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ERIC Number: ED550342
Record Type: Non-Journal
Publication Date: 2012
Pages: 269
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-9080-4
Rare but There: an Intersectional Exploration of the Experiences and Outcomes of Black Women Who Studied Abroad through Community College Programs
Willis, Tasha Yvette
ProQuest LLC, Ed.D. Dissertation, California State University, Long Beach
As institutions of higher education strive to prepare global ready graduates, study abroad is on the rise at both 2-and 4-year campuses. Study abroad is also identified as a high impact program that can lead to increased engagement and student success. However, research has centered on the experiences of White, 4-year students. Literature is rare on the experiences of community college students and students of color. This study explores an underrepresented and understudied student population: Black female community college students who study abroad. Using an intersectional lens, this study provides critical insight into participant experiences and outcomes. Research questions inquired about ethnic and racial identity development outcomes, but also broadened the scope of research by including intercultural growth, global identity, and other identity development outcomes. This qualitative inquiry utilized 19 open-ended interviews to explore the experiences of African American female students who studied abroad on community college programs in Africa and Europe from 2005-2011. At the time of their study abroad in Africa, the Mediterranean, or the British Isles, participants' ages ranged from 19-62. Five themes offer insight into the realities of being Black women studying in different regions of the world: PreDeparture Factors, Study Abroad Context, Peer Roles, Managing Racism, and Outcomes. Though their outcomes were similar to those previously documented for 4-year White students, participants also faced racial and gender microaggressions from their host cultures and/or their U.S. travel peers in each of the three regions. This study centers the experiences of a marginalized group while widening the scope and sharpening the focus of research. Findings shed light on the complex interplay of race, ethnicity, and gender, and other areas of social diversity for Black women abroad, underscoring that campus climate extends beyond U.S. campus boarders. Implications and recommendations for practice include ways to facilitate inclusive climates in study abroad, support students in facing microaggressions, and build on peer bonds to increase campus engagement and academic success. Recommendations to increase access and equity in study abroad by reducing transfer and financial aid barriers are also discussed, as are areas for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Africa