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

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

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Content UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 1

A CRITICAL WORLDVIEW: UNDERSTANDING IDENTITY AND SENSE OF
BELONGING OF UNDERREPRESENTED STUDENTS’ PARTICIPATION
IN STUDY ABROAD

By

Kyle Smith

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

December 2018

Copyright 2018 Kyle Smith

UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 2

DEDICATION

To Sarah,
My amazing wife,
Who willingly sacrificed more than enough to make the completion of this work a reality.
Babe, you have advanced from the title “doctoral widow”!
Now let’s live life again!

And to our boys,
Abram and Asher,
May your mother and I steward you to be change agents.
May you love all, seek to understand, and find joy in the hope of our creator.

Lastly,
To Mom and Dad,
Thank you for the sacrifices you made,
So that higher education could be possible

UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 3

ACKNOWLEDGMENTS
The writing, research, and completion of this dissertation would not have been possible without
the assistance, support, and guidance from a slew of very special people. I would like to show
my complete gratitude to the following:
• Thank you to SCKU and the Advanced Study Tuition Reimbursement Program, for
investing in me and making it possible to receive a terminal degree.
• Dr. Kristen White, thank you for seeing something in me many years ago and continually
pushing me to pursue things that scare the hell out of me.
• Dr. Briana Hinga, for the countless hours you have put in to reading my research and
offering suggestions. Thank you for your support as my dissertation chair.
• Dr. Betsy Morris, thank you for becoming the mentor and friend I needed at the right
moment. Again, thank you for taking time out of you schedule to be a part of my
committee.
• Dr. Alan Green, thank you for your encouragement through this entire process and
showing interest in me and my topic during EDUC-523.
• Thank you to my friends and family, who have encouraged me and stuck with me. Even
if you have not seen me for months on end.
• Sarah, I owe you a vacation anywhere! Thank you is not enough!
• Brooke and Jason for giving me a place to rest in those weekends in OC.
• The USC Orange County and Higher Education cohorts. We did it.

UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 4

TABLE OF CONTENTS
Dedication 2
Acknowledgments 3
Abstract 6
Chapter One: Overview of the Study 7
Statement of the Problem 10
Purpose of The Study 11
Significance of The Study 12
Limitations, Delimitation, Assumptions 13
Definitions 14
Conclusion 14
Chapter Two: Literature Review 16
Historical Synopsis of Study Abroad 16
Demographics of Study Abroad Participation 20
Gender of Participants 21
Race and Ethnicity 21
Classification of Grade or University Standing 22
Undergraduate Discipline or Major 22
Advantages to Study Abroad Participation 23
Underrepresented Students in Higher Education and Study Abroad 24
Barriers to Study Abroad Participation 25
Student Departure/Persistence and Critical Race Theory: A Paradigm of Study Abroad in
Literature 28
Critical Race Theory 29
Student Departure/Persistence 30
Summary 32
Chapter Three: Methodology 34
Qualitative Method 34
Sample and Population 38
Site Selection 39
Sampling Method 40
Data Collection 41
Instrumentation/Source of Evidence 42
Data Analysis 44
Credibility and Trustworthiness 45
Ethics 46
Role of Researcher 46
Positionality 47
Summary 49
Chapter Four: Findings 50
Review of the Participants 52
Alayna 52
Karley 54
Marissa 55
Zoey 56
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 5

Summary 58
Research Question 1: Individual and Institutional Characteristics Related to Study Abroad 58
Involvement: The Adoption and Challenge of a Dominant Ideology 59
Influencers to Study Abroad 63
Support from Sending Institution 65
Summary of Research Question One 67
Research Question Two: Identity and Sense of Belonging Post-Study Abroad 69
Finances: The Effects of Money on Identity and Sense of Belonging 70
Faith and Moral Identity: Coming to Terms With Faith and Spiritual Development 74
A Commitment to Social Justice Post-Study Abroad 77
Renewed Sense of Purpose and Belonging 83
Trajectory to Graduation 85
Summary of Research Question Two 86
Conclusion 87
Chapter Five: Discussion 88
Discussion of the Findings 88
Prior to Study Abroad 90
Post-Study Abroad 91
Continuing the Counter Narrative 93
Recommendations for Practice 95
Recommendations for Future Research 96
Conclusion 97
References 99
Appendix A: Interview Protocol 106
Appendix B: Informed Consent 109
Appendix C: Study Participation Request 112

UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 6

ABSTRACT
Research suggests that students who participate in study abroad have a stronger sense of
belonging to their home institutions and develop a deeper understanding and appreciation of
culture. However, the majority of study abroad research comes from the perspective of its
participants: White, female, undergraduate students.
Latino and African American students are two of the fastest growing populations in
postsecondary higher education and study abroad. Institutions of higher education and higher
education practitioners have long understood the demographic gap in study abroad and its slow,
but consistent, change the last decade. Limited research has been made available to understand
how study abroad has created a trajectory in the success and sense of belonging of Students of
Color at their home institution.
Using stories from Students of Color, this study utilized and expands on critical race and
student departure frameworks. Focusing on Tinto’s understanding of students’ sense of
belonging highlights the cultural identity Students of Color possess and utilize to negotiate their
experiences. The study sought to answer the following questions : (1) How do students describe
individual and institutional characteristics related to their desire to study abroad? (2) How did the
students experience in study abroad assist with creating a sense of belonging?
The findings illuminate the journey underrepresented students experience in a study
abroad process, from interest to reentry, and how their experiences shape their identity and sense
of belonging at their home/sending institution.

UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 7

CHAPTER ONE: OVERVIEW OF THE STUDY
Participation in collegiate study abroad programs increased 247% between 1995 and
2015 (Institute of International Education [IIE], 2016). Over 313,000 students participated during
in the 2014–2015 academic year (IIE, 2016), and participation continues to grow by average of
11,000 students a year (IIE, 2016). Research explains that this growth has resulted in a positive
impact on participating students (Gonyea, 2008). Research indicates students believe their
participation will impart personal improvement or refinement, increase travel opportunity,
increase chances of graduate school acceptance, assist in job acquisition and security, and foster
awareness of global issues and cultural diversity (Kitsantas, 2004). Researchers also discovered
that students who studied abroad developed a deeper understanding and respect of cross-cultural
skills and global understanding and that studying abroad had a profound impact on various
dimensions of students’ engagement and development (Gonyea, 2008; Kitsantas, 2004). Students
who studied abroad had better grades, devoted more effort in attending school activities, and
were more engaged in cultural awareness and campus programs (Lewin, 2009).
However, current research leaves out a larger story of who has access to study abroad
opportunities and how these benefits are perceived by students who are unequally represented in
these programs. Students of color have a deep cultural awareness and are bearers of cultural
knowledge (Yosso, 2005), which is drawn from their families, communities, and homes (Yosso,
2005). The sense of belonging Students of Color develop is significantly related to their own
cultural and familial connection (Tinto, 1993). These findings counter research suggesting
students who participate in study abroad develop a stronger sense of belonging prior to their
participation (Gonyea, 2008; Kitsantas, 2004), which may indicate Students of Color have been
left out of the narrative in research.
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 8

Seventy-three percent of students participating and benefiting from study abroad identify
as White/Caucasian and predominately come from middle-class suburban families (IIE, 2016).
Only 27% of participants are people of color. A mere 8.8% identify as Latina/o and 5.6%
identify as Black or African American (IIE, 2016). These numbers could suggest a problem
larger than access. Little research has been conducted on the interest Students of Color may have
in studying abroad and how doing so shapes their identity or sense of belonging at their home
institution. The lens of critical race theory (CRT; Delgado & Stefancic, 2017), may provide a
context and understanding of the role of racism in systems and structures in higher education.
Student access and representation of participants in study abroad are underlying problems
research has made some effort to understand (Salisbury, Umbach, Paulsen, & Pascarella, 2008;
Salisbury, Paulsen, & Pascarella, 2010a, 2010b). Research has focused on the benefits of
participation and acknowledging a gap in this participation between Students of Color and their
White counterparts (Gonyea, 2008; Kitsantas, 2004; Lewin, 2009). To better understand
problems like access and representation, it would be beneficial to understand the view of the
participants, particularly participants of color. The statistical deficit in participation could tell a
story beyond access, interest, and students’ sense of belonging. Using a theoretical framework
like CRT would suggest these programs were developed for the enjoyment and benefit of the
dominant culture (Delgado & Stefancic, 2017). Study abroad allowed White students to gain
cross-cultural competency or identity without engagement in diverse cultures in their own city,
state, or country (Salisbury et al., 2010b). Underrepresented students have developed or
obtained a cross-cultural understanding from their experiences, both positive and negative,
navigating life outside of their familial culture (Tinto, 1993). A student’s identity is one of many
factors which will cause a student to persist in college (Tinto, 2012). These factors could play a
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 9

role in the perception of underrepresented students and their response to these programs
(Edwards, 2015). It is suggested the opportunity to study abroad has not been obtainable for
underrepresented students, as international travel and study have not been equitably possible for
them (Brown, 2002). Factors play into participation, and study abroad may not been included in
the student’s college experience or as a source of assistance post-graduation.
Looking at the educational trends for underrepresented students, research shows
Latino/as will be the largest minority group in the United States by 2020, if not sooner (Barajas,
2011), and racial and ethnic minority populations’ college acceptance rates of are growing every
year. In addition, it is projected that, by 2050, there will be 61 million African Americans in the
United States. With a 71.3% larger African American population, this demographic change will
be reflected throughout higher education institutions over the next two decades (IIE, 2016). In
California, the Latina/o population makes up the lowest freshman college enrollment and the
smallest percentage of holders of bachelor’s or professional degrees (Barajas, 2011). In the past
10 years, there has been a 2% increase in Latina/o and 1% increase in Black students studying
abroad. However, the population of White students dropped almost 10% during the same time
span (IIE, 2016). These changes are significant because they shows change and interest among
Students of Color. However, these incremental changes do not reflect or mimic the changes in
undergraduate enrollment, retention, or graduation rates. Participation in study abroad continues
to depict a program which is inaccessible for underrepresented students.
Bensimon (2005) suggested knowledge of invisible unequal opportunities is not
institutionalized because the data are not viewed in a disaggregated manner. To close the gap in
equitable opportunities, undergraduate higher education institutions need to collectively see the
problem through the lenses of diversity and deficit and work toward an equitable point of view
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 10

(Bensimon, 2005). Barriers remain a concern for underrepresented educators and students
(Bensimon, 2005), as these barriers cause studying abroad to be perceived as unattainable.
Critical race researchers acknowledge that educational institutions operate in contradictory ways.
Their potential to oppress and marginalize coexists with their potential to emancipate and
empower. Likewise, a critical race methodology in education recognizes that multiple layers of
oppression and discrimination are met with multiple forms of resistance (Solórzano & Yosso,
2001). This study sought to better understand how underrepresented students experience or
access study abroad and how that experience affected their identity and sense of belonging. This
study used CRT and Tinto’s (1993) theory of persistence to explain if study abroad is beneficial
to underrepresented students as compared to their White counterparts.
Statement of the Problem
The problem being addressed is far more complex and multifaceted than a solitary issue
like access. While access is one of the many problems with study abroad participation, it is not
the sole problem. These programs have proven to be a positive experience and lead to many
opportunities and positive professional experiences post-graduation. However, Students of Color
continue to participate in very low numbers (IIE, 2016). People of color include African
American students, Hispanic/Latino students, and Asian American students. This study focused
on the African American and Latino/a populations.
Through a CRT lens, the disadvantages of underrepresented students in education are not
the result of modern initiatives but, rather, rooted in our nation’s historical racist past (Patton,
Harper, & Harris, 2015). Traditional study abroad programs continue this oppression by creating
opportunities available to some but not all. These programs have created structural injustices and
systematic patterns of dominance which have denied people of color material and political equity
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 11

(Bennett, 2001). Equity can influence participation, persistence, and positive identity
development during college (Tinto, 2012).
The implications of underrepresented students’ participation in study abroad will be
discussed in further chapters. However, the focus of the study was on students’ identity and
sense of belonging. The significance on understanding underrepresented students’ experience is
critical to the practitioner, colleges, universities, and, ultimately, to the preparation of students
entering the global market. The aim or goal is not to transform study abroad, but to work toward
reforming an outdated and exclusive program by understanding the perception research has of
underrepresented students’ participation. Higher education institutions in America have
misunderstood how to attract and support underrepresented students in these programs. The goal
of this research is to shed light to an area that has been overlooked.
Purpose of The Study
The purpose of this study was to use the theoretical frameworks of CRT and student
departure/persistence, to understand how underrepresented students’ study abroad participation
may have created a trajectory in their success, identity, and sense of belonging. Through counter-
stories, this study sought to answer the following questions: (1) How do students describe
individual and institutional characteristics related to their desire to study abroad? (2) How did the
students experience in study abroad assist with creating a sense of belonging and identity at their
home/sending institution?
Research reveals that not giving underrepresented students an equitable opportunity to
participate in study abroad could lead to missed opportunities for social capital, student
engagement, and professional success (Salisbury et al., 2010a). Additionally, students who have
participated in these programs are more likely to graduate, have a deeper sense of belonging on
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 12

their college campus, and are more likely to pursue graduate degrees (Braxton, 2003; Gonyea,
2008; Orahood, Kruze, & Pearson, 2008). Through a CRT lens, inequitable opportunities place
traditionally underserved student populations at a disadvantage as compared to their White peers
(Salisbury et al., 2010b). This type of inequity could leave underrepresented students at a
disadvantage by creating scarce opportunities in résumé building, generating a deficit in deeper
understanding of cross-cultural skills and global awareness, and developing an inferior sense of
belonging on their college campus. In addition, CRT and student departure theories would
suggest that these visible and invisible resources should be offered equitably and in a context
which considers a student’s culture, race, and identity (Delgado & Stefancic, 2017; Tinto, 2012).
Significance of The Study
The underrepresentation of Latino/a and African American students in study abroad is not
about participation or access; it is about educational equity and a continuation of historical
racism found in higher education (Delgado & Stefancic, 2017; Yosso, 2005). Stated previously,
underrepresented students who do not participate in these programs forfeit opportunities to grow
in an international context personally, academically, and professionally. These opportunities
build upon a student’s sense of belonging. Students who do not participate may find themselves
at a disadvantage in the areas of academics and employment (Burkart, Hexter, & Thompson,
2000).
The percentage of underrepresented students studying abroad has drawn some attention,
not only by educators and researchers, but also by the U.S. government. In the last decade, the
U.S. government has made efforts to discover avenues for students who attend institutions
serving high-minority, low-income, and first-generation populations to increase their
participation (Salisbury et al., 2008). However, these educational grants and policy
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 13

improvements implemented to foster growth have assisted little in changing participants’
demographics. In addition, new government and presidential administration could impose cuts or
reductions in funding for these opportunities.
This study contributes to the underwhelming research available on this topic, particularly
the missing voices of Students of Color when naming and addressing the issues. The answers
found in the study could assist senior-level administrators and study abroad departments at 4-
year undergraduate institutions in understanding a silent and unheard demographic. In addition, it
could benefit programs in understanding the unique obstacles faced by underrepresented
students. Further program development, assistance, and discussions created around the obstacles
brought forth could help increase underrepresented students’ participation. Utilizing CRT will
assist in describing how study abroad is beneficial to some students in obtaining a cultural
competence, yet not beneficial for the larger minority population.
Limitations, Delimitation, Assumptions
This study of underrepresented student’s participation in study abroad has been designed
to develop a conceptual framework which could be used to understand how Students of Color
develop a new or different sense of belonging. More important, this study was designed to
understand underrepresented students’ journey and how their identity develops or is shaped.
Underrepresented students’ unique experiences could assist in improving and understanding their
participation. The goal is not intended to evaluate a specific undergraduate institution or
program, but to highlight the journey African American and Latina/o students embark on during
these programs.

UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 14

Definitions
Some terms in the study may have differing or disputed definitions. The following list of
definitions provides a working framework for understanding the key terms.
Critical race theory: a theory which examines society and culture and the
intersectionality of race, power, and law.
Identity: social and cultural constructs in which a person expresses the relationship
between their personally held beliefs, the beliefs of their culture, and social groups. Identity
includes race, ethnicity, religion, sex, sexual orientation, social class, language, cultural
behaviors, and other diversities that help to define individuals.
Persistence: a students’ desire to follow through or firmly continue in a course of action,
like degree completion.
Sense of belonging: a sense of identification or position in relation to a group or
community within the higher education institution that may produce a cognitive and affective
response
Students of color: a term used to define any student who does not identify as Caucasian.
Study abroad: an act of pursuing educational opportunities in a country other than the
student’s own.
Underrepresented students: racial and ethnic student populations that have been
disproportionately represented in higher education.
Conclusion
This research focused on what demographic, institutional, and individual barriers
underrepresented students encounter that may inhibit them from studying abroad. The literature
review presents the historical narrative of study abroad, then narrow to its effects, evidence of
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 15

underrepresented students’ participation, noted underlying causes of underrepresented students’
lack of participation, a critical paradigm in the literature, and a summary of the research.

UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 16

CHAPTER TWO: LITERATURE REVIEW
Empirical research on study abroad has increased significantly over the past decade
(Basow & Gaugler, 2017; Brux & Fry, 2009; Carr, 2014; Gonyea, 2008; Lewin, 2009; Salisbury
et al., 2008; Salisbury et al., 2010a, 2010b; Twombly, Salisbury, Tumanut, & Klute, 2012). For
this reason, the literature review focuses on the topics which conceptualize the purpose of this
study and provide context to the findings of the research. In the literature review, study abroad
was defined and positioned as a cross-cultural academic opportunity serving as a catalyst to
benefit undergraduate students now and in the future. Researchers have found a multitude of
benefits for participation, yet little has demonstrated how barriers, tangible and perceived, hinder
participation among underrepresented students. This chapter provides a historical synopsis of
these programs and highlights four areas regarding its importance and significance for
underrepresented undergraduates: demographics, outcomes, roadblocks, and conceptualization of
critical race and persistence.
Historical Synopsis of Study Abroad
The concept of study abroad has been a longstanding piece of American higher education
and American history. Dating back to the colonial era, faculty gained postgraduate training,
predominantly in language and enriching experiences in Great Britain and Europe with the intent
of taking their learning back to novice institutions of learning (Hoffa, 2007). However, over
time, America became reluctant in building relationships with Europe and focused on creating a
new society and way of thinking. This democratic way of thinking yields a formative concept of
thought when looking at education through the lens of CRT. CRT would suggest that education
was historically presented through the lens of the White/Caucasian perspective and only to the
benefit of a dominant race (Delgado & Stefancic, 2017). When study abroad began, White
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 17

students were the only consideration in how education should be conducted (Delgado &
Stefancic, 2017). An intentional consideration of race and racism’s impact on study abroad, the
process and experiences is necessary when analyzing its history and structures.
As the United States began developing its own identity, the founding thinkers of
American society knew they would need additional training to comprehend domestic problems
and governmental structures (Hoffa, 2007). Their training would require more refined
educational centers. Beginning as an opportunity for faculty members to glean from more
developed institutions, one of the first structured study abroad programs began in the mid-19th
century (Hoffa, 2007). Countries like Germany, England, France, and the United States
developed an organization responsible for managing international education (Hoffa, 2007).
These experiences were then used to implement research at institutions like Johns Hopkins and
Cornell. Meanwhile, Princeton University developed the very first university fellowship program
with China (Hoffa, 2007).
In 1919, the IIE was founded by Nicholas Murray Butler and Stephen Duggen, and, in
1923, America’s first officially accredited study abroad program was launched at the University
of Delaware (Hoffa, 2007). World War II brought about new international opportunities for
Americans. Considering the focus of the United States war efforts, little preparedness or
education in global leadership or cultural understanding was developed. United States scholars
has little knowledge of differing cultures or countries (Goodwin & Nacht, 1991).
By end of World War II, new opportunities developed for scholars to learn and examine
different cultures, languages, and research the global structure of the past and future (Hoffa,
2007). The United States became interested in ethnographic and cultural studies. Faculty were
given permission to travel and study. They would return to their institutions with a vast
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 18

understanding and enthusiasm for the world. These experiences, paired with the country’s desire
to be competitors in the global economy, motivated the government to restructure the facets of
international travel and study (Hoffa, 2007).
American study abroad programs have steadily grown over time, only showing dips in
attendance during financial crises or war, such as during the Great Depression, World Wars I and
II, the Korean War, the Vietnam War, and the 2008 recession (Hoffa, 2007). The 20th century
saw the most growth in participation. The Fulbright Scholar Program, developed in 1946 by
Senator J. William Fulbright and the United States Bureau of Education and Cultural Affairs,
was host to multiple awards and funding for students and faculty members to study abroad
(Hoffa, 2007). The Fulbright Scholar Program sought to cultivate international relationships by
changing the perspective which Americans held, by giving nations and cultures faces. Thus,
creating better communication and trust between Americans and other countries (Hoffa, 2007).
The beginning of the 20th century added several countries to the list, and countries like China,
Russia, Argentina, and what is currently the Czech Republic were visited by American
participants starting in the 1920s (Hoffa & Depaul, 2010).
During the 1970s and 1980s, a substantial increase in student participation took place
(Hoffa & Depaul, 2010). During these decades, understanding of study abroad changed and
opened various opportunities for students to participate (Hoffa & Depaul, 2010). No longer was
it restricted to language scholars, but it became open to a variety of colleges and universities
(Hoffa & Depaul, 2010). This expansion was assisted by political leaders and non-institutional
agencies recognizing these programs as having meaning and impact on a national, personal, and
professional level (Hoffa & Depaul, 2010). However, the programs’ platform and structures
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 19

stayed relatively the same. Participation increased over the decades, and White students made up
the majority of participants (IIE, 2016).
The 1990s and early 2000s opened a new era of initiatives (Hoffa & Depaul, 2010). More
than previous decades, students were choosing to participate, and a new element of student-led
initiatives was developed (Hoffa & Depaul, 2010). Study abroad had now been mainstreamed,
with many higher education institutions providing such opportunities (Hoffa & Depaul, 2010).
Colleges and universities expanded additional programs to include exchange programs, student-
led and developed studies, and professor-led programs. In addition, commercial and privatized
programs were developed to broaden options for students (Hoffa & Depaul, 2010). However,
participation through the 1990s and 2000s only saw marginal growth in African American and
Latino/a student numbers (IIE, 2016). The narrative of regarding these programs did not
eradicate its racist view point. Literature assumed a White-centric view of these programs and
communicated the vast benefits, yet those benefits did not appear to be of value to Students of
Color (Delgado & Stefancic, 2017).
The history of study abroad was not revised to involve African American or Latino/a
students (Delgado & Stefancic, 2017). While participation seemed to be limited for
underrepresented students, a rich history had been established (Evans, 2009). The first African
American to earn a doctorate, Patrick Healy, did so at the University of Louvain (Belgium) in
1865 (Evans, 2009). By 1943, 19 doctoral degrees were conferred to African Americans outside
of the United States (Evans, 2009). During the same era, Black scholars pursued doctorates in 14
different countries, including Scotland, Austria, Germany, England, Canada, and France (Evans,
2009). Hoffa (2007), stated the most popular locations to study overseas in the 1920s were Paris
and London, yet the author did not examine how both destinations were accepting of racial
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 20

minorities and how African American students felt less susceptible to racial discrimination than
in the United States (Evans, 2009). Historians have yet to eradicate a White narrative in study
abroad (Yosso, 2005). If underrepresented students were aware of the rich history their ancestors
documented abroad, there could be a wider acceptance of underrepresented student participation.
In addition, Students of Color might express fewer concerns about their safety while abroad. This
knowledge of their ancestors’ participating could create more opportunity to participate, knowing
that other students of the same race or culture had gone before them.
Demographics of Study Abroad Participation
Demographics play a role in understanding more than who is studying abroad. CRT
suggests that demographics would be considered a social construct, meaning a concept which
was created by society to justify inequity and inequality (Delgado & Stefancic, 2017). The
demographics shed light onto participation and types of students with whom participants would
be studying, traveling, and learning. The purpose of including and using demographics is to
show the factors such race/ethnicity, sex, student classification, and major relate to the study.
The IIE, a U.S. government funded institute, conducts research and gathers data on the
types of students studying abroad each year. The data are published in a journal, Open Doors
(IIE, 2016). Open Doors offers longitudinal data collected for over a decade, which revealed that
65% of the students studying abroad identify as female while 35% identify as male. The majority
of participants come from middle-class homes (IIE, 2016), and 73% of the students racially
identify as White. The other 27% are Hispanic (8%), Asian (7%), African American (5%),
Multiracial (3%), and Native American or Native Alaskan (.5%). The Association for the Study
of Higher Education also confirmed a demographic disparity among participants, claiming
students were “overwhelmingly White and female, of traditional college age, primarily majoring
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 21

in humanities, social sciences, and fine arts; and enrolled at a liberal arts college” (Twombly et
al., 2012. p. 40). Carr (2014) suggested that non-Whites make up just under 40% of U.S. college
and university students, but only 26% of study abroad participants. However, access to
participation continues to change.
Gender of Participants
Women’s estimated study abroad participation has accounted for 65% of the U.S.
undergraduate cohorts the past 15 years (IIE, 2016; Salisbury et al., 2010a). Women who
participate typically choose majors in humanities, social sciences, and fine arts (Twombly et al.,
2012). These majors are more likely to encourage participation (Salisbury et al., 2010a). Women
attending liberal arts institutions had a stronger intent to study abroad than women studying at
other institutions (Salisbury et al., 2010a). Yet, with the research on women’s intent and
participation, it is not yet known why undergraduate women have much higher participation rates
than their male counterparts (Salisbury et al., 2010a).
Race and Ethnicity
Since the inception of the Fulbright Scholarship and the end of World War II,
Caucasian/White undergraduate students have participated in study abroad more than any other
American race or ethnicity (Brux & Fry, 2009). There are speculations as to why there has
consistently been a higher White participation rate, but Patel (2015) considered the relationship
of educational and participation gaps between White students and their peers of color as a
“disparity of educational measure” (p. 17). Undergraduate Students of Color may not be offered
these opportunities due to perpetuating historical ideas rooted in colonialization. Perhaps,
identifying study abroad participation as a racial gap perpetuates the same colonial view. Patel
(2015) suggested identifying the gap as a debt. A debt is owed, but a gap simply exists. Patel
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 22

mentioned, “A debt raises questions of who owes whom and who stands to benefit, and surfaces
questions of equity” (p.17).
Classification of Grade or University Standing
Study abroad has stayed relatively consistent over the years when considering what
year/grade students should participate (IIE, 2016). Current research proves that participation
traditionally takes place during the student’s junior year (Basow & Gaugler, 2017). It is unclear
as to why the tradition has continued, but it is known Hullihen (1928) coined the term “junior
year abroad.” Among students studying abroad, undergraduates make up 88% of the total
population (IIE, 2016), and, of the entire population, 33.1% participate their junior year (IIE,
2016). According to the IIE (2016), freshmen represented 3.9% of all U.S. students studying
abroad during the 2014-2015 academic year, followed by sophomores at 13.1%, and seniors at
26.4%. Senior year participation has increased the past decade by 7% (IIE, 2016).
Undergraduate Discipline or Major
Despite persistent gender, racial, and institutional standing of participants, their areas of
academic discipline have changed over the decades. Studies in humanities and social sciences
dominated study abroad for decades (Twombly et al., 2012). In recent years, students majoring in
science, technology, engineering, and math (STEM) fields have increased, taking the top spot for
participating students’ majors (IIE, 2016). In the past decade, the rate participants majoring in
the humanities has decreased by 10%, while the rate of STEM participants increased 8% (IIE,
2016). In the 2015-2016 academic year, American students majoring in STEM fields
represented 25.2% of participants. This percentage slightly outnumbered that of participants
majoring in business (20.9%) and social sciences (17.1%; IIE, 2017).

UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 23

Advantages to Study Abroad Participation
Throughout the history of study abroad, multiple universities and organizations have
come together to strengthen programs and have given validity to a semester spent abroad. The
validity and interests of others have led to developing research on how effective these programs
have been in undergraduate students’ development. Researchers have explored what differs
between students who study abroad and those students who do not. Gonyea (2008) found
journeys abroad had a positive impact on various dimensions of student development and
increased level of engagement on campus. Students who studied abroad differed significantly
from those who did not in terms of concern about degree completion, expectations,
ethnocentrism, prejudice, and foreign language interest (Goldstein & Kim, 2006). On a deeper
level, students who studied abroad were far more concerned about completing their major than
students who did not and had a greater interest in foreign language development and study of
different cultures (Goldstein & Kim, 2006). Goldstein and Kim (2006) also found that nearly all
participants (95%) were aware of the availability of these programs upon entering college. It
could be suspected that their families discussed participation or close friends or family members
had participated.
Students who participated in a cultural educational exchange also have a deeper
understanding of the world, world affairs, improved cross-cultural skills, and a deeper global
understanding of the world. Hadis (2005) found that upon students’ return from abroad, they
developed a deeper interest and knowledge of world affairs compared to students who did not
participate. Kitsantas (2004) mentioned that students’ cultural and global understanding
improved because of studying abroad. Increased knowledge and cultural awareness is seen as an
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 24

incentive of participation in these programs. Increased academics are another incentive to
participation.
Students who study abroad usually have better grades than their counterparts (Lewin,
2009). Lewin (2009) discovered these students also had a significant increase in academic
engagement, which led to higher grades. Participants tend to have an easier time finding
employment after graduation. Orahood, Kruze, and Pearson (2004) revealed studying abroad
expanded a student’s job interests to possibilities outside of working in the United States. In the
same study, 96% of students responded that their experience abroad had a significant impact on
their career plans (Orahood et al., 2004).
Understanding the differences between students who have studied abroad and those who
have not would conclude that some students have missed out on connecting to college campuses,
admission or acceptance to graduate school based on grades, better job opportunities, and a
deeper understanding of diverse cultures. However, the research focused on predominantly
White cohorts, which leaves Students of Color unheard and generalized in research.
Underrepresented Students in Higher Education and Study Abroad

As previously discussed, educational trends suggest that Latino/as will be the largest
minority group in the United States by 2020, if not sooner (Barajas, 2011). In addition, it is
projected that higher education institutions will see a significant demographic change in the next
two decades (IES, 2009). In California, while the Latina/o population makes up the majority of
the student population, they have the lowest freshman college enrollment and lowest percentage
of bachelor’s and master’s degrees earned (Barajas, 2011).
In the past 10 years, there has been a 2% increase in Latina/o and 1% increase in African
American students studying abroad (IIE, 2016). Continual efforts should be made to increase
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 25

participation of underrepresented students. The following section discusses roadblocks, which
deter Students of Color from participating. Cost and cultural factors are examples of roadblocks
that are discussed in research (Burkart, et al., 2000). Research suggests that roadblocks continue
to be more prevalent and deter underrepresented students from study abroad.
Barriers to Study Abroad Participation
Based on IIE (2016) findings, study abroad demographics do not demonstrate equal
representation of all students. Researchers suggest many reasons why Students of Color do not
participate, yet reasons they do participate are not as salient. Salisbury et al. (2010b) found that
relatively low participation of underrepresented students is not due to a lack of desire, but to a
lack of access. An IIE (2016) report indicated that a relatively small percentage (30%) of the
U.S. population owned a valid passport, half that of Canadian citizens (60%) and noticeably
lower than that of citizens of the United Kingdom (75%).
Multiple barriers to accessing international opportunities by underrepresented and low-
income students have been documented (Burkart et al., 2000; Salisbury et al., 2010b). They
include program costs, marketing or dissemination of information, and familial or cultural
expectations. Other barriers or fears are the length of study, admissions requirements, marketing,
lack of faculty or departmental support, campus culture, legislature-mandated course
requirements, and difficulty in the transfer of credits (Burkart et al., 2000). The opportunity to
study abroad for an underrepresented student could be focused around inequity at the
institutional level. Bensimon (2005) stated that, among the many factors that contribute to
invisibility of unequal college outcomes for underrepresented minorities, the obvious one is that
disaggregation of student outcome data by race and ethnicity is not an institutionalized practice.
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 26

Universities seem to look only holistic data, and not notice that these programs may not be an
option for underrepresented students because of lack of assistance (Bensimon, 2005).
The cost of study abroad could be considered an investment and one which may not be
attainable to all students. One study found that students who received financial aid were 11 times
less likely to consider studying abroad than those who did not receive federal aid (Salisbury et
al., 2010b). Burkart et al. (2000) suggested that costs as well as cultural factors persist as major
barriers to participation. Brux and Fry (2009) noted that 20% of their respondents listed work
responsibilities as a constraint. This suggests that finances are a barrier and shape expectations
and awareness about studying abroad.
Awareness, expectation, and opportunity can play a role in why underrepresented
students do not study abroad. Brux and Fry (2009) noted that international travel and studying
overseas have not been a part of most minority students’ culture. Brux and Fry also found that
concerns with familial and curricular obligations were also barriers. It could be gathered that
students should not be expected to know about studying abroad if it has not been a part of their
culture. Parents’ or guardians’ awareness and approval could also play into these opportunities.
Salisbury et al. (2010b) found that parents’ level of education was positively related to the
possibility of their children studying abroad in college. With every level or grade accomplished
by the parent, students’ awareness and likelihood of studying abroad increased by 5% (Salisbury
et al., 2010b). In addition, Salisbury et al. (2008) found that students who had lower cultural
capital, few social assets, and attended college were not aware of studying abroad as an option.
Study abroad experiences can be deeply enriching for low-income and underrepresented
students. Additionally, participation can also produce profound and lasting changes in students’
identity, academics, professional goals, and attitudes about their roles in society (Burkart et al.,
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 27

2000). However, the voices represented in the research are from either the researcher or
quantitative data. The research has not included the voice of the underrepresented student.
Narrowing the gap between research and practice should include narratives from
underrepresented students.

UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 28

Student Departure/Persistence and Critical Race Theory: A Paradigm of Study Abroad in
Literature

Study abroad advocates have long labored to increase minority participation (Brux & Fry,
2009; Chang, 2015; Salisbury et al., 2010b). International education councils and advocacy
organizations have argued that insufficient funding and a lack of information about benefits have
inhibited involvement by Students of Color (Salisbury et al., 2010b). College administrators have
been called to work harder to move minority students into the international arena (Redden,
2016). Funding, lack of understanding/marketing, and institutional obstacles could be barriers to
participation.
Underrepresented students have a vast racial, social, and cultural heritage, and students
desire to maintain and affirm their heritage (Bennett, 2001). Culture has been an integral part of
education, yet systematic patterns of dominance have denied some cultures equity in education
(Bennett, 2001). To create leverage and understanding of the barriers underrepresented students
face an incorporation of CRT and Tinto’s interactionist theory of student departure and
persistence should be utilized. Delgado Bernal (2002) defines CRT as a “framework that
challenges the dominant discourse on race, gender, and class as it relates to education by
examining how educational theory, policy, and practice subordinate certain racial and ethnic
groups” (p. 109). While little empirical research exists linking study abroad to CRT, using CRT
to understand the barriers underrepresented students is transferable and beneficial.
An abundance of research exists on student persistence and the intent of students
studying abroad (Salisbury et al., 2008; Salisbury et al., 2010a, 2010b). Tinto (1993) described
persistence as “a process of social and intellectual integration leading to the establishment of
competent membership in those communities” (p. 121). Tinto also described student departure as
“the unwillingness and/or inability of the individual to become integrated and therefore establish
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 29

membership in the communities of the college” (p. 121). These theories were used to understand
the literature from a critical paradigm.
Critical Race Theory
Critical Race Theory (CRT) contains five guiding tenets which assist in describing its
purpose: significance of race and racism, the challenge to dominant ideology, a commitment to
social justice, centrality of experiential knowledge, and an interdisciplinary perspective (Delgado
& Stefancic, 2017; Delgado Bernal, 2002; Ladson-Billings & Tate, 1995; Yosso, 2005). The
central idea in CRT is that race and racism are fundamental to understanding the systems and
structures that maintain supremacy and oppress people of color (Ladson-Billings & Tate, 1995;
Solórzano & Yosso, 2001; Yosso, 2005). Intersectionality of race and aspects of identity like
socioeconomic status, age, gender, and sexuality are also included in a CRT perspective.
Students’ socioeconomic status, culture, race, familial upbringing, gender, and sexuality shape
their identity and how they engage with educational structures of supremacy (Delgado &
Stefancic, 2017)
Delgado Bernal (2002) compared the experiences of underrepresented students through a
Eurocentric and CRT/Latino CRT epistemological perspective to demonstrate how differently
the perspective of identity is constructed. Delgado Bernal described identity not as a
racial/social construct but as multidimensional and weaving through various life experiences.
Delgado Bernal continued with a concept of knowledge and how it is valued, particularly as it
pertains to language, culture, and the responsibility students feel towards their communities.
This idea is similar to Yosso, Smith, Ceja, and Solórzano’s (2009) theory of community cultural
wealth. In this study, CRT was used to understand how participation in study abroad
acknowledged and recognized the unique relationship Students of Color have to their identity
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 30

and culture. Their personal identity and culture was used to understand how their experience
shaped their identity and understanding of the world.
CRT was used to understand how traditional research used a dominant voice to create
dominant findings so that the dominant culture could understand how study abroad affected the
White student. This positioned the White student as the norm for these experiences. CRT
assisted with expanding the research to give Students of Color a voice by sharing their
experience.
Student Departure/Persistence
It has been long understood that extracurricular activities develop a sense of belonging
and foster a higher retention rate (Tinto, 1993; Braxton, 2003). Students who were more engaged
on campus culture are more likely to do better than students who are not (Braxton, 2003; Kuh,
1994; Tinto, 1993;). Study abroad has been long understood to assist with retention and
developing a sense of belonging in the students’ studies and the world (Kitsantas, 2004;
Salisbury et al., 2008; Salisbury et al., 2010a, 2010b). Tinto developed a study based Van
Gennep’s (1960)research on life crisis to study college retention and dropout rates. Van
Gennep’s theory utilized a process of individuals transferring through stages of separation,
transition, and incorporation. Individuals who could transfer through these stages were more
socially stable and had the proper tools to navigate crisis (Van Gennep, 1960). Tinto’s student
departure theory focused on student retention and integration into college. Over the years the
theory focused less on why students depart and more on how to improve retention and student
success (Tinto, 2012).
Tinto’s (1993) theory of student departure mimics Van Gennep’s (1960) theory by using
three primary stages that students navigate: separation, transition, and incorporation. Tinto
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 31

suggested that students who effectively navigate through the three stages would be more likely to
have success in college and complete their studies. While labeled student departure theory,
Tinto’s research focused on retention and sense of belonging. Per Tinto’s model, student
departure can be viewed as a process of interactions among a student, their unique history and
strengths, and integration of others within the academic and social system of the institution.
These interactions lead individuals to stay enrolled at the institution. Researchers have suggested
that student success and persistence can also be linked to the factors such as family income,
language acquisition, nationality, healthy campus environment, and race (Kuh, Kinzie, Buckley,
Bridges, & Hayek, 2006).
The college campus includes environmental systems of historical culture, character, and
philosophy that either affirm underrepresented students’ sense of belonging or marginalize the
student to deny forms of support networks which are important to their success (Flowers &
Howard-Hamilton, 2002; Parker & Flowers, 2003; Strayhorn 2012). Higher education
institutions which encourage persistence and foster a sense of belonging had themes connecting
to Tinto’s (1993, 2012) research. These themes include meaningful interactions with diverse
peers, supportive relationships with faculty and staff, and frequent engagement in campus
activities and student organizations (Flowers 2003; Harper 2006; Strayhorn 2008a, 2008b).
When looking at study abroad, students who participated had strong characteristics of persistence
and a sense of belonging (Posey, 2003). However, the students who participated may have
already shown characteristics of persistence and a strong sense of belonging (Salisbury et al.,
2010a). Research conducted is unclear on whether a Student of Color with little sense of
belonging or persistence would show interest in studying abroad.

UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 32

Summary
Using the research provided, it is implied that participation in study abroad is a social and
academic activity in which some students choose to participate. Participation has developmental
benefits, which relate to its dominant White student population. Research has shown the benefits
of studying abroad related to identity, attainment, and persistence. Strategies have been
implemented to increase opportunity for underrepresented students to participate in these
program. However, these strategies may ignore the root problem, which is not participation, but
an absence of an inclusive and equitable platform for Students of Color to understand the
importance and process of these programs. The recommendations or strategies presented in
research are missing one significant piece: the reason Students of Color choose to participate.
Little is known about the trajectory to their success, their identity and sense of belonging prior to
participation, and whether their participation had an effect on their identity and sense of
belonging at their sending institution. Since Students of Color experience college differently
from White students, it would be reasonable to believe their desire to participate would be
different as well.
This study began with the assumption of marketing and participation as significant
factors in underrepresented students’ not participating in study abroad. Other assumptions were
that access, funding, family support, and fear played a role in creating barriers to participation.
The incorporation of CRT challenged findings revealed by a dominant narrative. Using CRT as
a lens displays how important it is to not rely on assumptions from previous research and to have
Students of Color give life to research by storytelling to understand their personal experience.
Through storytelling, or counter-narratives, underrepresented students can share their lived
experiences and discuss their sense of belonging. Understanding an underrepresented student’s
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 33

sense of belonging prior to studying abroad can aid in creating a path for other students’
participation. Counter-stories may reveal information necessary to overcome barriers and
obstacles presented in the research.
Relatively few studies have used identity and persistence as a variable when examining
Students of Color who participate in study abroad. Student counter-narratives can be used in
new ways to examine how students navigate study abroad. In turn, this could have an effect on
how international educators market, conduct info sessions, distribute applications, and prepare
students. These changes would increase opportunities for participation among all students and
give insight to institutions of the experiences, challenges, and opportunities for underrepresented
students. This could assist in effectively creating change for Students of Color in terms of their
sense of belonging and identity while participating in study abroad and attending their home
institution.

UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 34

CHAPTER THREE: METHODOLOGY
In the previous chapter, theoretical models of critical race and student departure were
examined. While both models have been used extensively in research, the aim in this study was
to examine, through the lens of each theoretical model, how study abroad has affected Students
of Color and changed or improved their identity and sense of belonging on their university
campus. Through counter-stories, I sought to answer the following questions:
1. How do students describe individual and institutional characteristics related to their
desire to study abroad?
2. How did the students experience in study abroad assist with creating a sense of belonging
and identity at their home/sending institution?
Qualitative Method
Grounded theory was used to inform CRT methodology utilized in this study. Grounded
theory provides a systematic, yet flexible approach that enables the researcher to conceptualize
patterns and structures found in substantive coding from the data. CRT methodology challenges
previous research which has distorted the experiences of Students of Color participating in
studying abroad (Malagon, Huber, & Velez, 2009; Merriam & Tisdell, 2016). This approach
will develop a theory grounded in a once unacknowledged and invalidated voice through the data
(Malagon et al., 2009). The blending of CRT and grounded theory is appropriate for exploring
underrepresented student identity and sense of belonging through the stages of participation in
study abroad.
Grounded theory is a methodology developed by Barney Glaser and Anselm Strauss to
develop theory from real life experience (Merriam & Tisdell, 2016). What was once a strategy
to challenge the over-reliance of quantitative scientific methodology in academia and social
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 35

sciences has ushered a methodological process which highlights the lived experiences of research
participants through a reflexive research process (Malagon, et al., 2009; Merriam & Tisdell,
2016). The use of grounded theory methodology provides an organized, yet flexible approach to
the development of ideas and theories grounded in data in place of testing hypotheses from other
theories. Strauss and Corbin (1990) define grounded theory as
one that is inductively derived from the study of the phenomenon it represents. That is, it
is discovered, developed, and provisionally verified through systematic data collection
and analysis of data pertaining to that phenomenon. Therefore, data collection, analysis,
and theory stand in reciprocal relationship with each other. One does not begin with a
theory, then prove, it. Rather, one begins with an area of study and what is relevant to
that area is allowed to emerge. (p. 23)
CRT methodology was developed as a framework aimed at impairing and damaging colorblind
ideology through the deconstruction of its racist premise (Delgado & Stefancic, 2017; Malagon,
et al., 2009). CRT is deeply rooted in social justice and giving its users a theoretical instrument
to eliminate racism and subordination based on language, class, gender, sexual orientation, and
national decree (Delgado & Stefancic, 2017; Malagon et al., 2009). CRT methodology employs
five tenets to use within research: the intersectionality of race and racism with other forms of
subordination, the challenge of dominant ideology, the commitment to social justice, the
centrality of experiential knowledge and the transdisciplinary perspective.
CRT methodology’s role in epistemological research is to deconstruct the knowledge
production process that has traditionally existed in higher education and provide a platform for
researchers to engage in research that was once taken out of history or develop new sources of
knowledge outside the dominant or Eurocentric academic realm (Delgado & Stefancic, 2017;
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 36

Malagon et al., 2009). To understand the importance of CRT methodology, Delgado Bernal and
Villalpando (2002) added,
Higher education in the United States is founded on a Eurocentric epistemological
perspective based on White privilege and “American democratic’’ ideals of meritocracy,
objectivity, and individuality. This epistemological perspective presumes that there is
only one way of knowing and understanding the world, and it is the natural way of
interpreting truth, knowledge, and reality. (p. 171)
The merging of methodologies, or the use of CRT as a theoretical position in grounded
methodology, is important in this study for a few reasons. First, grounded theory tends to be
more inductive in its methodological approach (Malagon et al., 2009; Merriam & Tisdell, 2016).
The intent is not to create new meaning (inductive) of the data or to test and hypothesize
(deductive) the theories laid out in Chapters One and Two, but to examine data and consider
every other possible theoretical explanation (abductive) for the events in this study (Malagon et
al., 2009; Merriam & Tisdell, 2016). An abductive approach will allow the phenomenon of the
study to be shaped by the data while using a CRT methodology to inform broader theoretical
questions. The second reason for fusing both methodologies is grounded theory does not take
into consideration domination in historical processes or normative standpoints and presumptions.
Grounded theory simply views theory as a constantly evolving process. The use of CRT
methodology exposes the many ways historic and institutional racism has manifested in social
interactions and structural processes, while grounded theory assists in moving toward theories of
social and structural change (Malagon et al., 2009; Merriam & Tisdell, 2016).
The research questions were purposefully broad in order to learn from the experts and let
their stories transpire. CRT assisted in sharing the untold stories of underrepresented students to
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 37

challenge and acknowledged a historically blindsided area of higher education (Delgado &
Stefancic, 2017). CRT was used to illuminate the oppressive realities within the experience of
underrepresented students (Huber, 2008). A CRT grounded methodology challenged the
inclination of fitting experiences into generalizable categories while simultaneously underlining
an experiential phenomenon an underrepresented student would confront, face, or feel while
studying abroad.
CRT methodology uses counter-narrative or counter-stories as an avenue to approach
educational research. Counter-stories have been proven to be an effective measure of creating
data and theory. Counter-stories validate the racial and lesser experiences of marginalized groups
(Lee, 2016). Lee (2016) defined this method as weaving stories of people who have been
overlooked in literature and as a method of examining, critiquing, and countering the master
narrative. Delgado and Stefancic (2017) defined master narratives or master stories as
presumption, hypothesis, or perceived wisdom a person in the dominant culture brings to the
discussion of race. Counter-stories are direct challenges to majoritarian stories because they
interfere with presiding understanding of race to make known the realities of racism, classism,
sexism, and other forms of inferiority experienced by people of color. Counter-stories are not
used as a response to majoritarian stories and to bring life to the struggles and injustices
encountered by people of color (Solórzano & Yosso, 2001). When utilizing counter-stories in
research, Solórzano and Yosso (2001) add that it calls attention to racist policies, practices, and
structures in education.
The purpose of this study was to share the counter-narrative on the experiences of
underrepresented students who study abroad, the meanings attributed to these experiences, and
how these experiences shaped their identity and sense of belonging during college. Each
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 38

student’s experience was unique. Common themes arose as the respondents identified and
interpreted their perspectives as an African American or Latina/o confronting barriers and
experiences before, during, and after studying abroad. A critical race grounded methodology
assisted in understanding the respondents’ experiences, emotions, and meanings.
Sample and Population
There is little insight as to appropriate sample size for grounded theory research (Strauss
& Corbin, 1990). There are no strict criteria to sample size, as the goal is to achieve saturation
(Strauss & Corbin, 1990). Saturation can also be achieved in the questions asked and time spent
conducting interviews. CRT methodology typically uses a case study approach, which uses a
smaller number of participants to produce the most information and have a greater impact on the
cause (Creswell & Creswell, 2014). Four participants were ultimately selected for the study, as
the study criteria limited student participation. Due to the homogeneity of study abroad,
participants were more likely to be female. In this research, all participants were female.
Pseudonyms were selected by the participants and used to protect their identity. A geographical
region designated by the United Nations (United Nations Statistical Division, 2017) was used
instead of country names or study abroad locations to ensure anonymity for the participants.
Participants are introduced in more detail in the following chapter, and Table 1 outlines their
selected pseudonyms, self-identified race/ethnicity, gender, region of study, and length of
program. All participants studied abroad in 2016 or 2017. Each participant received a $25 gift
card to a store of their choosing after completing the interview.

UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 39

Table 1
Selected Participants, Race/Ethnicity, Gender, Study Abroad Region, and Length of Program
Pseudonym Race/ethnicity Gender
Study abroad
region Length of study
Alayna
African
American/Black
Female Southern Europe Semester

Karley Latina Female Southern Europe Semester

Marissa
African
American/Black
Female Northern Europe Semester

Zoey
Latina/Middle
Eastern, Biracial
Female
Australia and New
Zealand
Semester

Site Selection
South Coast Kay University (SCKU; a pseudonym) is a private, faith-based, liberal art
university located in the western region of the United States. The university enrolls over 8,000
undergraduate students and 2,000 graduate students. While the university is considered a
predominately White institution, students’ racial identification has changed in the last decade. In
time, the university could be considered a Hispanic-serving institution, as 35% of its
undergraduate population identifies as Latina/o and 30% identify as White. The university prides
itself on various study abroad programs, both academic and non-academic, with a duration of a
year, a semester, 6 weeks, 3 weeks, and holidays. Students receive information on these
opportunities through various student-service and academic departments. Information is sent via
email, published online, and placed on campus. The university utilizes an external study abroad
company to organize, promote, and market a large portion of the semester and year-long
opportunities, and the study abroad office, through the office of the provost, coordinates the
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 40

remaining academic opportunities. Opportunities offered through the office of the provost are
collaborative efforts between the provost and academic colleges/schools. The university-
sponsored programs are significantly subsidized by the university and students’ financial aid.
Four to six African American or Latino/a undergraduate students were sought for this
study. I utilized several approaches to recruit participants. The faculty and staff of SCKU, who
served as gatekeepers, assisted in promoting my study to their students and potential
respondents. All participants were undergraduate students. The university’s faculty/staff club
advisors for multicultural club, Black Student Union, Hermanos Unidos, and Ballet Folklorico
assisted in inviting students via email, club meetings, and personal conversations. Other SCKU
members in various departments acted as gatekeepers and directed the researcher to various
students who met the study criteria. The majority of solicitation or marketing of the study was
done by word of mouth.
Sampling Method
I applied purposeful sampling to select participants for this study. Purposeful sampling is
a method to select those who will “best help the researcher understand the problem and the
research question” (Creswell & Creswell, 2014, p. 189). Using CRT grounded theory required
the sample understand the phenomenon and experience it. The criteria for participant selection
was that they be between 19 and 26 years of age, be U.S. citizens or permanent residents,
identify as African American/Black, Latina/o, OR of mixed race, have studied abroad on a 6-
week or semester-long program, and be current undergraduates or have graduated within the
previous semester.
Recent graduates would only be included if they studied abroad during their senior year.
The researcher believed it would be necessary to include terms on recent graduates and the year
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 41

in which they studied abroad due to the passage of time. It would not be beneficial to interview a
recent graduate who studied abroad their sophomore year, as too much time may have passed to
remember everything that occurred during the entire process. It was believed that current
students would make for stronger participants, as they would be readily available on the SCKU
campus. Citizenship or permanent residency were also criteria, as the experience of an
international student who studied abroad in a third cultural context would likely be different from
that of students who grew-up in the United States. The decision to add multi-racial participants
(provided they identify as either Latina/o, African American, or both) was made to include all
students of multiracial backgrounds at SCKU.
Data Collection
Qualitative, face-to-face, in-person interviews were utilized as the primary instrument for
this study. The researcher conducted one 90- to 140-minute interview with each participant.
Interviews were scheduled 4 to 7 days apart and conducted in the months of March and April of
2018 in a six-week time frame. This gave considerable time to accommodate scheduling
conflicts, university holidays, transcription processing, and retain physical and emotional
wellness. Students were asked to bring any journals, pieces of art, pictures, or assignments that
would assist them in telling their story.
The interviews had three specific sections and each part built upon the previous section.
The interview began with a broad narrative through the participants’ life and personal history.
The sections covered the student’s identity, community, and sense of belonging prior to, during,
and after studying abroad. At the same time, each section inquired upon lived experiences to
further the counter-narrative. The last question in every section gave the respondent an
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 42

opportunity to cover anything they felt was missing from that section or restate items that were
significantly important.
Instrumentation/Source of Evidence
The interviews focused on creating a counter-narrative through a CRT grounded theory
methodology. The interviews were semi-structured, leaving room to focus on creating a
platform for the participants to reflect and share a counter-narrative. When using a CRT
methodology, the general interview guide should contain
several specific questions you want to ask everyone and some more open-ended question
that could be followed up with probes, and perhaps a list of some areas, topics, and issues
that you want to know more about but do not have enough information about at the outset
of your study to form a specific question. (Merriam & Tisdell, 2016, p. 125).
Thus, the interview guide assisted with a systematic process of interviewing and guaranteed the
same questions and themes would be covered with each respondent (Merriam & Tisdell, 2016).
Merriam and Tisdell (2016) emphasized how an interview should typically involve some
structured questions, but ultimately focus more on unstructured questions and conversations.
Grounded theory methodology emphasized theory development based on respondents’
multiple and diverse perspectives, and semi-structured interviews allowed for concepts to emerge
and illuminate theoretical properties. Comments and critiques of the interview questions were
given by faculty at the Rossier School of Education at the University of Southern California and
peers in the researcher’s dissertation group who identify as African American and Latino/a. Their
comments were integrated into the interview questions. The interview questions were based on
CRT research and literature associated to underrepresented students and study abroad
participation. All interview questions were intentionally written to bring clarity and purpose and
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 43

not written to assume all participants had the same identity or experienced the same outcomes.
Since the focus of this study was Latina/o and African American students and a CRT framework
was used, questions about the effects of race were asked in each section. The interview protocol
determined the course of the interview, yet discussions routinely became conversational, which
allowed the participants to reflect on their experiences. A full transcript of the session was made
available to each participant 3 weeks after their interview.
Students were asked to share journals, reflections, artwork, pictures, or weblogs from
their time abroad. These documents were not a requirement to participate. The additional
documents would bring clarification and understanding to the participant’s counter-narrative.
Documents are “typically a natural part of the research setting and not intrude upon or alter the
setting in ways that the presence of the investigator might when conducting interviews”
(Merriam & Tisdell, 2016, p. 162). The documents were primary sources, meaning that they
were direct documentation from the respondents. Primary resources are stories recounting
firsthand experiences with the phenomenon of interest (Merriam & Tisdell, 2016).
Audio from the interviews was recorded using an iPhone, with a tablet or computer as a
backup. All transcripts were outsourced to a trusted transcription service and reviewed by the
researcher. Respondents were offered the opportunity to review their transcription.
Transcriptions were sent to the respondents and the individuals were given the opportunity to
request clarifications and/or corrections. All clarifications/corrections were made to the interview
transcript, and a special note was included next to the correction. Field notes were taken during
and after the interviews. Field notes include descriptions of the environment and setting,
reactions of the participants, observations, researcher perceptions of how the interview went, and
how a connection or relationship was built.
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 44

