Open-ended questions and follow up
Engagement Attendance through and survey completion
Relevance Survey responses
Customer Satisfaction Survey responses

TO BE YOUNG, GLOBAL, AND BLACK 96

Table 14: Evaluations Tools Part Two
Question 1 2 3 4 5
Write what you took away from today’s study abroad
workshop / meeting.

Question 1 2 3 4 5
On a scale of 1-5, with 5 being most confident, how
confident are you in your ability to study abroad.

On a scale of 1-5, with 5 being most likely, how likely are
you to study abroad.

On a scale of 1-5, with 5 being most valuable, how
valuable do you find study abroad after attending the
workshop / meeting.

On a scale of 1-5, with 5 being most engaging, how
engaging did you find the workshop / meeting.

Please list anything that could be improved about the
workshop or your meeting with the study abroad office.

Table 15: Evaluations Tools Part Three
L1:
Reaction
Please share guided you through the overall study abroad process.
L2:
Learning
What were the most helpful study abroad resources made available to
you by your college or university?

L3:
Behavior
What and/or who encouraged your decision to study abroad?

TO BE YOUNG, GLOBAL, AND BLACK 97

L4: Results I intend to participate or have participated in a study abroad program
through my college or university.

Data Analysis and Reporting
Data analysis and reporting from the surveys will be done following the
immediate and delayed surveys. Data will be gathered by the study abroad offices’
administrators and coordinators. For the immediate survey, surveys will be collected live
at the workshop, post-workshop, or can be submitted online for those unable to stop and
complete through a reminder email sent by the study abroad offices’ administrators and
coordinators. The survey will be through Qualtrics so reporting can be automatically
formatted in Qualtrics. The administrators and coordinators on point will do analysis
through an exported excel as well. For the delayed survey, responses will be collected
and exported the same as above for the immediate survey. Success will be measured by
the number of responses on the higher degree of the scale questions. Additionally, the
open-ended questions from both surveys will be collated and labeled as “post-workshop,”
“post-meeting,” or “post-study abroad.” Responses will be viewed by the study abroad
directors / head, and by the Student Affairs deans over the international program to see
what students are saying about their experiences. Below is an example of a sample bar
graph that can be used to analyze and track results from the survey.
Figure 9: Sample Bar Graph to Track Results

TO BE YOUNG, GLOBAL, AND BLACK 98

TO BE YOUNG, GLOBAL, AND BLACK 99

References
Ames, G., Cunradi, C., & Moore, R.(2007). Military culture and drinking behavior
among U.S. Navy careerists. Journal of Studies on Alcohol and Drugs, 68(3),
336–344.
Andrews, D., No, S., Powell, K., Rey, M., & Yigletu, A. (2015). Historically black
colleges and universities’ institutional survival
and sustainability. Journal of Black Studies, 47 (2).
Bandura, A. (2000). Exercise of human agency through collective efficacy. Current
Directions in Psychological Science, 9(3), 75–78.
Brux, J., & Fry, B. (2010). Multicultural students in study abroad: Their interests,
their issues, and their constraints. Journal of Studies in International Education, 14
(5), 1-20.
Caton, K., & Santos, C. (2009). Images of the other: Selling study abroad in a
postcolonial world. Journal of Travel Research. 48(2), 191-204.
Creswell, J. (2014). Research design: Qualitative, quantitative, and mixed methods
approaches. Thousand Oaks, CA: SAGE. Chapter 10.
Clark, R., & Estes, F. (2008). Turning research into results: A guide to selecting the right
performance solutions. Charlotte, NC: Information Age Publishing, Inc.
Dean, D., Lu, C., Pecero, V., & Reddick, R. (2015). Coloring up study abroad: Exploring
black students' decision to study in China. Journal of Student Affairs Research
and Practice, 52 (4), 440-451.
Eash, N, Smith, D., Smith, M., Robbins, K., & Walker, F. (2013). Traditionally

TO BE YOUNG, GLOBAL, AND BLACK 100

References
underrepresented students’ perception of a study abroad
experience. NACTA Journal. 57 (3), 15-20.
Eccles, J. (2006). Expectancy value motivational theory. Retrieved from
http://www.education.com/reference/article/expectancy-value-motivational-theory
Gaines, N. (2012). Exploring the perceptions of study abroad among black
undergraduates at historically black colleges and universities. (Doctoral
dissertation). Bowling Green State University, Bowling Green, OH.
Gasman, M. (2013). The Changing face of historically black colleges and universities.
University of Pennsylvania Scholarly Commons. Retrieved January 22, 2017,
from
http://repository.upenn.edu/cgi/viewcontent.cgi?article=1396&context=gse_pubs
Glesne, C. (2011). Chapter 6: But is it ethical? Considering what is “right.” In Becoming
qualitative researchers: An introduction (4th ed.) (pp. 162-183). Boston, MA:
Pearson.
Goodwin, C. D., & Nacht, M. (1988). Abroad & beyond: Patterns in American overseas
education. New York, NY: Cambridge University Press.
Goodwin, C. D., & Nacht, M. (1991). Missing the boat: The failure to internationalize
higher education. New York, NY: Cambridge University Press.
Grossman, R., & Salas, E. (2011). The transfer of training: What really matters.
International Journal of Training and Development, 15(2), 103–120.

