An Intersectional Investigation of Study Abroad Intent among Latino/a and White First-generation College Students

  • Susan B. Goldstein University of Redlands
  • Henry N. Lopez
Keywords: study abroad, first-generation college students, Latino/a, intersectionality

Abstract

Despite a marked increase in study abroad participation in recent decades, first-generation students and Students of Color remain vastly underrepresented.  The current study sought to expand the extant literature on first-generation and Latino/a students’ study abroad participation by applying an intersectional approach to identifying predictors of study abroad intent.  A total of 478 undergraduates (Latino/a and White; first-generation and continuing-generation) completed a questionnaire based on previously identified predictors of study abroad intent.  Separate binary logistic regression analyses for each of the four (ethnicity x generational status) subgroups indicated that personality and intercultural variables predicted intent to study abroad solely for the White continuing-generation students. Exposure to study abroad was a primary predictor of intent across subgroups, yet significant between-group differences emerged regarding the source and extent of this exposure. Implications for study abroad advising and inclusive participation are discussed.

Downloads

Download data is not yet available.

References

Azmitia, M., Sumabat-Estrada, G., Cheong, Y., & Covarrubias, R. (2018). “Dropping out is not an option”: How educationally resilient first-generation students see the future. New Directions for Child and Adolescent Development, 160, 89–100. doi: 10.1002/cad.20240

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Blake, D., Gasman, M., Esmieu, P. '., Castro Samayoa, A., & Cener, J. (2019). Culturally relevant study abroad for students of color: Lessons from the Frederick Douglass Global Fellowship in London. Journal of Diversity in Higher Education, doi:10.1037/dhe0000112

Brux, J. M., & Fry, B. (2010). Multicultural students in study abroad: Their interests, their issues, and their constraints. Journal of Studies in International Education, 14(5), 508-527. doi:10.1177/1028315309342486

Cataldi, E. F., Bennett, C. T., & Chen, X. (2018). First-generation college students: College access, persistence, and postbachelor’s outcomes. Stats in Brief. Washington, DC: U.S. Department of Education.

Chang, A. (2017). “Call me a little critical if you will”: Counterstories of Latinas studying abroad in Guatemala. Journal of Hispanic Higher Education, 16(1), 3-23. doi:10.1177/1538192715614900

Christoffersen, A. (2017). Intersectional approaches to equality research and data. London, UK: Equality Challenge Unit. Retrieved from http://www.ecu.ac.uk/wp-content/uploads/2017/04/Research_and_data_briefing_2_Intersectional_approaches_to_equality_research_and_data.pdf

De Onis, C. (2017). What’s in an ‘x”?: An exchange about the politics of “Latinx.” Chiricú Journal: Latina/o Literatures, Arts, and Cultures. 1(2), 78-91. doi: 10.2979/chiricu.1.2.07

Demetriou, C., Meece, J., Eaker-Rich, D., & Powell, C. (2017). The activities, roles, and relationships of successful first-generation college students. Journal of College Student Development, 58(1), 19-36. doi:10.1353/csd.2017.0001

Ehrhart, K. H., Roesch, S. C., Ehrhart, M. G., & Kilian, B. (2008). A test of the factor structure equivalence of the 50-Item IPIP Five-Factor Model measure across gender and ethnic groups. Journal of Personality Assessment, 90(5), 507-516. doi:10.1080/00223890802248869

Engle, L. (2017). Underrepresented students in US study abroad: Investigating impacts. New York, NY: Institute of International Education. Retrieved from http://mobilitytoolkit.ie/wp-content/uploads/2017/12/Underrepresented-Students-and-Study-Abroad.pdf

Gathogo M., & Horton Jr. D., (2018). The exclusionist framing of study abroad electronic advertising and its potential influence on students of colors participation. Journal for the Study of Postsecondary and Tertiary Education. 3, 59-76. https://doi.org/10.28945/4096

Goldberg, L. R., Johnson, J. A., Eber, H. W., Hogan, R., Ashton, M. C., Cloninger, C. R., & Gough, H. C. (2006). The International Personality Item Pool and the future of public-domain personality measures. Journal of Research in Personality, 40, 84-96. doi:10.1016/j.jrp.2005.08.007

Goldstein, S. B. (2015). Predictors of preference for the exported campus model of study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 26, 1-16. Retrieved from https://frontiersjournal.org/wp-content/uploads/2015/11/GOLDSTEIN-FrontiersXXVI-PredictorsOfPreference.pdf

Goldstein, S. B., & Kim, R. I. (2006). Predictors of U. S. college students’ participation in study abroad programs: A longitudinal study. International Journal of Intercultural Relations, 30, 507-521. http://dx.doi.org/10.1016/j.ijintrel.2005.10.001

Hembroff, L. A., & Rusz, D. L. (1993). Minorities and overseas studies programs: Correlates of differential participation. Occasional Papers on International Educational Exchange: Research Series 30. New York: Council on International Educational Exchange.