Participants had the opportunity to discuss details related to their study abroad
experience. Experiences, identity, and the students’ sense of belonging were the main context of
the findings. Reflections of the participants’ counter-narratives were included during this time to
examine the correlation between lived experiences and their time participating in study abroad.
Member-checking, which is an inquiry technique used to improve validity and credibility, was
used during all interviews (Merriam & Tisdell, 2016). Member-checking requires a substantial
amount of time on the part of the respondents, and doing it allowed the researcher to effectively
reinforce what was being said as to not add to the student’s story.
Prior to being interviewed, respondents briefly met with the researcher to go over the
study and distribute a research consent form. Meeting the researcher prior to the interview gave
respondents time to ask any questions, read through the consent form, and establish legitimacy
and trust. In hindsight, the meeting became important to the study, as it resolved any thought of a
White researcher having an agenda or the respondents’ feeling fearful or suspicious. The
additional time with the respondent diminished the idea of the research being racially politicizing
and offensive.
Data Analysis
After each interview, the audio recording was sent to a trusted and confidential
transcription service. Once the transcripts were received, the audio and transcripts were checked
for quality by the researcher. Transcripts and journals were downloaded to NVivo, a qualitative
coding software, for coding. Interviews and journals were analyzed using the constant
comparative model of data analysis (Merriam & Tisdell, 2016). The constant comparative model
is described as the comparison of one set of data (interviews) with another set of data (other
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 45

interviews or documents) to determine similarities and differences in the research (Merriam &
Tisdell, 2016). Analysis of the data continued with open coding and empirical coding.
Open coding was followed by axial coding, which can be defined as relating segments of
the data to one another through categorizations (Merriam & Tisdell, 2016). The final process was
selective coding. Selective coding is defined as the development of core theories and
propositions taken from the axial coding (Merriam & Tisdell, 2016). NVivo was used to code,
organize and synthesize all interview transcripts and journals for common themes.
The data analysis generated codes, which were used to create concepts. Those concepts
were constructed to further develop categories, which were used to create a theory. The theory
would detail respondents’ experiences studying abroad and deconstruct oppressive findings in
research. All of this was completed with the goal of empowering Students of Color.
Credibility and Trustworthiness
To ensure credibility and trustworthiness of the findings, I used various strategies
suggested by Merriam and Tisdell (2016). Credibility of the findings was ensured by member-
checking the data and themes of the research with a number of the study participants. I met with
the study participants individually and received feedback on the findings. I was able to ensure
that their experiences in college and studying abroad were well represented. The time also
offered the participant the chance to give additional comments or feedback, which they offered.
Member-checking ensures the participants’ stories were used to answer the research questions
and their personal perspective remained consistent (Merriam & Tisdell, 2016). This ensured
strong evidence and consistent findings.

UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 46

Ethics
The following steps were adapted from Maxwell’s (2012) approach on ethics and
guaranteed the study was conducted ethically. Anonymity of the university, its students, and the
participants was ensured from the beginning. Students names were changed to ensure their
privacy. Confidentiality of students, programs, and those observed guarantee the ethics of this
study. Informed consent was granted to those who were interviewed through a consent form and
recording. Students were informed of the limited consequences of participating in the study.
Notes, documents, and forms were submitted to a professor to ensure ethical consent.
All interviews and transcripts were secured under a locked digital file, with only the
researcher knowing the file password. Journals were kept in a locked desk in a secured office.
Only the researcher had a key to the desk. Journals were returned to participants once digital
copies were made. Digital copies of participants’ journals were secured in a password-protected
file on the researcher’s computer.
Role of Researcher
In qualitative research, the researcher is the tool for implementation or the interpreter
(Creswell & Creswell, 2014). In this role, self-awareness of my thoughts, values, and biases was
important and could not be removed or alter how I conducted, analyzed, or interpreted research.
Touching on this area previously, my gender, educational background, and socioeconomic status
had an effect on this research. More noticeable was my race and experience in international
education.
White researchers who study minorities or underrepresented communities could be viewed
with apprehension and suspicion (Yosso, 2005). These communities tend to be stereotyped and
improperly labeled while the White researcher works from a deficit perspective (Yosso, 2005).
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 47

White researchers working from a deficit perspective do not consider the strength that comes
from others’ perspectives or communities (Yosso, 2005). However, as a White researcher with
experiences and knowledge in international education, I believe there is a sense of responsibility
that comes with understanding lived and shared experiences of all students who study abroad,
including those who have not been given the platform to share those lived experiences.
Through the process of piloting this study, I recognized that my knowledge of Latino/a
and African American history and culture was limited. The courses taken in higher education
have supplemented my knowledge and forced me to think about my own privilege and racism.
Like most items in life, this is an ongoing reflective and learning process that will never be
accomplished. While uncomfortable, it was rewarding to gain a growing understanding and
awareness of my personal limitations and perceptions of others and society. With the assistance
of my research committee and studying of CRT and decolonial worldview, it was my hope to
produce a narrative which reflects an authentic story of underrepresented students.
Positionality
I am a White male and researcher focused on the identity and lived experiences of study
abroad participants who identify as African American and Latina/o. Choosing not to consider my
own race and sex and the effect these could have on the study would perpetuate a dominant
ideology rooted in Eurocentric research and White supremacy (Huber, 2008). For this reason, a
CRT grounded theory approach was selected. CRT and grounded theory methodology(ies)
require self-reflection, theoretical sensitivity, awareness of the meaning found in the data, and
acknowledgement of researcher biases and assumptions (Creswell & Creswell, 2014; Huber,
2008; Solórzano & Yosso, 2001). Phenomenological research emphasizes the importance of
worldview, background, and culture (Creswell & Creswell, 2014). CRT emphasizes the
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 48

importance of challenging the traditional historicity and research paradigms to unearth
transformational meaning (Huber, 2008).
It would be foolish not to acknowledge the additional layers or connotation that
ascendancy, hegemony, subjugation, and status could attribute to my position as researcher while
researching Students of Color. When researching sensitive topics like race and perspective, it
should be normal to acknowledge that no human can be entirely objective. My personal beliefs,
values, and moral stances would be present and inseparable from who I am or my research
process. However, it is my ethical duty to intentionally and mindfully attend to the roles of a
researcher.
My knowledge and understanding of Latino/a and African American culture has been
fostered and developed by the cultural context and interactions of my family and the
geographical location of my childhood home. While living in a very culturally diverse
neighborhood, my immediate family unit adhered to traditionally White middle-class ideologies.
To assist in my understanding the history and culture of Latin/os and African Americans, I have
fostered mentoring relationships with faculty and staff members at my current institution. The
USC Educational Leadership Doctorate Program and its coursework in educational equity,
diversity, and social justice have been critical in shaping and challenging my own views and
racial perspectives. Beyond the research, I will continue to reflect and learn, knowing that
inequity will be a challenging, yet uncomfortable, topic.
My race affected this study in several ways. The two largest concerns of my positionality
were my Whiteness and role as an administrator and how these could influence those who
participated in the study. When meeting with students for research, I was mindful about where
and how we met. When conducting an interview, I would purposefully dress down and not wear
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 49

university apparel. I did not want the student to believe that any part of my research would be
connected to my role as an administrator. During the interview, I tried to create a safe place
where the student would be free to communicate about their experiences with study abroad and
how it shaped their identity and sense of belonging on campus. Interviews were typically
conducted in a private, reserved, room in the library. The room had many widows and created a
sense of openness, yet it was private enough for students to feel comfortable sharing their
experiences. My communication with the students prior to interviewing was primarily over text
message or email. I met with each student prior to the interview to distribute the consent form
and answer questions concerning the study. As the researcher, I made sure the students would
understand that they were the experts in this situation. While I had my own understanding and
experience in study abroad, I did not know the perspective of a person of color, nor did I
understand how study abroad would assist in identity development or fostering a sense of
belonging. To make sure I was understanding the student’s narrative, I interpreted their answer
and restated or summarized their response. The student then offered feedback or clarification.
Summary
This chapter presented the methodology and rationale for this study, explaining sampling,
instrumentation, data collection and data analysis procedures. Chapter Four focuses on the
presentation of the data and creating a theory of underrepresented students participating in study
abroad. Chapter Five includes a discussion of the findings and implications for
practitioners as well as recommendations for further research.

UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 50

CHAPTER FOUR: FINDINGS
Chapter Four presents the findings from an examination of the journey of
underrepresented students studying abroad, from interest to reentry, and how their experiences
shaped their identity and sense of belonging at their home/sending institution. The terms identity
and sense of belonging were used in this study as two distinct and independent outcomes of the
student’s exposure to college and their journey in study abroad.
This chapter was organized in three parts. To start, a short biographical narrative of each
participant is provided. The biographical narratives provide a brief understanding of each
student. The second section, titled “Individual and Institutional Characteristics,” answers the first
research question. This section provides detailed experiences of the students as they created a
desire to study abroad. The individual and institutional characteristics have been shaped with
CRT methodology due to the findings calling into question dominant ideologies or understanding
of how students access or create a desire to study abroad. The last section, titled “Identity and
Sense of Belonging Post Study Abroad,” answers the second research question and creates a map
of the four students’ journey after studying abroad. Chapter Four is followed by Chapter Five,
which encompasses a discussion on the interpretation of the findings, their usefulness,
implications for practitioners, and recommendations for further research.
Through interviews and journals, the study aimed to explore the identity and sense of
belonging of underrepresented students through their college experience and participation in
study abroad. The research and interview processes gave the students an opportunity to share
their lived experiences. This offered the students an opportunity to share their personal stories
and shape a new narrative not provided in research. The students highlighted their personal
struggles with the study abroad process and how their experience studying abroad shaped the
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 51

trajectory of their success and sense of belonging at their home university. Sense of belonging
was defined with the assistance of Tinto’s research (1993, 2012) as a sense of identification or
position in relation to a group or community within the higher education institution which may
produce a cognitive and affective response. Realizing that sense of belonging is insufficient in
explaining a student’s study abroad experience in relation to their home university, this study
relied on CRT framework with grounded theory methodology to reveal how African American
and Latino/a undergraduate students experience in study abroad changed or developed their
identity at their home university (Delgado & Stefancic, 2017; Malagon et al., 2009; Strauss &
Corbin, 1990).
To assist with the study, two research questions were created to give the interviews a
framework:
1. How do students describe individual and institutional characteristics related to their
desire to study abroad?
2. How did the students experience in study abroad assist with creating a sense of belonging
at their home/sending institution?
CRT methodology helps understand the perspective of the students’ participation in study
abroad. CRT was used to illuminate the realities which mediate the experiences of Students of
Color. CRT informed the findings by creating a platform which would validate and honor new
accounts of four underrepresented students’ desire to study abroad. The methodology aids in
challenging dominant research models which guide traditional forms of academic research, so
that a new understanding emerges through the stories of four students, which can broaden
understanding of study abroad, identity, and sense of belonging.

UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 52

Review of the Participants
A brief synopsis of each respondent is included below. The intent of the biographical
information was to provide insight into the student’s life and into the similarities among and
cultural uniqueness of respondents. The students are presented in alphabetical order, using self-
selected pseudonyms. This section is followed by a discussion of the findings from the study.
Alayna
Alayna is a positive, reserved at first impression, 23-year-old senior. She is completing
her degree in health science and will be graduating in a few months. When inquiring about
graduation, Alayna swells with joy and exclaims, “it has been so much fun, but I am ready to
have this degree completed.” Alayna is African American and was born in Southern California,
but spent most of her adolescence in the Midwest. Her family moved back to Southern California
when Alayna was entering the seventh grade. She is the oldest in her family. Raised by a single
mother, she shares, “When we first moved out to California, we lived with my aunt and her
family. It was like ten people in one house.” Alayna’s family would eventually move to an
apartment, but due to her family’s finances, they would move often. Alayna shared, “we went
from apartment to apartment, we would get evicted.” Alayna mentioned that the continual
moving of homes contributed to her low grades in high school.
Alayna came to know about SCKU by attending a class with her aunt. When Alayna was
in high school, her aunt invited Alayna to a class she was taking in the evening. Alayna
mentioned,
I came to an evening class, and I loved it. The class was small. I actually knew some of
the answers to the questions, so I was like, “Man, I think I could do college. It’s not as
hard as I thought.”
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 53

Alayna never thought she would be able to attend SCKU; she mentioned her grades were poor in
high school, but a university admissions counselor encouraged her to apply. Alayna shared, “My
counselor called me every single day. He continually asked about my application and where I
was at with it. I did not take it seriously at all.” Alayna labeled her acceptance into SCKU as a
“Miracle.” Growing up in the Christian faith she mentioned, “getting accepted into SCKU was
all God. I don’t know how I did; my GPA was terrible.”
Alayna was a true freshman at SCKU, meaning she did not transfer from another school
and attended directly after high school. She described her experience at SCKU as “Awesome.”
Alayna lived on campus and loved the community of SCKU and how easy it was to be involved
in events and programs. Like many of the respondents, Alayna mentioned applying for a
leadership position on campus, but she did not qualify due to her grades her freshman year. Since
then, she focused more on her academics and found leadership opportunities within her
academics.
Alayna’s overseas experience prior to study abroad was limited. She had gone to Mexico
with a college friend once, but had no extensive travel experience. Her study abroad experience
took place during the fall semester of her junior year. Her roommate, Carmine, had been an
influence in her decision to study abroad in Southern Europe. The learning environment there
was with the company she chose to study abroad with. Alayna participated in classes with other
students, but they were not at a traditional university. Alayna’s semester abroad was a traditional
semester, meaning she was in Southern Europe for roughly 12 weeks and enrolled in classes the
entire time.

UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 54

Karley
Karley is an outgoing, sociable, and passionate 21-year-old senior. Karley is completing
her degree in behavioral and social sciences and graduating in a little over a month from when
the interview was conducted. When asked about plans after graduation, she explains, “I always
had a feeling I would attend graduate school.” Karley will be attending a master’s degree
program in the fall. Raised in Santa Barbara Country, Karley is the daughter of immigrants. Her
Guatemalan father and Mexican mother met in college. Karley identifies more with her mother’s
culture than her father’s, but was comfortable identifying as Latina. While Santa Barbara
County can lead to many preconceived ideas of Karley’s socioeconomic status, Karley was quick
to comment that “we are not well off. My parents have to work hard.”
Karley grew-up in a predominantly Latino/a community. Her parents have been pastors
since her birth. She started her education attending public school, but, around middle school, she
attended a private school. She describes her first few months attending a private school as
“rough.” She was one of the only Latino/a students in the predominantly White school. Not
feeling like she belonged, she attempted to fail out, but could not let her family down. Education
was a very strong focus in her family. Her mother and father always encouraged her to do well in
academics.
Karley came to know about SCKU through a friend she met at a weekend winter retreat.
Karley recounts, “I never had a dream college just because it felt really out of reach growing up.
The people that I knew that went to college were all White.” Karley assumed she would attend
community college and work her way through a degree. Karley and her father visited SCKU her
senior year, and, as she walked around campus, “I felt like I belonged here. I started picturing
myself here, walking down the halls, and knew this was the place for me.”
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 55

Karley came to SCKU as a true freshman. She had a very difficult transition to college.
Her personality meant that wanted to be a part of everything, which made her overwhelmed and
lack focus in classes. She desired a strong community, but did not have time to invest in people
because she felt the need to “be involved in everything.” After her first semester at SCKU, she
decided to apply for leadership and was denied. This was a defining moment, as it reminded
Karley that she needed to slow down and put her academics first. Karley created more
boundaries and fostered the opportunity to create a very strong community of friends.
Karley and her family had traveled a handful of times to Mexico and Guatemala during
her adolescence. Her experience with study abroad was the first time she had traveled alone or
without her family. Karley’s study abroad experience took place the spring semester of her junior
year. Her sister and a friend at SCKU encouraged her to study abroad. When deciding where to
study, she wanted a location where she knew the language. Her decided to study in Southern
Europe. Her experience included classes with her classmates, a home stay, and limited traveling.
Marissa
Marissa is a 21-year-old senior and behavioral/social science major. Marissa is vibrant
and full of life. When asked about her personal life, she mentioned her parents were both from
Western Africa, yet she was born and raised in Los Angeles County. When asked about her
travel experience prior to study abroad, Marissa replied, “I have been to Northern Europe and
Western Africa when I was nine. I have been to North America. My aunt lives there. My senior
year of high school, I went to Western Europe to do a choir trip.” Marissa was an only child
until college. Her family has recently adopted two children. She mentioned the adoption spurred
a desire to become a child therapist.

UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 56

Marissa came to know about SCKU through a friend. Marissa mentioned,
I wasn’t planning on applying to SCKU, but my best friend was and she wanted me to
attend. While I was waiting, I don’t know what happened, but I was like, “I just really
want to go to SCKU.” It was the weirdest thing; I hadn’t even visited the school.
Attending SCKU was like Marissa’s high school. Her identity was wrapped around the idea that
I need to be in this and that and involved. I can appear like this. I think being in
leadership or being in a position is what I had done in high school, so going into college
it was like I need to keep doing that because that’s what I do.
Marissa chose to study abroad because she desired to travel more before graduating. Her
cousins and close college friends encouraged her to apply and journey through the process of
getting approval to participate. Marissa studied abroad the spring semester of her junior year. She
decided to study in Northern Europe, which was her first choice. Her program involved
participating in classes at a university with students not a part of her program. Marissa lived a
train ride away from the university with other females in her program.
Zoey
Zoey is a 21-year-old senior journalism major, who plans to dive into her career after
graduation. Zoey was born and raised with two other siblings in Los Angeles County. She
identifies as Latina, yet is biracial. Zoey’s mother is from Central American and her father is
from the Middle East. Zoey’s parents valued a quality education for their children, so their
children attended a private school their entire academic careers. Zoey emphasized the financial
burden it was to send her to private school. Growing up, Zoey and her family traveled very little
outside of the country. She mentioned traveling to another country in North America and
traveling to Central America.
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 57

Zoey learned about SCKU through her advisor in high school. She wanted to stay at a
private school because she enjoyed the size of smaller schools and would feel out of place at a
larger school. Zoey mentioned, “I also wanted to be somewhere kind of far from home. So I
chose SCKU because I thought the distance was perfect. It wasn’t too far, but it was just far
enough so I could move out.” Zoey has enjoyed her experience at SCKU. She feels “valued by
faculty” and “there is a real care for what I want to do for the rest of my life.”
Zoey chose to study abroad because she was having a hard time at SCKU. Freshman year
for Zoey brought many friends and events. She had built confidence to apply for a leadership
position on campus and a few jobs she felt qualified for. She soon found out she did not get any
positions for the upcoming fall semester. Coming into college, she did not have a desire to study
abroad, but her roommates and friends were wanting to participate. Zoey mentioned,
I wasn’t doing well with friends. I was struggling with jobs and school and making
friends all at the same time. My freshman year, I felt very valued and that I was given
attention, but, sophomore year, I kind of lost that attention. So, I don’t think I was used to
that, and I didn’t feel like I really belonged.
Zoey was influenced to apply for study abroad by her roommates and friends. She
applied to study in Australia/New Zealand the fall semester of her junior year. When asked about
the location, Zoey mentioned, “I researched so many countries, so many programs, and actually
the most expensive one was Australia. The tuition was covered by my grants and scholarship, but
I looked at one of the cheapest ones in Australia.” Zoey chose a program one of her close friends
had participated in. She attended a university and lived on campus, in a dorm, with other
participants.

UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 58

Summary
The biographical portraits provide context to the experiences of four students who
participated in studied abroad through SCKU. All respondents are female and identify as
Students of Color, either African American or Latina. All are children from families who have
worked hard for their children to have a quality education and obtain their dreams. Participants
were recipients of financial aid packages, including larger need-based grants. While this was not
a requirement of the study, it shaped how study abroad was independently viewed and
conceptualized by all four students. Each student used her financial aid package (both grants and
loans) to cover the cost of studying abroad. Where the students differ from participants in other
research is in their participation of study abroad. Each student overcame the stereotype research
has presented and participated in a semester-long program. Each student found differing levels of
support and different communities within the campus that affected their identity and sense of
belonging, yet found success in degree completion. All of these factors have an impact on the
students’ sense of belonging and identity at their home institution. The next section answers the
first research question and discusses the characteristics, both individual and institutional, related
to their desire to study abroad.
Research Question 1: Individual and Institutional Characteristics Related to Study Abroad
In response to the first research question, many findings emerged and were used to create
a narrative and theory based on the stories of four female Students of Color. The four students’
commonalities explain their individual characteristics and shed light onto the institutional
characteristics related to their study abroad experience from a 4-year faith-based institution in the
western United States. The students desire of, or desire to, create a strong sense of belonging was
confirmed as a key component in the intent to study abroad. In addition, the participants
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 59

confirmed their identity as Students of Color proved to be an even larger component when
deciding to study abroad. Due to the nature of the research, each respondent had an
understanding, prior to the interview, that their race and ethnicity would be a centralized topic of
conversation.
The first research question was designed to elicit understanding of how the four students
developed the desire to study abroad. Due to the nature of the research question and the use of
CRT methodology, the individual and institutional components were merged to share a
theoretical narrative. The attempt in the research was not to generalize each student’s perception
of her academic and social environment, but to show how each student had independent
similarities to the others. Similar to Tinto (1993), students had perceptions of their academic and
social environments. These perceptions changed as they journeyed through finding or
developing a sense of belonging at their home institution. Students had a positive experience at
their home institution. Alayna described her experience as “fun” while Marissa described her
sense of belonging as “purposeful” and “great.” Karley continually commented how SCKU had
“so much involvement” for every student, and Zoey commented on how SCKU focused on
“building a strong community.” Over their time as SCKU, each student adopted her own unique
sense of belonging, similar to other students at SCKU, and one that was highly defined by what
they were involved in, which was developed by a historic institutional ideology.
Involvement: The Adoption and Challenge of a Dominant Ideology
Students experienced a sense of belonging when they developed relationships with other
students and attended programs and services affiliated with the university. This feeling of
identification and belonging happened in two unique ways. First, students stated their
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 60

roommates, over time, became an adopted or secondary family. Karley found her friends
became a lot like family:
I really developed a stronger sense of family just because I don’t have family around. I’ve
taken that value and created a sense of family here, just with the people that I’ve met.
More of my close friends and roommates, than others.
For Karley, developing a family in college was detrimental to her identity and desire to study
abroad. Her new family would be the individuals who encouraged and supported her desire to do
so.
Zoey and Marissa also experienced a sense of belonging with their roommates. Being
roommates themselves, they had developed a deep bond, which translated into a deep sense of
belonging prior to participating in study abroad. Zoey had described who played a role in
defining her sense of belonging: “My friends, who I hung with I think helped me become the
person that I was at the time. I think that’s a major thing for people, depends on who you hang
out with.” Alayna also had a similar experience prior to study abroad: “I was able to meet a lot of
people and I’ll still see some people that I’ve either lived with or I lived on the same hall and
we’re all still pretty close. I just loved interacting with everyone.” Alayna later went on to
describe how her friend were like her family at the university. She had developed strong ties with
her roommates and friends in her major courses.
The second area which shaped their desire to study abroad and had a role in shaping and
changing their sense of belonging was that the traditional ideology SCKU encouraged students to
develop a sense of belonging. Students felt there was an institutional push to be involved in
many activities and events. Students defined their freshman year as involved and described
finding their identity in involvement. The more students were involved, the more they felt
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 61

connected to others. Marissa mentioned her involvement and how it developed a sense of
community for her:
I think that the community is great. I like that it’s small enough where you can see people
that you know [and] big enough for where you can meet new people every single day.
I’ve been involved in leadership here, so I think that, from the get go, I was plugged in.
There is always something to do: events, sports, and activities.
Alayna has mentioned something very similar:
I love it. I love the community. I love the people and the events. Really, if you ask any of
my friends, I’m always at some sporting event or career center event or international
student event. I just love to be involved. I like how there’s a lot of things to do on
campus.
The continual events and programs eventually caught up with each student. Karley described her
experience prior to study abroad as being exhausted from involvement:
Prior to study abroad, I was peaked. I was like, “This is who I am. It’s going to suck
leaving, but I’m so pumped to study abroad.” I was so caught up with leadership and
activities that it made me anxious. I was ready for a break.
Karley and the others were trying to fit into a dominant ideology of community and sense of
belonging, but the outcome was creating social and personal stressors. The students described a
time, prior to participating in study abroad, where involvement was becoming saturated or too
much. Each student commented on a need to “take a break” or “get away” from the current
culture of SCKU. The institutional desire for students to be involved was causing dissonance for
the four students. Study abroad allowed them the space to reflect on their personal identity and
how they wanted to be involved at their home institution.
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 62

To further stress a culture of involvement, applying for student leadership was a topic
that flowed through each student’s narrative when developing desire to study abroad. Students
who received a position in leadership had to decide between studying abroad and participating in
student leadership. Marissa and Karley had to navigate through the decision to be a student
leader or study abroad. Marissa mentioned it was a tough decision, but this was a once in a
lifetime experience, and she was ready to be away. Marissa discussed leadership as something
she needed to participate in to find a sense of belonging and identity:
Before study abroad, I felt like I needed to do leadership to find a place at SCKU. Even
though I did feel accepted, I still felt like I fall under a category. It’s like I’ve always
done leadership, that’s who I am, and not being able to apply for that has helped me
release that. One, you don’t need to have a title to be a leader. You can be a leader
wherever you are, you know. Two, I needed a break from the expectations of the school
and the expectations of myself.
Karley had looked at what was required from both and she was ready for some time away:
I think it was a tough decision at the time, but leadership is kind of hyped up because
you’re thrown into all of these things that are required of you. Everything is so
intentional and kind of required and mandatory.
A student leadership position was not offered to some. Zoey and Alayna shared their
desire to be a part of student leadership was not granted. During that time, the desire to study
abroad grew. Zoey relates her desire to study abroad developing when she did not receive a
leadership position:
I think that I was so interested in being part of leadership because it’s so valued here, and
I think, if I got that position, I would’ve never studied abroad because I would want to
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 63

continue to get higher and higher. But I think that was great, that I didn’t get it, because I
don’t think I was ready for it. I don’t think necessarily that I wasn’t ready for it, but
maybe it’s great that I didn’t get it because I just got another opportunity that changed me
in so many other ways that I think leadership probably wouldn’t have at the time.
Zoey, like many students, did not dwell in not fitting the mold or ideology of involvement at
SCKU. Zoey turned a bad decision in an opportunity to learn more about herself and her identity
through study abroad.
The amount of time which was spent discussing student leadership with the students,
signifies a cultural ideology the students had to process through. The narrative suggests how a
student leadership creates a sense of belonging or identity to the dominant population at SCKU.
This sense of identity or belonging was taken into consideration for all the students. Students
created strong relationships with their roommates. This assisted in creating a sense of belonging
at their home institution. The institutional culture desired each student to be involved in multiple
programs, clubs, academics, and student leadership. The cultural requirements from SCKU were
communicated as influencers in the students’ need to “get away” or “take a break.” The students
desire to study abroad was influenced by the need for a break from the institutional dominant
culture.
Influencers to Study Abroad
When asked about who influenced the four students to study abroad, each mentioned a
person of color. Alayna said her roommate, Marissa mentioned her parents and later remembered
her cousins had a major influence in her desire to study abroad. For Karley, it was her older
sister, and, for Zoey, it was a friend and roommate. Their influencers may not have all that much
in common from this perspective, but, when asked to elaborate, a theme in the four students’
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 64

responses emerged. The students were influenced by people of color who also participated in
study abroad. It was found that the students shared a similar narrative of how people of color
guided them to and through the study abroad process. CRT methodology strongly accepts that
lived experiences of people of color are crucial in assisting to understand how, and to what
extent, race and racism mediate life (Delgado & Stefancic, 2017). One of CRT’s tenets discusses
how people of color are creators of knowledge and influence others to experience this
knowledge. It is out of this frame that influencers to study abroad are discussed. Alayna shared
her desire to study abroad was influenced by her Latina roommate:
My roommate, Carlita. It’s always been her dream to go to Southern Europe, and my
dream has always been to go to Southern Europe. I had never thought to study abroad
because I’m a health science major, and my degree guide, it didn’t look like there was
any gaps.
Karley was influenced by two separate individuals. Her sister and a Latina friend had studied
abroad before her: “My older sister, she’s two years older than me. She studied abroad in Central
American when I was a freshman in college. In addition, one of the girls in my study group my
junior year.”
At first, Marissa had mentioned her parents had encourages her, but when the
conversation continued, it was discovered that her cousins had also studied abroad, and she was
influenced by their stories and knowledge of study abroad: “My parents encouraged me, but I
also had cousins and two friends studied abroad before me. One studied abroad before I met her.
Then, my best friend, Zoey, studied abroad. I guess you can say they all encouraged me.” Zoey
was encouraged by a friend from college:
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 65

My friend, Teresa, studied abroad in Southern Europe, and I just went to one of the
sessions. She told me all about her trip. She went through the summer, though, so I was
thinking, okay, maybe I can go for the summer. But, then, when I went to a study abroad
session, I kind of got more into it. And wanted to go during a semester.
Karly, Zoey, Marissa, and Alayna all mentioned a friend or family member which
influenced their participation in study abroad. When asked to elaborate on which friend or
family member, it emerged that the influencer had also studied abroad and was a person of color.
When digging deeper into the role of the influencer, stories from the students unfolded of how
the influencer guided the student through study abroad. The influencers knowledge and
experience assisted the student with their application and petition process and kept them
motivated to participate.
Support from Sending Institution
While not related to desire to study abroad, the students mentioned the same hurdles
faced when applying and navigating through the process of petitioning to study abroad. The
students felt there was little support through the application process at SCKU. When talking
about the application and petition process, Marissa mentioned she knew she needed to rush and
just get it done:
I definitely think, now that I think about it, it was definitely a rush. I felt like I didn’t have
a break during that time because I was always go, go, go. You need to go to this office,
that office, this office, that office, make sure everything is gone through. My petition’s
gone through because that’s another thing. Sometimes I feel like I wasn’t informed on if
this was passed or not. It was just like you are responsible for making sure that
everything is in by the due date. Leadership is a little different because it’s just one
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 66

application and then you get a call for an interview or not. With studying abroad, it was
definitely like, or, even though SCKU did help you, it was a lot on you to make sure that
it’s going through. That was probably, I think, it was a rush process but I never was
nervous or like, “Oh, this isn’t going to get done or anything like that.” I would have to
continually contact SCKU offices to make sure that it went through. There was nothing
that ever was held back, but that was just my responsibility, if that make sense. I cannot
necessarily wait for any office to email me, or be like, “Oh, this went through.” I just had
to make sure like, “Did it go through? Okay, great.” Like, it’s being passed along.
While Marissa felt rushed through the process, Zoey mentioned she has almost no preparedness
or support from SCKU:
Honestly, I wasn’t prepared at all from SCKU. I was the one who had to keep asking
what do I do now, what do I do now? And if I never asked that, I don’t think I would’ve
ever been told, “Oh, you were supposed to do this.” The petition is definitely a long
process that they kind of threw me into. I was trying to figure it out on my own.
Lack of support did not deter Zoey from participating in study abroad. Karley had an experience
similar to Zoey’s. The difference was Karley had a friend who went through the petition and
application process before her and gave Karley warning of the process:
No one ever talked to me about study abroad. It was something that I sought for myself,
and I just did the paperwork, got it approved through the school, and that was it. It wasn’t
very talked about from any department. No department talked to me like, “Are you ready
for study abroad?” It was just all on me. I was scared to process my paperwork because
of the experiences from my friend. It was just really frustrating.
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 67

Alayna, being the most recent individual to go through the process, had some changes in her
process. Alayna continued to comment on how the process was more of an effort then what she
had expected:
The process started with an information meeting, and, if you were late to the meeting by a
minute, you couldn’t get in, and you would have to come back. I didn’t know that, and I
was late, and I had no idea where the student study abroad office was. I was late, and I
got in there, and I was begging her like, “I didn’t know. That wasn’t advertised, I’m
sorry.” She let me stay, thankfully, and then they gave us this checklist and it had, I can’t
remember how many things, but it definitely more than 10 things that we had to get
completed or checked by one of the offices at SCKU. It started off by just doing research
of your place, and then it started with a meeting with an academic adviser, and then
looking at the courses and selecting courses you would want and getting those approved
by the office of registrar. That was probably the longest step because, once you got it to
them, it’s like they took their sweet time with it and you’re waiting.
The application and petition process seems as though it was a hurdle students had to navigate
through with marginal assistance. The process had no significant effect on the students’ desire to
study abroad, but was mentioned as a hurdle which caused a large amount of stress and anxiety.
Summary of Research Question One
It has been understood that creating a sense of belonging through involvement in
programs and activities, which align with the culture of a college, will greatly increase the
chances of the persistence (Tinto, 1993). Persistence, or the process of students’ continuation to
graduation, has a strong relation to sense of belonging. Students who have a strong sense of
belonging tend to engage with people and activities inside the college environment. This
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 68

engagement creates desire to participate in new programs and activities. It is understood that
students who participate in study abroad have a high sense of belonging and tend to persist at a
higher rate than those who do not. What has been missing in research was how underrepresented
students develop a sense of belonging and how they come to know of and desire to study abroad.
This section highlighted a narrative of students’ desire to study abroad. Students had a high level
of involvement prior to participating and had to dismantle the ideology of involvement in both
activities and student leadership. The desire to study abroad was even further projected by an
overwhelming feeling of being too involved or over committed at SCKU.
When looking back at pervious research and why Students of Color decided not to
participate in study abroad, cost of participation, navigating passport application, and marketing
were communicated as factors (Salisbury et al., 2008; Salisbury et al., 2010b). When asked about
their individual process of study abroad or barriers experienced, none of the students mentioned
the factors discussed in research.
Each student described their home institution in a generally positive manner, yet each
gave brief descriptions of succumbing to less than favorable support from staff when navigating
the application process. The students’ stories communicated an institutional ideology that
everyone knows the information and should know how to ask for assistance. However, students
in the study did not know what questions to ask to gain assistance or if it was acceptable to ask
for assistance. Each student’s desire had a strong correlation with other people of color and their
knowledge and participation in study abroad, meaning the students interviewed were all
influenced by the centrality of experiential knowledge created by other people of color.

UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 69

Research Question Two: Identity and Sense of Belonging Post-Study Abroad
To tackle the second research questions, the data uncovered a series of narratives. From
independence, a renewed sense of belonging, deeper appreciation for their culture and others to a
deeper, more refreshed view of their own race, the world, and a desire to help other Students of
Color participate in study abroad. This chapter weaved a theoretical narrative of the results to
share how Students of Color navigate through study abroad and how their sense of belonging and
identity have changed through the process.
Identity was defined in this research as a social and cultural construct in which a person
expresses the relationships between their personally held beliefs and the beliefs of their culture
and social groups (Delgado & Stefancic, 2017). Identity includes race, ethnicity, religion, sex,
sexual orientation, social class, language, cultural behaviors, and other traits that help to define
individuals (Torres, Jones, & Renn, 2009). Sense of belonging is defined as a sense of
identification or position in relation to a group or community within the higher education
institution that may produce a cognitive and affective response (Tinto, 2012). These two broad
terms were purposefully chosen and defined so respondents would interpret their understanding
of each term. The participants answered several questions involving the significance of their
study abroad experience. The findings informed the second research question on how students’
experience assists with creating a sense of belonging and identity at their home/sending
institution. Four themes emerged from the findings: finances and the effects of money on identity
and sense of belonging; faith and moral identity, meaning coming to terms with faith and
spiritual development; a commitment to social justice post-study abroad; and a renewed sense of
purpose and belonging. These four themes shed light on how each respondent adjusted and
navigated through re-entry to their home/sending institution. In addition, they shed light on
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 70

trajectory of success into the student’s senior year and post-graduation and how the respondents
found purpose, meaning, and independence after study abroad.
Finances: The Effects of Money on Identity and Sense of Belonging
The concept of money, affordability, and financial assistance was not stressed by the
students as an important part of applying for study abroad. With the students attending a private
faith-based university, the cost of tuition was similar to the cost of studying abroad. Including
airfare, study abroad fees, and passport/visa, the cost to study abroad was either lower or the
same as their tuition at SCKU. The financial burden discussed in this chapter pertains to
affordability or finances while participating in study abroad or within the country where students
studied. Each student found herself in a bind when it came to expenses. Alayna mentioned the
affordability as one of her worst experiences while abroad:
My worst experience abroad would have to be one day in our fall break. We were
traveling, and the flight was delayed and then our hostel, our Airbnb, canceled. We had
no place to stay, so we had to find another place. We had to pay €40 each, so it was like
€200 euro taxis to get from the airport to this place that was way out of the way. We all
spent, like, I spent half of my spending for fall break just on that taxi ride. That wasn’t
good, and I had to go without food for a couple of days after that.
Alayna was diligent with her finances, but the cost of living abroad was more than she expected.
She expressed the biggest challenge was money. It was unforeseen and was something she was
not able to plan ahead for:
The biggest challenge would be money. Our school had a meal plan. I used it. That’s
what I lived off of, but there was a time where I went through my whole meal plan for the
month and I had no money to spend. I had to come out of pocket to pay for the rest of my
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 71

study abroad trip. All the money I was working and saving for over summer, I lost a lot
of it. My budget took a really hard hit. There was a time when my mom couldn’t send me
any money, and my aunt couldn’t send any money, so I had to survive. Luckily, some
people offered me half of their meal or something like that.
The financial aspect taught Alayna about needs and wants in budgeting. It reminded her of how
she could live off of less for a season. Alayna knew money was important and that there would
always be something unforeseen. Alayna related her struggle to preparing her for graduate
school. She discussed saving for times of emergency, but also not letting money identify her.
Study abroad helped Alayna realize that she could live off far less at her home institution and
started saving when she returned. This helped her prepare for her next steps of graduation and
thinking about the future.
The financial aspect of study abroad had an effect on how participants related to others
in their group. The financial support from parents or the opportunity to receive support
immediately from family members put a strain in relationship of those who had the opportunity
and those who did not. Karley sensed the others thought differently of her due to her limited
resources:
I didn’t really feel like I belonged just because everyone was White, and everyone had
money. That was a thing. Everyone was using Mommy and Daddy’s credit card while the
money that I had was worked for. The thing that I really struggled with because a lot of
the friends that I was with had their dad’s credit card, and they were able to do whatever
they wanted. I had paid my own flight and that made a dent in what I was going to take
because I thought that my parents were going to help me out on the flight, but, because
we had to pay the remainder of my semester at once, it was just kind of, my parents were
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 72

a little tight on money. Towards the last month, I had only $20 in my bank account, and I
was like, “I have a month left. What am I going to do?” I really had to be very frugal with
my money throughout the whole thing, and it was very hard for me because there’s a lot
of things that I wanted to do. I was very prideful and so I didn’t want to ask my parents
for money because they were still paying for my sister’s tuition. Instead, I asked my older
sister. She gave me a couple hundred, and I was able to go on my last trip. I’m thankful
for my sister’s support and thankful that I had to experience this.
Karley’s experience taught her about dependence on others and how healthy it is to ask for help.
Her identity was shaped by the perspective of others. She could connect this low point with her
sense of belonging at SCKU. Due to her experience abroad, she no longer assumed all her
friends were offered the same privileges and changed the way she approached friendships.
Karley’s struggle with finances made her more aware and inquisitive about the lives of her
friends. Marissa shared the same insight as Karley. Marissa had to be very conscious and
mindful of her finances due to her limited budget:
I wanted to travel, but I had to make sure that I was budgeting and not just blowing my
money. I for the most part, I worked a lot before studying abroad and saved up. I paid for
whatever financial aid didn’t cover. I paid for the rest of that, plane tickets, etc.
Thankfully, I had left over money, but then also aunts and uncles, my parents were able
to help me, which was nice because I couldn’t work when I was there. That was great,
but, even though I was getting money, I still had to be cautious because they’re not just
going to be, “You dropped 500 pounds, here’s another one.” It wasn’t like that. It was
“Save your money because it’s not a consistent thing.” I had to be constantly mindful.
Some people would have no money, and then their parents would drop 1000 dollars in
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 73

their account. I noticed some people would get irritated because, well, they’re struggling
and others were not, and this person that isn’t struggling talks about it all the time.
Like Karley, Zoey had to learn to rely on others during seasons of struggle. She learned it was
okay to be dependent on others. Through depending on others, students were able to identify and
practice generosity at their home institution. In turn, this created a stronger sense of belonging at
SCKU. Zoey mentioned,
I paid for my whole study abroad. That’s why I worked during that semester. I had that
money saved up. I worked all summer so I could have money while I’m there, or save up
for it. I saved up for the trip, but. when I was there, I ran out of money.
I had no money whatsoever, and I remember having to buy a train ticket back, and
my card kept declining. So, I had to ask a friend for money and then pay them back later.
But that was a huge struggle, was the money. And I probably should have been more
prepared in that way. I was so excited about actually going that I didn’t save enough,
though I thought I saved enough. It was a hard time for my family because it was a rough
financial time, and I just felt so guilty the whole time being there because I remember my
siblings had expressed it to me, and I didn’t want to keep asking for money. But, at the
same time, I needed the money to do certain things. The generosity of my friend studying
abroad helped me with being more generous with my time and money at school.
For the students, overcoming the struggle of their finances abroad taught each one about
generosity and becoming more prepared for emergencies. Their moment of depending on others
was reflected upon return, and all students made comments about becoming more generous and
how that had improved relationships with their college friends, which, in turn, created a deeper
sense of belonging at SCKU.
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 74

Faith and Moral Identity: Coming to Terms With Faith and Spiritual Development
In context with the student’s identity and how study abroad assisted in creating a new
identity or changing their identity, each student shared how study abroad had a significant impact
on her faith and moral identity. The students were asked about their identity upon entering
SCKU as well as prior to, during, and after study abroad. A theme of their spiritual and moral
identity was prevalent in the students’ narratives.
Interviewees shared how their identity was challenged due to their faith or moral compass
as they participated in studying abroad. Their narratives reflect how this affected their personal
life, students in their study abroad group, and their experience returning to their home institution.
When asked about the biggest areas of growth while abroad, Alayna mentioned her faith. At
times, she felt like she had no one else to rely on:
I’ve never leaned on God more than I did when I was abroad because I was by myself.
He was the only one I had that could support me. Emotionally, physically, or mentally,
when I wanted to shut down, and I just didn’t want to be abroad anymore, anything like
that, which didn’t really happen but definitely it was school. When the stress of school
came, that’s when I started getting more discouraged about my ability to make it out of
here in one piece. Definitely, my spiritual growth was from this experience.
Upon returning, students felt their identity had been challenged and changed due to the
experiences they had with their faith. Alayna had a deeper understanding of herself and her faith.
Her study abroad experience assisted with a deeper commitment to her faith. Karley explains
how labels made her want to break the mold of her faith. However, she lost focus of her identity,
which caused her to question herself and her own identity:
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 75

When I would say that I went to SCKU, they’d [say], “That’s a private Christian school,”
and “So you’re Christian?” And it was as if it was a weird thing. I usually don’t like
telling people I’m a pastor’s kid because that’s a lot more stereotypes and they [ask],
“Are you the one who rebels or are you the one that’s super holy?” I don’t like when
people put me in boxes because then it’s just, I feel like I can’t be myself. I feel like I
constantly have to prove myself to not be that stereotype forcing me to be someone I’m
not.
During study abroad, my faith was affected the most. As much as I wanted to be
strong in it, I did not focus on it as much. And, just the whole, “I’m abroad. I could do
whatever I want” mentality. At times, I felt like I was losing my identity and my core
values. So, in the middle of study abroad, I was just kind of like, “Okay, okay who are
you? Why are you losing your identity?” And then I picked up from that and was able to
pick myself up. “No, I’m going to hold my identity wherever I end up going.” I’m not
going to change it just to fit in or feel like “I’m only abroad so I could do whatever I
want. No, I’m going to hold my identity until the end of my time here.”
As students navigate through study abroad, they participate with students who may not hold the
same values. The questioning of their own identity causes the students to internally reflect the
importance of their faith practices. The reflection of their faith encourages them to press harder
into their personal identity.
Students found that others challenging their identity made them stronger in their faith and
created a sense of acceptance at the end. Students at the end of their study abroad experience
shared many aspects of their identity. At first, the students were nervous, which led to
questioning and possible ridicule, but in the end, other students respected them for staying strong
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 76

in their identity and beliefs. Michelle and Zoey shared how nervousness about sharing all
aspects of their identity led to a richer experience:
I think my biggest thing was I’m a Christian, and I know that the program that I went
through wasn’t a Christian program. I knew that I was going to meet people that weren’t
Christians as well and some people either they take guard or they’re very neutral about it.
That was the main thing that I prayed for: “Please, let me meet people who would be
accepting of it or at least.” It’d be awesome if I found someone who’s also Christian, but
I don’t want to feel like someone is interrogating me, dragging me down. I know that that
happens but I was like, “Please, let it just be a little bit smoother.” When I got there, I
[thought], “Okay, I need to make it a point to let them know.” It’s not just everyone that I
meet but my closest friends, I want them to know about me.
Zoey mentioned,
I had an atheist roommate, so that was interesting, but I think that’s what helped me with
my faith, was just having conversations. And it was kind of hard because I have never
lived with somebody I didn’t know, and I didn’t know her at the time so that was a little
bit of struggle.
There are differences, I think, with faith. None of them are Christians, and every
time I would mention my faith, they’d always [say], “Oh, she’s religious. She’s really
religious.” I just don’t like that work in general, but I was the person who came from a
Christian school, so they [said], “Oh, she’s a Jesus freak type of person.” I don’t know
what that means. And even though we did get close, I think some of the other girls got
closer than they did with me. I think that’s just because we were different. I just think
we’re all friends on a general level, but I think all of them are way closer. Not only
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 77

because they’re on the east coast and they still hang out, but I think they’re just all from
the same environment.
Everybody there had the same kind of culture and mindset, and I felt like I was
being made fun of because I was a believer. So I was just in a room with all my friends,
and then this girl was reading articles about people talking about God, and then she’s
kind of making fun of it. And they [said], “Oh, Zoey is right there” like an awkward
situation, and I didn’t feel good. And then I just felt super sad, and then instantly I got
super homesick, and felt like I needed somebody from home because I was never
surrounded around somebody who came from the same as place as me, same beliefs as
me, morals as me. So, I remember I became so desperate for somebody who had that
same background as me, morals I would say, because nobody really understood my
viewpoint. Towards the end of my study abroad experience, my relationships were a lot
better because they knew me and they knew that I was real and not just a crazy Christian.
Upon return from study abroad, each student felt a new appreciation and acceptance of her
identity and others. The challenge of other students made them stronger in their identity, yet
accepting of others identities, opinions, and beliefs as well.
A Commitment to Social Justice Post-Study Abroad
Social Justice is a term utilized in CRT methodology. CRT theorists express a strong
commitment to anti-racist social justice (Delgado & Stefancic, 2017). CRT seeks to eliminate
racism and any historical subordination. Within the processes of research and practice, the goal is
to identify and transform structural practices in education that maintain a racial position of
subordination in and out of the classroom. In addition, CRT intentionally works to empower
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 78

others through experience, knowledge, research, and practice. Through this research, it was
identified that Students of Color have a deep desire for social justice.
After participating in study abroad, students recognize their race and culture are dis-
proportionally represented. With the new knowledge possessed from study abroad, students
desire to help and assist their home institutions. Marissa felt as if study abroad opened an area of
her identity that was suppressed by a historically racist society. Study abroad lead Marissa to a
new-found appreciation for her culture and race, both as an African and an African American:
I think that before I studied abroad I was very blind to race in the sense where “Oh, I
knew I was Black, but I’m ok, whatever.” It’s did not that I didn’t appreciate it, but it
really [though] “Yeah, I’m Black, okay?” There was nothing, no pride, no nothing. I
think that being abroad [and] meeting other Africans, learning more about culture, helped
me appreciate it more. Also, with being at SCKU, there are so many things that have
been happening in the world regarding African Americans and I think, for the first time in
my life. I wish that it would have been earlier, I want to be more aware of stuff that’s
happening with African Americans. I want to be able to stand up and actually be able to
help people and not just be hiding away or not knowing but it’s like. “Yes, I am Black.”
People of my skin color [are] going through this, and I’m proud, and I think things that I
would whisk away and thought, “It’s okay if you say that” or if it’s okay if you joke
about this. I say, “No, don’t.” And even if it doesn’t necessarily offend me, it offends
anyone else of my race and that’s not okay. So I’m more aware.
Marissa developed a sense of social justice that would stand up for other African Americans
against institutional injustices, yet with respect to the institution. Her desire to educate herself
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 79

and educate others on the injustices happening on campus and throughout America was fostered
through study abroad. Like Marissa, Alayna faced a new racial understanding from study abroad:
For me, being abroad meant breaking down stereotypes. There are stereotypes and
judgments here, but, over there, it’s a lot stronger because of ignorance. Mostly, in the
places I traveled, there was not a lot of Africans. It was underwhelming how many there
were. Outside of where I studied, people would ask me, “Are you a good dancer?” Or
“Are you really good at sports? Do you play basketball and stuff like that?” They just had
more stereotypes about the type of music I listen to, how I live my life. If I’m into drugs
or in alcohol and all that stuff. I showed them I am the opposite of the stereotypes of my
culture and my race. What you hear is not how it is. For everyone, at least. That’s what it
meant to me. I was just excited to be the set-apart one and to show them “Hey, you
expand your thinking a little bit.”
Alayna had the opportunity to share about her culture and help others understand African
American culture. She found great joy in doing this because it means ending a cycle of
ignorance. Alayna came back from study abroad with a new desire to help others, which is
discussed later in the chapter.
The study abroad experience meant breaking down the students’ own perceived or
believed knowledge of themselves and their race. Zoey was raised to believe that her culture or
dual racial family made her unique, but not in a good way. Being Latina and Middle Eastern
brought perceived judgement from her classmates. Participating in study abroad gave students
the opportunity to believe that there is not one right culture or one right race. Zoey stated,
I got to experience and see how different people are. How that’s okay and there’s not one
right culture, being a different country where Americans weren’t number one was
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 80

interesting because, here, every race thinks they’re important. But I think I just became
more aware of race by interacting with people of different races and seeing different
beliefs and different values. And people are very outspoken about who they are over
there, too, and what they believe in.
For Karley, the study abroad experience gave her a deep appreciation for her culture. Karley was
no longer hesitant of expressing her race and culture:
I would say I have a lot more appreciation in who I am in my culture because I was able
to appreciate other people’s culture and then now seeing how much beauty there is in the
cultures that I’ve grown up. More so than I did before studying abroad. Before studying
abroad I [though], “Oh, yeah, I’m a Latina. That’s cool.” Now I 9think] “No, I’m Latina.
I’m awesome.” I have a lot stronger views in my own cultural differences and my own
cultural values.
Respondents returned with a renewed appreciation of their culture and race. They were able to
differentiate between American subordination and their host culture’s perspective on race. Their
new appreciation had significant effect on their identity, sense of belonging, and desire to help
others at their home institution. Karley, Zoey, Alayna, and Marissa came back with a heightened
sense of social justice.
Becoming an influencer. Another area of social justice the students had in common was
their desire to help other Students of Color to study abroad. The students could see the
disproportion or underrepresentation of Students of Color in study abroad. Alayna discussed
how she desires to develop a global perspective with her family to end a cycle of ignorance:
I want to prepare my brother and sister more for not being ignorant, for sure. I noticed
how the girls who are the same race as me were very closed off to their surroundings, and
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 81

they were very close-minded. I don’t want that for my brother and sister. I go home now
and I encourage them to research other cultures and to pursue studying abroad because
they need to get out of their surroundings, especially our specifically being a family that
struggles financially. It seems like there’s no good happening sometimes. Just to go out
and see that there’s a completely different world than what you live. There’s endless
opportunities.
Alayna also discussed her own desire to help SCKU with helping Students of Color with the
petition or process of studying abroad:
I want my identity to be more welcoming to the study abroad students here because now I
understand it more. I would love it if I could get more involved with them and just make
them feel more welcomed because those moments when I was studying abroad and the
students from Southern Europe would invite me out or they would ask me about my day
and really care about it. After studying abroad, it’s made me want to reach out to the
study abroad office, so they know how to get more Black students involved. Maybe offer
them advice on how to make the process easier, maybe post an event to just to get the
people aware and to encourage people to go because I would encourage everyone.
The respondents want others to experience studying abroad because of what they learned and
how it related to their own identity and sense of belonging. Marissa shares this desire as “love”
for people. Because she fostered and developed rich relationships with others abroad, she wants
other Students of Color to experience that:
I’ve had this love for people, but study abroad made it grow. I want to put others before
myself, if that makes sense. I meet people all the time who [say], “I think I’m gonna
study abroad,” and I [say], “You should do it.” It’s a different experience than anything
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 82

else on campus. You don’t ever get that experience ever again. I want to help others like
me study abroad.
Zoey share the same desire as the other students, but she describes how study abroad made her
more confident in herself. That confidence built abroad assisted with being open to others’ ideas
and beliefs. In addition, studying abroad changed her mentality of helping others. She now has a
strong desire to help others in her academic program:
I was very career-driven and school-driven before. So, coming back, I think I left to get
out of my comfort zone where I was so much in my comfort zone before and wouldn’t
want to try certain new things. I was very quiet, a very shy person. I never spoke up. I
really followed the crowd before I studied abroad. And then, after studying abroad, I
think it’s the people I met, putting myself in new situations and how I reacted to those
situations helped who I am now. Because I think it’s kind of shaped my mentality in a
way.
Now coming back and meeting new people, I’m more open to, “Okay, well why
does this person think this?” Instead of always saying, “No, it’s bad” from the get go, or
“It should be this way” from the get go. I think that it was interesting to see where
different people come from, and not everybody comes from my environment, or I don’t
come from other people’s environment. So, just being aware of different environments is
so crucial to how somebody develops their morals. So, I think that’s what is different
with me now.
I think, before, I liked the authority. And, now, I like to lead other people and be
there for other people. Even now, when people call me their boss, I don’t like when they
call me their boss. I don’t like that tone. I like it more of, I’m in this position, but how can
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 83

I use this position to help the people on my staff. Let’s make it community-oriented.
Let’s make people feel involved, rather than just wanting to have the job for the pay, for
the résumé, and stuff like that. So, I feel way more prepared. I would not have known
how to be a leader at the time before I studied abroad because I didn’t know people, I
didn’t know other perspectives.
The idea of helping others obtain their dreams and encouraging Students of Color to participate
in study abroad is an outcome from the students’ own study abroad experience. Participants
returned to their home institution with a greater sense of belonging and desire for social justice.
Developing a sense of social justice took place as the students navigated their own experiences
and came to accept the changes taking place in their beliefs and world views.
Renewed Sense of Purpose and Belonging
Students benefited from their experience abroad and benefited with returning to their
home institution for their final year of undergraduate studies. All interviewees returned with a
renewed or deepened sense of purpose and sense of belonging. Their trajectory of success was
increased and each had a plan for her career path post-graduation. Each student had been diligent
in researching and planning for the first step into her career post-graduation. Alayna’s experience
led her to process what she wished she would have accomplished prior to studying abroad:
I feel like I have more of a purpose after studying abroad. I just wish I had more time to
actually fulfill that purpose. If I was studying abroad in my sophomore year, then I could
have started a study abroad club or I could have just gone over to the international center
and maybe found a position there with international students
Alayna’s return from study abroad was overwhelming. She experienced severe reverse culture
shock. Her roommates assisted with her return to SCKU. Alayna’s sense of belonging changed
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 84

post-study abroad. Instead of identifying with activities and programs on campus, she identified
with her academics and academic department. As stated before, students developed a strong
sense of giving back to the students of SCKU.
Karley, Marissa, and Alayna felt a stronger sense of belonging post-study abroad. Their
relationships became deeper and real. They felt that the relationships that were fostered at SCKU
after studying abroad were more natural and not forced. Karle stated,
It’s been cool. I still feel like I belong here. I haven’t questioned it since I’ve gotten back,
and I feel like more of the friendships that I have now that I’m intentional. It’s nice now
because now we’re able to do more stuff than we did when we were before and now I’m
comfortable with just being silent in a car on a road trip with friends. I work for an office
on campus and they actually ask me questions and care about me.
Karley found her sense of belonging at SCKU had almost stayed the same, except that she did
not have the restraints of feeling expected to attend all events or having the emotional
expectations she described in being involved in leadership. The time spent being overly involved
was now spent developing stronger bonds with friends, which created a stronger sense of
belonging at SCKU.
Participants returned with a challenge of relearning how to study at SCKU. At first, the
task was described as “overwhelming,” but they learned to ask for help and assistance from their
professors and academic departments. The students in this study all claimed to return to SCKU
with a great appreciation for their academics and professors. Each student built a stronger
relationship with their academic department after study abroad. Marissa said,
After participating in study abroad, I feel appreciated in a different way, especially
because I am a student worker. I feel like I’m really close to my academic program, if
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 85

that makes sense. Before, it was through leadership, which is awesome, but I just feel like
I’m recognized more, if that makes sense, as a psychology student and I love that. I’m
just more focused on academics.
It’s just like a different area, but it’s really cool. They like me where I work, so
that’s awesome. The dean is really cool. I just feel recognized as a student, rather than
before. I was just [Marissa]. I know a lot of people. I go to my classes and that’s it.
[Now], it’s “Oh, [Marissa]. She’s a psychology student.” They’re able to identify me,
which I think is cool. I love it. I have been able to build more community.
The students found that the faculty at SCKU assisted with their adjustment post-study abroad.
Karley was enrolled in a poetry class, and the professor encouraged her to focus the poetry
assignments on her experiences abroad. Alayna has professors who asked about her experience
and continually checked in on her the first few weeks of her first semester back. Marissa engaged
with her academic department through her position as a student worker. Zoey returned to
journalism and was placed in a position of leadership in her department. This helped with
building a strong relationship with her faculty and in her writing and reflection. Through Zoey’s
position, she found a deeper sense of belonging with the institution and her team of students and
faculty.
Trajectory to Graduation
The participants’ trajectory to graduation was greatly affected by their study abroad
experience. Study abroad created a sense of independence which each student was able to take
into her senior year at SCKU. In a sense, study abroad built a great sense of belonging, while
preparing each student to leave their institution. Each student was able to relate how study
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 86

abroad gave her a deeper sense of independence and readiness. They were no longer afraid to
graduate, but ready and prepared. Alayna mentioned,
Leaving the country showed me that there’s so many different options and things to do in
life that you’re not just tied down to one, and you’re not on this set path. It was a very
educational experience. It affected my outlook on my future career because it showed me
that I can go to a grad school in any state and be able to survive. If I can do it thousands
of miles away, then I can do it here in America. Anywhere. It also showed me that I can
stay connected with my family fairly easy. I should have connected with them more
while I was out there but I connected with them when I needed to. It showed me that I
don’t have to be 45 minutes away from them where they can come get me when they
need me or where I can escape when I need them. I didn’t need to lean on them as much.
Alayna, Marissa, Karley, and Zoey returned from study abroad with a renewed sense of
belonging and focus to succeed post-graduation. While Zoey did not discuss how relationships
with her friends had improved or changed, she was able to demonstrate how her outlook on work
and relationships within her job improved and how she became-success oriented. The
participants returned to their home institution with a desire to serve their home institution. Their
desire was related to their time abroad.
Summary of Research Question Two
This section addressed the second research question on how did respondents experience
in study abroad assisted with creating a sense of belonging and identity at their home/sending
institution. The data point to a number of factors which created a deeper sense of belonging at
their home institutions. Each student expressed difficulties with finances and personal faith while
abroad. These difficulties were then related to their last few semesters at their home institution.
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 87

The students expressed how each difficulty or hardship made them a better person and connected
them to others at their home institution. In turn, Alayna, Marissa, Karley, and Zoey had a
stronger sense of belonging at SCKU.
The students related stories from their study abroad experiences which made them more
confident in their identity as well. The data pointed to the students’ desire to help others and
new excitement about their home institutions as factors in becoming confident in their identity
while at SCKU. Marissa, Alayna, Karley, and Zoey shared a deeper desire for social justice and
to be more a part of helping students, like themselves, navigate the study abroad process. Zoey
mentioned volunteering her time with the study abroad organization in helping other students
navigate this process. The renewed sense of belonging at SCKU gave each student the
confidence to choose where she wanted to spend their time and energy at SCKU and placed each
one on a trajectory to graduate with a plan post-graduation.
Conclusion
In this chapter, themes emerged from the research to share a differentiated story of how
four Students of Color participated in study abroad from a faith-based, predominantly White
institution from a CRT grounded theory methodology, which gave the students lived experiences
through the study abroad process a deeper meaning and understanding. Their experiences
shaped their sense of belonging and identity. Using Tinto’s (1993) research on student departure
and CRT as a framework to examine participants’ counter-narratives assisted in creating a
narrative of how individual and institutional characteristics shaped their desire to participate and
how study abroad uniquely shaped their identity and sense of belonging at their home institution.

UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 88

CHAPTER FIVE: DISCUSSION
The purpose of this study was to explore the ways in which underrepresented students’
journey through the study abroad process, starting with characteristics of the students’ desire to
participate and following how participation shaped their identity and sense of belonging at their
home institution. With the number of study abroad students growing every year (IIE, 2016), and
the percentage of White participants decreasing (IIE, 2016), it is important to see how Students
of Color are participating. In order to increase the participation of underrepresented students,
educators and institutions need to understand these students’ pathway. It was the goal of this
study to understand how underrepresented students’ study abroad participation created a
trajectory in their success, identity, and sense of belonging.
Using concepts from critical race methodology (Delgado & Stefancic, 2017) and Tinto’s
(1993) theory of student departure, an open-ended interview protocol was created. Data were
collected from one-on-one interviews with four female Latina and/or African American
undergraduate students who participated in study abroad from a faith-based liberal arts
university. The interview protocol was aimed at capturing data on areas that had an effect on the
students’ desire to study abroad from an institutional and personal standpoint and how study
abroad affected their identity and sense of belonging at their home institution. This chapter
presents and analytical discussion of the findings introduced in Chapter Four along with
implications for practice and recommendations for further research.
Discussion of the Findings
This section presents a discussion of the findings from this study of counter-stories of
four Latina and/or African American female students at a small faith-based university who
participated in study abroad. In particular, this section presents how the findings in the previous
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 89

chapter relate to literature presented in Chapter Two. CRT and Tinto’s (1993) theory of student
departure are woven through to display how study abroad had an impact on the students’ identity
and sense of belonging at their home institution. Tinto’s theory of student departure speaks to the
narratives led by the respondents by reinforcing how a student’s sense of belonging and
persistence is positively affected by their involvement in and commitment to institutional
communities on a university campus. CRT (Delgado & Stefancic, 2017) methodology is weaved
through the students’ narratives, from their challenging the dominant ideation to developing a
sense of social justice. This study was not designed to test the theories, but to use them in
understanding students’ journeys to assist in theorizing the journey respondents shared.
In Chapters One and Two, it was revealed how the theoretical narrative of
underrepresented students participating in study abroad had not been shared or developed. Yet,
literature suggested program cost, marketing, and familial/cultural expectations as barriers to
participating (Burkart et al., 2000; Salisbury et al., 2008; Salisbury et al., 2010b). Researchers
labeled this phenomenon as an inability of Students of Color to access these programs (Salisbury
et al., 2010b). Simply put, students from lower socioeconomic status, with low GPA, and who
receive financial aid would not participate in study abroad (Brux & Fry, 2009; Burkart et al.,
2000; Salisbury et al., 2010b). Strategies to increase participation of underrepresented students
have been implemented to increase opportunity for all (Edwards, 2015), yet these strategies may
ignore the root problem, which is not participation, but an absence of an inclusive and equitable
platform for Students of Color to understand importance and process of study abroad. This study
aimed to share how each student overcame these barriers to participate and what they learned
after participating. To share the respondents’ findings, it is best to share the students’ experience
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 90

as if it were a linear story. From desire (how that desire was shaped) to experience at their home
institution, post-study abroad.
Prior to Study Abroad
Prior to study abroad, the students developed a strong sense of belonging at their home
institution. This sense of belonging was fostered by family-like relationships with their close
friend and roommates. Students described the bond as “family-like.” Students had transitioned
well and found themselves incorporated into the university environment (Tinto, 1993). Each
student’s narrative confirms Tinto’s research and the research of Posey (2013) and Salisbury et
al. (2009), which suggests how students who study abroad have developed a strong sense of
persistence and belonging at their home institution prior to going abroad. The were not aware of
the option to study abroad prior to entering college. Their stories demonstrate Goldstein and
Kim’s (2006) research may have focused on a predominantly White narrative, as the students in
this research decided to study abroad while attending college.
By the respondents’ sophomore or junior year at SCKU, each one had adjusted well, but
felt a burden to further mold to the culture. The culture of the institution and the students’
personal cultures were coming to a point of contention. Students described this as being too
involved with activities, events, and responsibilities on campus. The students’ description can be
related to CRT’s tenet of challenging the dominant ideology (Delgado & Stefancic, 2017). The
dominant ideology of involvement communicated how a successful member of the institution
would be involved and attend many of the activities or events on campus. Overtime, the students
would become oversaturated with events and activities. Students saw parts of their identity being
overshadowed by involvement. Similar to Delgado Bernal’s (2009) research, students felt their
identity or the construct of their identity being challenged. Study abroad allowed them to
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 91

challenge this ideology and remove themselves from the structures which oppressed their own
identity (Ladson-Billings & Tate, 1995; Solórzano & Yosso, 2001; Yosso, 2005).
Influencers emerged as a significant factor in developing a desire to study abroad. In this
study, influencers were used with a CRT description of discovering experiential knowledge from
other people of color (Malagon et al., 2009). It is out of this idea and the students’ narratives that
the idea of influencers playing a significant role in the student’s decision making process
emerged. CRT describes this as the centrality of experiential knowledge (Delgado & Stefancic,
2017; Delgado Bernal, 2002; Ladson-Billings & Tate, 1995; Yosso, 2005), which is the
knowledge gained through experiences of people of color. This knowledge is critical to
understand, analyze, and share about racial oppression and subordination. The experiential
knowledge of other people of color assisted the respondents through the study abroad process.
Students were encouraged and influenced to pursue their desire to study abroad, complete their
application, and participate. Influencers functioned as the mentors of knowledge, which kept the
students focused on details to complete their applications and petitions.
Post-Study Abroad
Upon returning from study abroad, students found themselves with a richer identity and
sense of belonging at their home institution. Identity was defined in this research as a social and
cultural construct in which a person expresses the relationship between their personal held
beliefs and the beliefs of their culture and social groups (Delgado & Stefancic, 2017). Sense of
belonging was defined as a sense of identification or position in relation to a group or community
within the higher education institution that may produce a cognitive and affective response
(Tinto, 2012). Participants’ identity and sense of belonging was shaped by four occurrences
during study abroad. Like Lewin’s (2009) research, the students in the study showed a
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 92

significant increase in academic engagement and an expanded job interest beyond their home
town or the United States.
Burkart et al. (2000) suggested money is a major barrier to study abroad for Students of
Color. The cost of studying abroad was not a barrier to the participants. However, the effects of
money and the struggle to support themselves while abroad influenced their time abroad and
their interactions at their home institution. Students were financially prepared to pay for tuition,
flights, and some expenses while abroad. Every student mentioned she was not prepared for the
additional expenses of living abroad, and each one experienced having to live on little. These
experiences made them appreciative of what they had at their home institution and more
generous with their money. Their generosity had a positive impact on relationships with their
friends.
Upon returning, each student felt a new appreciation and acceptance of her identity. Their
trips had a significant impact on their faith and moral identity. Each student was challenged in
her religious identity by other students. The challenge from other students made them stronger
in their identity, yet accepting of others’ identities, opinions, and beliefs. This acceptance is
similar to Kitsantas (2004) findings that students return with a richer understanding of
themselves and other cultures. When returning to their home institution, each student related
having a better understanding of their own identity and a deeper respect for students who did not
share the same beliefs or view of the world.
Social justice was a term utilized in CRT methodology. CRT theorists express a strong
commitment to anti-racist social justice (Delgado & Stefancic, 2017). CRT seeks to eliminate
racism and historical subordination. Within the processes of research and practice, CRTs goal is
to identify and transform structural practices in education that maintain a racial position of
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 93

subordination in and out of the classroom (Malagon et al., 2009). Previous research suggested
that participation in study abroad gave students the opportunity to learn how to appreciate other
cultures (Goldstein & Kim, 2006; Gonyea, 2008). Participation was different for the respondents,
in that Alayna, Marissa, Karley, and Zoey learned to have a deeper appreciation for the struggles
their culture and ancestors faced due to structures of racism. After participating, students
recognized the disparity in participation of their own race. Upon returning, students were
interested in encouraging other Students of Color to study abroad. In turn, this connected them
with other Students of Color and assisted in improving or maintaining a strong sense of
belonging at their home institution.
Lastly, respondents returned with a deeper sense of purpose and belonging. The students
had related their experience to study abroad as a gateway for their trajectory of success and their
plan post-graduation. Gonyea (2008) and Posey (2003) confirmed this finding. Gonyea (2008)
found that students had increased their outlook on graduation while Posey (2003) found that
students who studied abroad had a stronger sense of belonging at the institution upon return.
Post-study abroad, each student interviewed had been diligent in researching and planning for the
next step into their career. They developed a sense of independence and authority. to choose
their level of involvement and how they wanted to spend their time at their institution. The
participants found a deeper sense of belonging in their academic programs.
Continuing the Counter-Narrative
The previous section discussed how the students’ voices had correlation with past
research. This section adds to the discussion of how the students’ voices counter that research.
The stories from the students presented a counter-narrative to the literature. Research topics like
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 94