TO BE YOUNG, GLOBAL, AND BLACK 101

References
Institute for the International Education of Students. (n.d.). Resources. Retrieved
December 14, 2019 from https://www.iesabroad.org/parents/resources#paragraph-
title_description-3981
Institute of International Education. (2019, January 16). IIE Announces Winners of the
2019 Andrew Heiskell Awards [Press Release]. Retrieved December 14, 2019
from https://www.iie.org/Why-IIE/Announcements/2019/01/2019-01-16-
Heiskell-Awards-2019
Institute of International Education. (n.d.). IIE Generation Study Abroad Initiative.
Retrieved December 14, 2019 from https://www.iie.org/programs/generation-
study-abroad
Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirkpatrick’s four levels of training
evaluation. Alexandria, VA: ATD Press.
Krathwohl, D. R. (2002). A revision of Bloom’s Taxonomy: An overview. Theory Into
Practice, 41(4), 212–218.
Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3rd ed.).
Thousand Oaks, CA: SAGE Publications.
Mayer, R. E. (2011). Applying the science of learning. Boston, MA: Pearson Education.
Pages 38-4.
M’Balia, T. (2013). The problematization of racial/ethnic minority student participation
in U.S study abroad. Applied Linguistics Review. 4(2), 365-390.
TO BE YOUNG, GLOBAL, AND BLACK 102

References
McEwan, E. K., & McEwan, P. J. (2003). Making sense of research. Thousand Oaks,
CA: SAGE Publications.
McKeown, J. S. (2009). The first time effect. Albany: State University of New York
Press.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and
implementation (4th ed.). San Francisco, CA: Jossey-Bass.
Morgan, R., Mwegelo, D., & Turner, L. (2002). Black women in the african diaspora
seeking their cultural heritage through studying abroad. NASPA Journal. 39 (4),
333-353.
National Association of Foreign Student Affairs. (2009, February 26). Intercultural
Activity Toolkit: Guided Visualization for Study Abroad Pre-departure
Orientation. Retrieved December 14, 2019 from
https://www.nafsa.org/professional-resources/browse-by-interest/intercultural-
activity-toolkit-guided-visualization-study-abroad-pre-departure-orientation
Office of Postsecondary Education. (2009). International education programs service.
Retrieved from http://www.ed.gov/about/offices/list/ope/iegps/studyabroad.html
Osfield, K. (2008). Internationalization of student affairs and services: An emerging
global perspective. National Association of Student Personnel Administrators,
Washington, DC.
Pascarella, E., Paulsen, M., & Salisbury, M. (2011). Research in higher education. 52 (2),
123-150.

TO BE YOUNG, GLOBAL, AND BLACK 103

References
Pekrun, R. (2011). Emotions as drivers of learning and cognitive development. In R. A.
Calvo & S. K. D’Mello (Eds.), new perspectives on affect and learning
technologies (pp. 23-39). New York: Springer.
Penn, E. B., & Tanner, J. (2008). Black students and international education: An
assessment. Journal of Black Studies, 20, 1-17.
Pintrich, P. R. (2003). A motivational science perspective on the role of student
motivation in learning and teaching contexts. Journal of Educational Psychology,
95(4), 667–686.
Rueda, R. (2011). The 3 dimensions of improving student performance. New York:
Teachers College Press.
Salkind, N. J. (2017). Statistics for people who (think they) hate statistics: Using
Microsoft Excel 2016 (4th ed.). Thousand Oaks, CA: SAGE.
Shraw, G., & Lehman, S. (2009). Interest. Retrieved from
http://www.education.com/reference/article/interest/
Sutton, R. C. and D. L. Rubin. 2010. The Glossari Project: Initial findings from a system-
wide research initiative on study abroad learning outcomes. Retrieved August 5,
2018 from academic search engine.
Tarrant, M. (2009). A conceptual framework for exploring the role of studies abroad in
nurturing global citizenship. Journal of Studies in International Education. 14
(5), 433-451.
Institute of International Education. (2019). Open doors data u.s.

