Nelson

Research Subject

I am a graduate student at Kent State University pursuing a Master’s of Education in Higher

Education Administration and Student Affairs. My research interests aim to explore the

institutional barriers that create obstacles for minoritized students in study abroad. Under the

guidance of Dr. Tara Hudson at Kent State, I submitted a conference proposal about the

importance of institutions addressing inclusivity in the field. This research will look at the

glaring lack of racial and ethnic diversity in study abroad programs and present possible

solutions for these discrepancies.

Significance of Study Abroad

Study abroad programs have an overall positive impact on students that includes

bolstering democratic values, increasing earning potential over the lifespan, and expanding

worldviews. Importantly, 96% of employers agree that “all college students should have

experiences that teach them how to solve problems with people whose views differ from their

own,” (Association of American Colleges & Universities, 2015) Study abroad fosters the

perfect atmosphere for these much sought-after qualities. Beyond the economic advantages,

there are other tangible outcomes that benefit students. Study abroad is an excellent way to

increase students’ awareness of other cultures, grow their appreciation of difference, and

reduce nationalism and ethnocentrism (Brunx, 2010). When done well, study abroad offers

the potential to effectively shape students into better, more profitable people.

Problems of Exclusion

Given how much we know about the benefits of study abroad, institutions must do

more to create more access for more students. By and large, study abroad programs are being

enjoyed almost exclusively by white students. According to Twombly, Salisbury and

Tumanut (2012), 78% of study abroad students are white, while only 21% are ethnic and

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racial minorities, up from 15% in 2000-2001. My research aims to explore the ways that

Higher Ed professionals can advocate for institutional changes that make access to study

abroad more inclusive and attentive to the needs of minoritized students.

Research Methods

I will begin with qualitative research with the campus organizations responsible for

facilitating study abroad experiences like the Office of Global Education, the Multicultural

Center, and the Office of Diversity and Inclusion. Through personal interviews, I will inquire

about what departments are doing to encourage study away within populations less likely to

participate. Quantitatively, I will look for trends to see if major, college, or class correlates in

any way with a greater number of minoritized student participation. If so, I would speak with

faculty and students from those disciplines to gain a more holistic understanding of what

specific measures are in place to encourage participation. I will also do personal interviews

with minorized students who have studied abroad to glean what institutional supports, if any,

bolstered their choice to participate. My sample will also include perspectives from

minoritized students who have not studied abroad to gauge their feelings about institutional

efforts to promote programs.

Related Projects and Future Research

In a recently submitted conference proposal to the College Consortium for

International Studies (CCIS), my colleague and I discussed the need for specialized supports

for minoritized students once they are abroad. Because White students have traditionally been

the ones to go on study abroad programs, it is imperative to develop more expansive models

for minoritized students and their experiences. Specifically, we are looking at the role of

validation, or “an enabling, confirming, and supportive process initiated by in-and-out-of-

class agents that foster academic and interpersonal development” (Rendon, 1994, p.47) as a

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necessary soft skill for program coordinators and facilitators. Validation of the skills,

knowledge, and capitals students bring with them plays a critical role in creating a more

attentive and responsive study abroad environment.

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