awareness of study abroad and improved cultural understanding are discussed in this section.
Barriers to study abroad were countered by the stories from the students in the section above.
When discussing awareness of study abroad opportunities prior to going abroad,
Goldstein and Kim (2006) found that nearly all their participants were aware of the availability
of these programs upon entering college. In this study, only Marissa and Karley had known
about study abroad opportunities prior to college and felt that participation was open and
available to them. Both Marissa and Karley had family members who previously participated in
study abroad. Alayna and Zoey were not aware of these opportunities and did not seem to
believe they would be able to take advantage of them. This does not suggest that Alayna and
Zoey were completely unaware of the program, but that the opportunity was not discussed or
considered prior to entering college. Alayna and Zoey counter the research presented in Chapter
Two by suggesting that some students are not aware of these programs because participation has
not been considered as an option. Both Alayna and Zoey made reference to participation as
something they had not considered.
Cultural awareness and knowledge were presented in Chapter Two as incentives for
participants to study abroad (Kitsantas, 2004). Research suggested that participants increased
their understanding of culture (Hadis, 2005; Kitsantas, 2004). The participants countered
previous research by sharing how they developed a richer and deeper appreciation of their own
culture instead. The counter-narrative was expressed in each student interview. Research has
suggested that Students of Color hold a deeper knowledge of culture as compared to their White
counterparts (Yosso, 2005). When applied to a study abroad context, Students of Color come
into these programs with a rich cultural context already developed. Similar to their ancestors,
Students of Color who participated in study abroad could have felt less susceptible to racial
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 95

discrimination (Evans, 2009). Study abroad could have given the Students of Color the
opportunity to create a deeper appreciation of their culture, instead of continually defending it.
Recommendations for Practice
The study of underrepresented students in study abroad was limited and predominantly
focused on barriers to their participation such as affordability of programs, navigating passport
inquiry, and lack of marketing. Research had not focused on the lived experiences of
underrepresented students who do take part in these programs. This study shed light on
underrepresented students; desire to study abroad and how it shaped their identity and sense of
belonging at their home institution. In congruence with the findings, the following
recommendations are presented.
The findings from this study suggest that Students of Color find it difficult to navigate
through the process of application and petition. The findings recommend mainstreaming the
process, with better communication from each department involved. This process could be
improved by completing all items online, making a portal for applicants to know where items are
left off and communicating with the proper departments involved.
Results showed participants had influencers and wanted to be influencers after their trips.
Study abroad offices/departments at higher education institutions would benefit by implementing
mentors/influencers to encourage Students of Color to participate. A mentorship process would
encourage Students of Color to apply while giving returning students the opportunity to fulfill
their desires of giving back. Returners would also feel a deeper sense of belonging at their
institution, knowing they are helping other students close a gap in participation.
The findings also suggest that study abroad departments may improve the quality of the
experience provided by their partners with a systematic assessment. In addition, an assessment
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 96

would assist in improving the students’ experience through expanding support on campus and
abroad. This could only happen after assessing the needs of the college students and types of
services offered at the university and through their study abroad agents. Participants framed
various responses in their narrative regarding assistance from both their university and study
abroad organization/company. In addition, an assessment would assist provide budgetary
information students need as they plan for studying abroad.
Results showed that participants were prepared in finding financial assistance and
covering the cost of their semester abroad. All students had planned, to some extent, to take or
have access to a designated amount of spending money. The findings suggest that the amount
each one brought with them was not enough. Universities should be forward in directing students
to information on their personal expenses and spending money. Study abroad departments should
add topics to their information sessions on managing finances and how much extra cash students
will need in order to live abroad.
Recommendations for Future Research
While the findings are not generalizable to underrepresented students at all 4-year
institutions, the investigation of lived experiences of underrepresented students and their journey
allowed for the beginning stages of theorizing a process. This process reveals vital components
in students’ participation and its effects on their identity and sense of belonging at their home
institution. This theoretical model sheds light on various elements that affect students’ desire to
study abroad. Further research is recommended to test the impact these programs have on
identity and sense of belonging with Students of Color.
This study took place at a small-to-medium-sized faith-based institution. Expanding the
study to various institutions is recommended to generate a larger group of respondents with
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 97

various backgrounds and lived experiences and to assist in creating a richer theorization of the
findings. In addition, further research is encouraged on the correlation between institutional
culture and the desire to study abroad, as this research concluded a saturation of involvement led
to participation. It is unknown if institutional culture has an effect on the decisions of other
Students of Color to participate. It would be beneficial to learn if a dominant ideology of
involvement discouraged students from participating by looking at students who did and did not
study abroad. The research narrative would be informed by the Students of Color and their
understanding of university culture and expectations of involvement.
Financial preparedness was an important subtopic in this study. It would be beneficial to
look deeper into how finances and budgeting shape students’ experience. Lastly, students
mentoring other students who were interested in study abroad was a significant finding and
should be developed further. It would be beneficial to look at mentorship before and after travel
to understand how Students of Color were encouraged or mentored into participating. Using a
CRT lens (Delgado & Stefancic, 2017) may yield evidence as to how a desire to mentor others
was due to personal experiences with these programs.
Conclusion
This study aimed to explore how African American and Latina/o undergraduate students
navigated study abroad through a CRT lens, particularly investigating how they defined their
identity and sense of belonging and what characteristics were related to their desire to
participate. The findings detail a narrative of the respondents’ journeys, and their counter-stories
detail overcoming a dominant cultural narrative. Influencers built knowledge and confidence,
even when the application processes had a negative effect on participants’ desire. Once students
returned to their institutions, specific experiences allowed them a deeper understanding and
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 98

respect of their identity while creating a stronger sense of belonging at their home institution.
The data established a theoretical narrative and stages or components to interviewees’
experience, which were developed with Tinto’s theory of student departure (1993) and CRT
methodology (Delgado & Stefancic, 2017). Students gained a new perspective and deeper
appreciation for their home institution and cultural heritage.
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 99

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UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 106

APPENDIX A
Interview Protocol

Interview Protocol

Respondent ’s ID Number: ____________________________________________________________________

Interviewer: __________________________________________________________________________________

Date: ________________________________________________________________________________________

Method of Interview: __________________________________________________________________________

Interview Guidelines

Participation: As a participant in this study, you are responsible for what you decide to share
and always have the right to pass on any question if you do not feel comfortable for any reason.

Respect and Responsibility: Throughout this interview, it is my intention to actively listen to
what you are sharing and treat you with respect throughout the process. You are encouraged to
openly share your own experiences when answering the interview questions.

Confidentiality: Your responses to the interview questions will be confidential. While your
answers will be shared for the purpose of the study, pseudonyms will be used for both
participants and the school site to keep your confidentiality.

Purpose of the Study: The purpose of this study is to examine the study abroad experiences of
African American and Latino/a undergraduate students, through the lens of Critical Race Theory
and Tinto’s Theory of persistence. We will look at how study abroad has changed or developed
your identity and your sense of belonging at the university.

UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 107

Interview Questions

The interview will be sectioned off into three focus areas; participant’s history and background,
study abroad experience, and significance of the study abroad experience. Each section would
enable me to put the participant’s study abroad experience in context. The participant will be
asked to select a pseudonym in this interview. While a list of questions has been developed to
guide the discussion, some of the responses may emerge naturally through the conversation.
Research Question: How do students describe individual and institutional characteristics
related to their desire to study abroad?
Personal:
Tell me a little about yourself. (prompts: where participant grew-up, family background,
previous educational experiences, previous international experiences).
How did you come to be a student at SCKU?
What is it like to be a student at SCKU?
Prior to studying abroad, how would you define your sense of belonging at SCKU?
Prior to studying abroad, describe the community you had developed at SCKU? (Prompt:
Friends, Interaction with faculty/staff, student involvement)
What shaped your identity as an individual and student prior to study abroad?
Share with me the process of deciding to study abroad.
What led you to your decision to submit your application to study abroad?
What or who influenced your decision to study abroad? How played a part in this?
How did you go about deciding on a study abroad program?
What were your goals for your study abroad experience before you left?
What did you expect your study abroad experience to be like?
In what way (or ways) were you prepared you for study abroad? How did SCKU play in this
process?
In what ways were you not prepared? How could SCKU have better prepared you for the
experience?
How did your family feel about your participation in study abroad? Your friends?
Is there anything else you think I should know about you? Your decision to study abroad?

Study Abroad Experience:
What was it like for you to study abroad in ________ (host country)?
Please describe a typical day for you while you were abroad?
What was the classroom experience like?
Where did you live, and what was that like?
Please share about your relationships/interactions with other people abroad? (prompts: U.S.
students, local students, faculty/staff, community members, host family, if applicable)
How did you spend most of your free time with? With whom?
Could you tell me about your best experience abroad?
Could you tell me about your worst experience abroad?
In what ways was your experience different than you had expected?
What was it like to be an African American/Latina/o abroad? How was this different than being
an African American/Latino/a in the U.S.?
Did you experience a time abroad when your race affected your study abroad experience? If so,
please share…
UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 108

While you were abroad, what were the aspects of your identity which may have been affected?
Could you tell me about connections you had with students, staff, etc. from your sending or
home institution?
Is there anything else you think I should know about your study abroad experience?

Research Question: How did the students experience in study abroad assist with creating a
sense of belonging and identity at their home/sending university?
Significance of the study abroad experience
What did study abroad mean to you?
What significance did study abroad have on your life back home? (prompts: personal,
relationships with friends/family, academics, future career).
What did it mean to be an African American/Latino/a abroad?
Looking back, how did race matter after your study abroad experience?
How was the racial climate you experienced in your host country different than what you
experience in the U.S.?
We’ve talked about your identities at home and SCKU, and how these looked different when you
were abroad. Did your time abroad shape how you view your identities now? How?
When you look back at your study abroad experience, what are you most proud of?
What was the biggest challenge?
If you could do it all over again, is there anything you would do differently?
How was your return to SCKU? (Prompt: Adjusting to class, friends, family)
After studying abroad, describe any changes in your community at SCKU?
What was the biggest adjustment when returning to SCKU?
How would you describe your sense of belonging at SCKU after study abroad?
Is there anything else you think I should know about your study abroad experience?

UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 109

APPENDIX B
Informed Consent

University of Southern California
Rossier School of Education
Waite Phillips Hall
3470 Trousdale Parkway
Los Angeles, CA 90089

INFORMED CONSENT FOR EXEMPT RESEARCH

A Critical Worldview: Understanding Identity and Sense of Belonging of Underrepresented
Students’ Participation in Study

You are invited to participate in a research study conducted by Kyle Smith and Briana Hinga,
Ph.D. at the University of Southern California, because you are a have participated in a study
abroad program and identify yourself as African American or Latina/o. Your participation is
voluntary. You should read the information below, and ask questions about anything you do not
understand, before deciding whether to participate. Please take as much time as you need to read
the consent form. You may also decide to discuss participation with your family or friends. If
you decide to participate, you will be asked to sign this form. You will be given a copy of this
form.

PURPOSE OF THE STUDY
The purpose of this study is to examine the study abroad experiences of African American and
Latino/a undergraduate students, through the lens of Critical Race Theory and Tinto’s Theory of
persistence. We will look at how study abroad has changed or developed your identity and your
sense of belonging at the university.

STUDY PROCEDURES
If you volunteer to participate in this study, you will be asked to participate in one 90-140 minute
interview. This interview will include questions pertaining, but not limited to, your experience of
inquiring about study abroad, family perceptions of study abroad, interactions with study abroad
culture, and returning home. The interview will be recorded by an audio recording device. In
addition, you will be asked if you have blogs, journal entries, reflective papers/essays,
photographs, or other artifacts from your study abroad experience that you would be willing to
share.
POTENTIAL RISKS AND DISCOMFORTS
The risk associate with this project would be minimal. If, at any time, you experience discomfort
or distress you may discontinue the interview, no questions asked. We respect your right to
choose not to answer any questions that may make you feel uncomfortable. Refusal to participate
or withdrawal from participation will involve no penalty or loss of benefits to which you are
otherwise entitled to.

UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 110

POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY
Participants will have the opportunity to share and reflect on your unique experience abroad. The
findings of this study have the potential to better understand how identity is developed abroad for
African American and Latino/a students, and inform how educators could support future study
abroad participants through their undergraduate career.
PAYMENT/COMPENSATION FOR PARTICIPATION
Participants who complete the interview will be provided with a $25 gift card to a grocery store,
restaurant, or coffee shop of your choice.

CONFIDENTIALITY
We will keep your records for this study confidential as far as permitted by law. However, if we
are required to do so by law, we will disclose confidential information about you. The members
of the research team, and the University of Southern California’s Human Subjects Protection
Program (HSPP) may access the data. The HSPP reviews and monitors research studies to
protect the rights and welfare of research subjects.

Given the relatively small number of students who will meet the criteria of this study, one
potential risk of participation is breach of confidentiality. The steps that will be taken to maintain
the confidentiality of your responses include the following:
Your responses will be identified by pseudonym and will be kept separate from information that
could identify you.
All interview recordings and transcriptions will be encrypted.
A pseudonym will also be used for the institution.
Only the researcher will have access to your individual data.
All notes and transcripts will be safely locked and stored at the researcher’s office
All transcriptions and data collected will be kept for a minimum of three years and no more than
ten years after the completion of the study.

PARTICIPATION AND WITHDRAWAL
Your participation is voluntary. Your refusal to participate will involve no penalty or loss of
benefits to which you are otherwise entitled. You may withdraw your consent at any time and
discontinue participation without penalty. You are not waiving any legal claims, rights or
remedies because of your participation in this research study

EMERGENCY CARE AND COMPENSATION FOR INJURY
If you are injured as a direct result of research procedures you will receive medical treatment;
however, you or your insurance will be responsible for the cost. The University of Southern
California does not provide any monetary compensation for injury.

INVESTIGATOR ’S CONTACT INFORMATION
If you have any questions or concerns about the research, please feel free to contact:

Principal Investigator: Kyle Smith, 8432 Magnolia Ave. Riverside, CA 92504, 760.562.2568 or
kylsmi@gmail.com.

UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 111

Faculty Sponsor: Dr. Briana Hinga, Associate Professor of Clinical Education, Rossier School of
Education, University of Southern California, 3470 Trousdale Parkway, Los Angeles, CA 90089,
213.740.3475 or Hinga@rossier.usc.edu.

RIGHTS OF RESEARCH PARTICIPANT – IRB CONTACT INFORMATION
If you have questions, concerns, or complaints about your rights as a research participant or the
research in general and are unable to contact the research team, or if you want to talk to someone
independent of the research team, please contact the University Park Institutional Review Board
(UPIRB), 3720 South Flower Street #301, Los Angeles, CA 90089-0702, (213) 821-5272 or
upirb@usc.edu

SIGNATURE OF RESEARCH PARTICIPANT

I have read the information provided above. I have been given a chance to ask questions. My
questions have been answered to my satisfaction, and I agree to participate in this study. I have
been given a copy of this form. I have been notified that the interview will be recorded by an
audio recording device.

AUDIO: I understand, in order to participate in this study, I agree that interviews will be
audiotaped.

Name of Participant

Signature of Participant Date

SIGNATURE OF INVESTIGATOR

I have explained the research to the participant and answered all of his/her questions. I believe
that he/she understands the information described in this document and freely consents to
participate.

Name of Person Obtaining Consent

Signature of Person Obtaining Consent Date

UNDERREPRESENTED STUDENTS’ IN STUDY ABROAD 112

APPENDIX C
Study Participation Request

Dear study abroad returnee,

My name is Kyle Smith and I am doctoral student in the Rossier School of Education at the
University of Southern California (USC).

I am conducting a study to learn more about how African American and Latino/a student’s
experience study abroad. Nationwide, African American and Latino/a students are
underrepresented in study abroad participation. By learning more about their lived experiences,
sense of belonging, and identity through the process of study abroad, I hope to be able to inform
practices to better encourage and support the study abroad participation of Students of Color.
This study is being conducted as part of the requirements for my doctoral program and is
supervised by Dr. Briana Hinga, Associate Professor of Clinical Education at USC.

If you meet the eligibility requirements below, please consider being part of this study:
1. You identify as African American, Latina/o, or biracial.
2. You studied abroad as a California Baptist University undergraduate on a semester-length or
longer program.
3. You are a U.S. citizen or permanent resident.
4. You are 19-28 years old.

The study will involve one 90-140 minute interview. Participants who complete all the
interviews will receive a $25 gift card to a restaurant or coffee shop of your choice. The
interview will focus on your life history and the factors that influenced your decision to study
abroad, your experiences abroad, and the significance of study abroad for you. In addition, you
will be asked if you have blogs, journal entries, reflective papers/essays, photographs, or other
artifacts from your study abroad experience that you would be willing to share with me.

If you meet the eligibility requirements listed above, learning more about your own experiences
with study abroad will be valuable for this study. If you do not meet the eligibility requirements
but know someone else who might, please consider forwarding this email.
I hope that you will consider sharing your knowledge and expertise with me. If you are interested
in participating in this study, please contact me. You can email me at kylsmi@gmail.com or
call/text at 760.562.2568. If you have any questions about this study, please do not hesitate to
contact me.
Thank you,

Kyle Smith
Ed.D. Candidate
Educational Leadership Program, Higher Education Administration Concentration

Abstract (if available)

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Asset Metadata

Creator Smith, Kyle L. (author)

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

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 10/08/2018

Defense Date 07/31/2018

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

Tag African American,college,critical race theory,CRT,faith-based institution,identity,Latinx,OAI-PMH Harvest,sense of belonging,students of color,study abroad,Tinto,undergraduate,underrepresented students,University

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Hinga, Briana (committee chair), Green, Alan (committee member), Morris, Elizabeth (Betsy) (committee member)

Creator Email kylesmit@usc.edu,kylsmi@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-74162

Unique identifier UC11670949

Identifier etd-SmithKyleL-6790.pdf (filename),usctheses-c89-74162 (legacy record id)

Legacy Identifier etd-SmithKyleL-6790.pdf

Dmrecord 74162

Document Type Dissertation

Format application/pdf (imt)

Rights Smith, Kyle L.

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