Though study abroad programs have multiplied as a result of globalization, Latinas remain underrepresented in study abroad research literature (Goldstein & Lopez, 2021; Chang, 2017). Unfortunately, not enough is known about the impacts of study abroad on racial and ethnic minority students (Engel, 2017), with few studies that have explored the differences in student expectations, experiences, and outcomes based on student identity and study abroad (Hospod, 2016). The need for this body of literature is of particular importance as U.S. higher education institutions are educating more diverse populations than ever before (Blake et al., 2019). Furthermore, higher education institutions need to acknowledge that Students of Color (SOC) are significant contributors to learning that takes place in study abroad, as their lived experiences contribute to discourses around globalization, equity, and social justice (Chang, 2017).
Background of the Problem
In the 21st century, college students are drawn to study abroad to gain international experience and competencies that will prove helpful in the job market in addition to being attracted to the possibility to travel and explore other countries (Blake et al., 2019). Individuals benefit from studying abroad by gaining skills such as building greater emotional resilience, intercultural competence, and global understanding, which ultimately prepare college students to lead in a rapidly changing and globally interconnected world (Goldstein, 2021; Lopez, 2021). On a macro level, global leadership and citizenship strengthen international development efforts and enhance the United States’ image abroad (Bandyopadhyay & Bandyopadhyay, 2015; Tarrant et al, 2014; Horn and Fry, 2013). At the institutional level, study abroad experiences have been correlated with higher academic performance, satisfaction, and communication skills (Engel, 2017; Luo and Jamieson-Drake, 2015) as well as positively impacting achievement, retention, and completion for college students (Engel, 2017).
Chang (2017) posits that study abroad participants mirror the historical underrepresentation of racial and ethnic minorities in American higher education. According to the IIE 2024 Report, 33% of study abroad participants identified as Black, Indigenous, Latinx, AAPI, or Multiracial (Institute of International Education, 2024). Barclay Hamir and Gozik (2018) share that a number of explicit and implicit reasons affect the ways various groups determine whether studying abroad is relevant and attainable. According to Blake et al. (2019), Students of Color often face barriers in their pursuit of study abroad, which include but are not limited to, costs, job commitments, family members’ disapproval of travelling , lack of institutional structures, and disconnection from available programs due to under-representation. However, research suggests that studying abroad may serve as an important intervention in post-secondary achievement, retention, and completion for participants (Engel, 2017), which leads to a call to explore the connection and benefits between studying abroad and Latinas.
Call to Action
Despite the many benefits study abroad programs can offer participants, only 12.2% of study abroad students identified as Latine students according to this year’s IIE report (Institute of International Education, 2024). To date, McClure et al.’s (2010) study is the first to solely focus on Latine college students and study abroad. For these reasons, Jenni Monroy calls for more research for and with Latinas.
This body of research can contribute to the international education field by reimagining how Latina college students are approached, informed, recruited, and supported while studying abroad. Equitably recruiting and supporting Latina college students to study overseas, in turn, supports graduating more competent future leaders, which in turn benefits participants’ institutions, the individual, and society.