TO BE YOUNG, GLOBAL, AND BLACK 104

References
study abroad: student profile. Retrieved November 29, 2019, from
https://www.iie.org/en/Research-and-Insights/Open-Doors/Data/US-Study-
Abroad/Student-Profile
United States Census Bureau. (2018, December 11). More Than 76 Million Students
Enrolled in U.S. Schools, Census Bureau Reports [Press Release]. Retrieved
November 29, 2019 from https://www.census.gov/newsroom/press-
releases/2018/school-enrollment.html
Washington, D. (1998). African American undergraduate students’ perceptions of and
attitudes toward study abroad programs [Doctoral dissertation]. George Mason
Witherell, S. (2016). IIE releases open doors 2016 data. Retrieved February 4, 2018, from
https://www.iie.org/Why-IIE/Announcements/2016-11-14-Open-Doors-Data

Abstract (if available)

Abstract This evaluative study addresses the disproportionately low number of African-American college students participating in study abroad programs. According to statistics tracked by the Institute of International Education (2019), African-American college students consistently participate in study abroad at numbers drastically lower than their peers. In 2019 alone, a 64% difference separated African-American college students' study abroad participation from their white peers in the United States. Using a mixed methods approach, this study evaluates African-American college student study abroad participation by surveying and interviewing African-Americans who have participated and completed study abroad programs while attending a college or university in the United States. The findings highlight African-American college students' knowledge, motivation, and organizational influences in examining study abroad participation, pinpointing significant areas for higher education institutions to address. Additionally, the findings examine the impact of family support and mentorship, as well as study abroad host countries and the value of programs that travel to Africa and the African-diaspora. This study provides a series of recommended solutions and an integrated implementation and evaluation plan that should assist African-American college students and higher education institutions in further evaluating, improving, and encouraging study abroad.

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

Impact of study abroad on student openness to diversity: an evaluation study

PDF

Study abroad and the ethnoracial identity development of Latinx students

PDF

First-generation college students and persistence to a degree: an evaluation study

PDF

A critical worldview: understanding identity and sense of belonging of underrepresented students' participation in study abroad

PDF

Assessment and accreditation of undergraduate study abroad programs

PDF

Examining the choice of business majors to participate in a short-term study abroad program using the gap analysis model

PDF

Leadership in an age of technology disruption: an evaluation study

PDF

Equitable schooling for African American students: an evaluation study

PDF

Equity and access: the under-identification of African American students in gifted programs

PDF

¿Dónde están todos los hombres latinos? A qualitative exploration of barriers to and enablers of participation in study abroad for first-generation Latino male college students

PDF

The role of historically underserved students’ perceptions of their high school counselor in overcoming the equity gap in college admissions: an evaluative study

PDF

African American college completion at Hillside College: an evaluation study

PDF

Developing global competence in a Sino-US joint university: an evaluation study

PDF

Increasing organizational capacity at a small college to deploy revenue diversification strategies: an evaluation study

PDF

An evaluation of general education faculty practices to support student decision-making at one community college

PDF

Expectancy value theory and African American student motivation

PDF

African-American/Black students’ experience and achievement in asynchronous online learning environments at a community college

PDF

An evaluation study of the training, orientation, and implementation of a community college new student counseling intervention program: a gap analysis

PDF

Attaining success: how African American college students persist, engage and graduate from a moderately selective institution: a case study

PDF

Impact of required parental involvement on African American male students and families: a qualitative study of the USC-NAI program

Asset Metadata

Creator Williams, Alicia Michelle (author)

Core Title To be young, global, and Black: an evaluation of African-American college students’ participation in study abroad programs

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 02/05/2020

Defense Date 12/09/2019

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

Tag academic advancement,African-American,African-American college students,African-American community,African-diaspora,Black college students,Black Community,Black family, Africa,College students,colleges,diversity in higher education,diversity in international education,diversity in study abroad,global education,Higher education,international education,OAI-PMH Harvest,study abroad,study abroad office,study abroad participation,study abroad programs,study abroad representation,study abroad student profile,University

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Hirabayashi, Kimberly (committee chair), Canny, Eric (committee member), Maddox, Anthony (committee member)

Creator Email alicia.williams1908@gmail.com,alicia_07_williams@yahoo.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-266560

Unique identifier UC11673709

Identifier etd-WilliamsAl-8147.pdf (filename),usctheses-c89-266560 (legacy record id)

Legacy Identifier etd-WilliamsAl-8147.pdf

Dmrecord 266560

Document Type Dissertation

Rights Williams, Alicia Michelle

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA