Assets-Based Learning Abroad: First-Generation Latinx College Students Leveraging and Increasing Community Cultural Wealth in Costa Rica
This qualitative study counters deficit narratives about first generation Latinx students by exploring multi ple forms of community cultural wealth (CCW; Yosso, 2005) that 25 students leveraged and increased during service activities and homestays in Costa Rica. Through longitudinal data and with CCW as a conceptual framework, three key themes emerged First, s tudents were able to leverage their linguistic and familial capital to connect quickly and meaningfully with locals. Additionally, students drew upon their linguistic, familial, aspirational, and resistant capital while abroad to deepen their engagement. Finally, student interaction with their forms of CCW appeared to deepen their bicultural identities, strengthen their resistance to injustice, and instill a strong desire to inspire other Latinx students to pursue international education. Implications fo r practice include an integrated approach to recognizing and rewarding students’ CCW related capital in the advising, application and preparation processes. Implications underscore the importance of using strengths based pedagogies in the design of educat ion abroad programs.
Anderson, E. C. (2005). Strengths-based educating: A concrete way to bring out the best in students—and yourself: The confessions of an educator who got it right—finally! Educational Horizons, 83(3), 180-189.
Barlow, C. A. (2007). In the third space: A case study of Canadian students in a social work practicum in India. International Social Work, 50, 243-254. doi:10.1177/00208728070 73990
Bathurst, L., & LaBrack, B. (2012). Shifting the locus of intercultural learning: Intervening prior to and after student experiences abroad. In: M. Vande Berg, R. M. Paige, and K. H. Lou (Eds.), Student learning abroad: What our students are learning, what they’re not, and what we can do about it. 261-283. Sterling, VA: Stylus Publishing.
Bennett, J. M. (Ed.). (2015). The Sage encyclopedia of intercultural competence. Thousand Oaks, CA: Sage Publications.
Berdan, S., Goodman, A., & Taylor, C. (2013). A student guide to study abroad. New York, NY: AIFS Foundation and Institute of International Education.
Chieffo, L., & Griffiths, L. (2004). Large-scale assessment of student attitudes after a short-term study abroad program. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 165-177.
de Brey, C., Musu, L., McFarland, J., Wilkinson-Flicker, S., Diliberti, M., Zhang, A., Branstetter, C., & Wang, X. (2019). Status and trends in the education of racial and ethnic groups 2018 (NCES 2019-038). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved October 29, 2019 from https://nces.ed.gov/ pubsearch/
DeRosa, E., & Dolby, N. (2014). “I don’t think the university knows me.”: Institutional culture and lower-income, first-generation college students. InterActions: UCLA Journal of Education and Information Studies, 10(2).
Engel, L.C. (2017). Underrepresented students in study abroad: Investigating impacts. Washington, DC: Institute for International Education.
Farrugia, C.A., & Sanger, J. (2017). Gaining an employment edge: The impact of study abroad on 21st century skills and career prospects in the United States. New York, NY: Institute for International Education.
Freire, P. (1986). Pedagogy of the oppressed. New York, NY: Continuum.
Guerrero, E. (2006). The road less traveled: Latino students and the impact of studying abroad. (Doctoral dissertation.) University of California, Los Angeles, California. Retrieved from Dissertation Abstracts International. (AAT 3249418)
Hammer, M. R., Bennett, M., & Wiseman, R. (2003). Measuring intercultural sensitivity: The intercultural development inventory. International Journal of Intercultural Relations, 27(4), 421-443.
Institute of International Education (IIE). (2018). Profile of U.S. study abroad students, 2004/05 – 2016/2017. Open Doors report on international educational exchange. Retrieved on October 29, 2019 from https://www.iie.org/Research-and-Insights/Open-Doors/Data/US-Study-Abroad/Student-Profile.
Jackson, M. J. (2006). Traveling shoes: Study abroad experiences of African American students participating in California State University international programs. (Doctoral dissertation.) University of San Francisco, San Francisco, California. Retrieved from ProQuest Dissertations and Theses. (UMI No. 3227519)
Jehangir, R., Williams, R., & Jeske, J. (2012). The influence of multicultural learning communities on the intrapersonal development of first-generation college students. Journal of College Student Development, 53(2): 267-284. doi:10.1353/csd.2012.0035
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.
Kouyoumdjian, C., Guzmán, B. L., Garcia, N. M., & Talavera-Bustillos, V. (2017). A community cultural wealth examination of sources of support and challenges among Latino first- and second-generation college students at a Hispanic serving institution. Journal of Hispanic Higher Education, 16(1): 61-76. doi:10.1177/1538192715619995
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter (excerpt). Association of American Colleges and Universities. Retrieved from https://www.voced.edu.au/content/ngv%3A54014
Ladson-Billings, G. 2014. Culturally relevant pedagogy 2.0: a.k.a. the remix. Harvard Educational Review, 84(1): 74-84. doi:10.17763/haer.84.1.p2rj131485484751
Landau, J., & Moore, D. C. (2001). Towards reconciliation in the motherland: Race, class, nationality, gender, and the complexities of American student presence at the University of Legon. Frontiers: The Interdisciplinary Journal of Study Abroad, 7: 25-59. Retrieved from http://www.frontiersjournal.com/back/seven/volseven.html
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
Lopez, S., & Louis, M. (2009). The principles of strengths-based education. Journal of College & Character, 10(4). doi: 10.2202/1940-1639.1041
Mapp, S. C. (2012). Effect of short-term study abroad programs on students’ cultural adaptability. Journal of Social Work Education, 48(4), 727-737.
Martin, K., Galentino, R., & Townsend, L. (2014). Community college student success: The role of motivation and self-empowerment. Community College Review, 42(3): 221-241.
Morgan, R. M., Mwegelo, D. T., & Turner, L. N. (2002). Black women in the African diaspora seeking their cultural heritage through studying abroad. NASPA Journal, 39, 333-353. doi:10.2202/1949-6605.1175
Onwuegbuzie, A. J., & Leech, N. L. (2007). Validity and qualitative research: An oxymoron? Quality and Quantity, 41(2): 233-249. doi:10.1007/s11135-006-9000-3
Padgett, R. D., Johnson, M. P., & Pascarella, E. T. (2012). First-generation undergraduate students and the impacts of the first year of college: Additional evidence. Journal of College Student Development, 53(2): 243-266. doi:10.1353/csd.2012.0032
Pascarella, E. T., Pierson, C. T., Wolniak, G. C., & Terenzini, P. T. (2004). First-generation college students: Additional evidence on college experiences and outcomes. The Journal of Higher Education, 75(3): 249-284. doi:10.1080/00221546.2004.11772256
Raby, R. L., Rhodes, G. M., & Biscarra, A. (2014) Community college study abroad: Implications for student success, Community College Journal of Research and Practice, 38(2-3), 174-183. doi:10.1080/10668926.2014.851961
`Rausch, K. 2017. First-generation strength: Supporting first-generation college students in study abroad. (Doctoral dissertation.) Arizona State University, Tempe, Arizona. Retrieved from https://repository.asu.edu/attachments/186534/content/Rausch_asu_0010E_16882.pdf .
Raymondi, M. D. (2005). Latino students explore racial and ethnic identity in a global context. (Doctoral dissertation.) State University of New York at Binghamton, New York. Retrieved from Dissertation Abstracts International. (AAT 3153765)
Rendón, L. I. (1994). Validating culturally diverse students: Toward a new model of learning and student development. Innovative higher education, 19(1): 33-51. doi:10.1007 /BF01191156
Rendón, L.I., (2009). Sentipensante (sensing/thinking) pedagogy: Educating for wholeness, social justice and liberation. Sterling, VA: Stylus.
Rossman, G. B., & Rallis, S. F. (2016). An introduction to qualitative research: Learning in the field. Thousand Oaks, CA: Sage Publications.
Saldaña, J. (2016). The coding manual for qualitative researchers. Thousand Oaks, CA: Sage Publications.
Shedivy, S. L. (2004). Factors that lead some students to continue the study of foreign language past the usual 2 years in high school. System, 32(1): 103-119. doi:10.1016/j.system.2003.09.008
Solórzano, D. G. (1998). Critical race theory, race and gender microaggressions, and the experience of Chicana and Chicano scholars. International Journal of Qualitative Studies in Education, 11(1): 121-136. doi:10.1080/095183998236926
Solórzano, D. G., Villalpando, O., & Oseguera, L. (2005). Educational inequities and Latina/o undergraduate students in the United States: A critical race analysis of their educational progress. Journal of Hispanic Higher Education. 4(3): 272-294. doi:10. 1177/11538192705276550
Soria, K. M., & Stubblefield, R. (2015). Knowing me, knowing you: Building strengths awareness, belonging, and persistence in higher education. Journal of College Student Retention: Research, Theory and Practice, 17(3): 351-372. doi.10.1177/1521025115 575914
Stebleton, M., Soria, K., & Cherney, B. (2013). The high impact of education abroad: College students’ engagement in international experiences and the development of intercultural competencies. Frontiers: The International Journal of Study Abroad, 22, 1-24.
Stephens, N. M., Fryberg, S.A., Markus, H. R., Johnson, C.S., & Covarrubias, R. (2012). Unseen disadvantage: How American universities’ focus on independence undermines the academic performance of first-generation college students. Journal of Personality and Social Psychology, 102(6), 1178–1197. doi:10.1037/a0027143
Sutton, R. C., & Rubin, D. L. (2010, Jun.). Documenting the academic impact of study abroad: Final report of the GLOSSARI project. Retrieved 4/26/2013 from http://glossari.uga.edu/datasets/pdfs/FINAL.pdf
Teranishi, C. S. (2007). Impact of experiential learning on Latino college students’ identity, relationships, and connectedness to community. Journal of Hispanic Higher Education, 6(1), 52-72. doi:10.1177/1538192706294946
Teranishi, C. S., & Hannigan, T. P. (2008). Impact of study abroad on Latino/a college students’ ethnic identity and cross-cultural adaptability. Multicultural Learning and Teaching, 3(1): 52-67. doi:10.2202/2161-2412.1029
Tran, V. C. (2010). English gain vs. Spanish loss? Language assimilation among second-generation Latinos in young adulthood. Social Forces, 89(1), 257-284.
Trujillo, S. A. (2017, December 11). Beyond barriers: Re-thinking education abroad using a strengths-based approach. Retrieved from https://www.diversitynetwork.org/news/378185/Beyond-Barriers-Re-Thinking-Education-Abroad-Using-a-Strengths-Based-Approach.htm
Urdang, E. (2010). Awareness of self—a critical tool. Social Work Education, 29, 523-538.
Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany, NY: Suny Press.
Valenzuela, A. (2002). Reflections on the subtractive underpinning of education research and policy. Journal of Teacher Education, 53(3), 235-241. doi:10.1177/0022487 102053003007
Vande Berg, M., Paige, R. M., & Lou, K. H. (2012). Student learning abroad: What our students are learning, what they’re not and what we can do about it, 3-28. Sterling, VA: Stylus.
VeLure Roholt, R., & Fisher, C. (2013). Expect the unexpected: International short-term study course pedagogies and practices. Journal of Social Work Education, 49, 48-65.
Villalpando, O. (2004). Practical considerations of critical race theory and Latino critical theory for Latino college students. New Directions for Student Services, 105, 41-50. doi:10. 1002/ss.115
Waldrep, J. C. (2017). Transforming education abroad for first-generation students: Leadership, student voice, and policy change. (Doctoral dissertation.) San Francisco State University, San Francisco, California). Retrieved from ProQuest Dissertations and Theses.
Wick, D. (2011). Study abroad for students of color: A third space for negotiating
agency and identity. (Doctoral dissertation.) San Francisco State University, San Francisco, California. Retrieved from https://diva.sfsu.edu/users/eddsfsu/courses/dissertations
Willis, T. Y. (2012). Rare but there: An intersectional exploration of the experiences and outcomes of Black women who studied abroad through community college programs. (Doctoral dissertation.) California State University, Long Beach, California. Retrieved from ProQuest Dissertations and Theses. (Accession Order No. 3533746)
Willis, T. Y. (2015). And still we rise: Microaggressions and intersectionality in the study abroad experiences of Black women from community colleges. Frontiers: The Interdisciplinary Journal of Study Abroad, 26, 209-230.
Willis, T. Y. (2016). Microaggressions and intersectionality in the experiences of Black women studying abroad through community colleges: Implication for practice. In R. Raby & E. Valeau (Eds.), International education at community colleges: From optional to integral (pp.127-142). New York, NY: Palgrave, Macmillan.
Willis, T. Y., Wick, D., Bykowski, C., Doran, J. K., Li, H. Y., & Tran, A. (2019). Studying human trafficking in Thailand increases EPAS competencies and compels action at home. Journal of Social Work Education doi:10.1080/10437797.2019.1661901
Willis, T. Y., Wick, D., Han, T., Rivera, J. & Doran, J. K. (2019). “If I did it over there, I can do it here”: U.S. Latinx social work students in Costa Rican service placements deepening their professional identity and skills. Journal of Social Work Education, doi:10.1080/10437797.2019.1611513
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69-91.
Zull, J. E. (2012). The brain, learning and study abroad. In M. Vande Berg, R. M. Paige, & K. H. Lou (Eds.), Student learning abroad: What our students are learning, what they’re not, and what we can do about it (pp. 162-187). Sterling, VA: Stylus.