Hurst, A. L. (2019). Class and gender and predictors of study abroad participation among US liberal arts college students. Studies in Higher Education, 44(7), 1241-1255. https://doi.org/10.1080/03075079.2018.1428948

Institute of International Education. (2018). Open Doors Report on International Educational Exchange. Retrieved from https://www.iie.org/Research-and-Insights/Open-Doors

Johnson, J. A. (2014). Measuring thirty facets of the Five Factor Model with a 120-item public domain inventory: Development of the IPIP-NEO-120. Journal of Research in Personality, 51, 78-89. doi:10.1016/j.jrp.2014.05.003

Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities. Retrieved from https://www.aacu.org/leap/hips

Li, M., Olson, J. E., & Frieze, I. H. (2013). Students’ study abroad plans: The influence of motivational and personality factors. Frontiers: The Interdisciplinary Journal of Study Abroad, 23, 73-89. Retrieved from https://frontiersjournal.org/wp-content/uploads/2015/09/LI-OLSEN-FRIEZE-FrontiersXXIII-StudentsStudyAbroadPlans.pdf

Lin, Y., & Rancer, A. S. (2003). Ethnocentrism, intercultural communication apprehension, intercultural willingness-to-communicate, and intentions to participate in and intercultural dialogue program: Testing a proposed model. Communication Research Reports, 20, 62-72. doi: 0.1080/08824090309388800

Lu, C., Reddick, R., Dean, D., & Pecero, V. (2015). Coloring up study abroad: Exploring Black students’ decision to study in China. Journal of Student Affairs Research and Practice, 52(4), 440–451. doi:10.1080/19496591.2015.1050032

Luo, J., & Jamieson-Drake, D. (2015). Predictors of study abroad intent, participation, and college outcomes. Research in Higher Education, 56(1), 29-56.

Martin, G. L. (2015). “Tightly Wound Rubber Bands”: Exploring the college experiences of low-income, first-generation White students. Journal of Student Affairs Research and Practice, 52(3), 275–286. doi: 10.1080/19496591.2015.1035384

Martinez, M. D., Ranjeet, B., & Marx, H. A. (2010). Creating study abroad opportunities for first-generation college students. In R. Lewin (Ed.), The handbook of practice and research in study abroad: Higher education and the quest for global citizenship (pp. 527-542). New York, Routledge.

McClure, K. R., Szelenyi, K., Niehaus, E., Anderson, A. A., & Reed, J. (2010). “We just don’t have the possibility yet”: U.S. Latino/a narratives on study abroad. Journal of Student Affairs Research and Practice, 47(3), 363-382. Retrieved from

http://journals.naspa.org/jsarp/vol47/iss3/art7/

Mcmaster, N, C., & Cook, R. (2018). The contribution of intersectionality to quantitative research into educational inequalities. Review of Education, 7(2), 271-292. doi:10.1002/rev3.3116

Museus, S. D., & Griffin, K. A. (2011). Mapping the margins in higher education: On the promise of intersectionality frameworks in research and discourse. New Directions for Institutional Research, 2011(151), 5–13. doi:10.1002/ir.395

Neuliep, J. W. (2002). Assessing the reliability and validity of the Generalized Ethnocentrism Scale. Journal of Intercultural Communication Research, 31, 201-215.

Neuliep, J. W., & McCroskey, J. C. (1997a). The development of intercultural and interethnic communication apprehension scales. Communication Research Reports, 14, 145-156.

Neuliep, J. W., & McCroskey, J. C. (1997b). The development of a U.S. and generalized ethnocentrism scale. Communication Research Reports, 14, 385-398.

Orbe, M. P. (2004). Negotiating multiple identities within multiple fames: An analysis of first-generation college students. Communication Education, 53(2), 131-149. doi:10.1080/03634520410001682401

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.

Salinas, C. (2020). The Complexity of the “x” in Latinx: How Latinx/a/o students relate to, identify with, and understand the term Latinx. Journal of Hispanic Higher Education, https://doi.org/10.117/1538192719900382.

Salisbury, M. H., Paulsen, M. B., & Pascarella, E. T. (2011). Why do all the study abroad students look alike? Applying an integrated student choice model to explore differences in the factors that influence white and minority students’ intent to study abroad. Research in Higher Education, 52, 123–150. doi: 10.1007/s11162-010-9191-2

Salisbury, M.H., Umbach, P.D., Paulsen, M.B., & Pascarella, E.T. (2009). Going global: Understanding the choice process of the intent to study abroad. Research in Higher Education, 50, 119-143. doi: 10.1007/s11162-008-9111-x

Schroth, M. L., & McCormack, W. A. (2000). Sensation seeking and need for achievement among study-abroad students. The Journal of Social Psychology, 140(4), 533-535. doi:10.1080/00224540009600492

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. doi:10.1037/a0027143

Stroud, A. H. (2010). Who plans (not) to study abroad? An examination of U.S. student intent. Journal of Studies in International Education, 14(5), 491-507. doi:10.1177/1028315309357942

Sweeney, K. (2013). Inclusive excellence and underrepresentation of students of color in study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 23, 1-21. Retrieved from https://frontiersjournal.org/wp-content/uploads/2015/09/SWEENEY-FrontiersXXIII-InclusiveExcellenceandUnderrepresentationofStudentsofColorinStudyAbroad.pdf

Tarrant, M. A., Rubin, D. L., & Stoner, L. (2014). The added value of study abroad: Fostering a global citizenry. Journal of Studies in International Education, 18(2), 141–161. doi:10.1177/1028315313497589

Tello, A. M., & Lonn, M. R. (2017). The role of high school and college counselors in supporting the psychosocial and emotional needs of Latinx first-generation college students. The Professional Counselor, 7, 349-359.

Tolan, M., & McCullers, M. (2018). First-generation college students and study abroad: Examining the participation gap and successful strategies for promoting access. In H. B. Hamir & N. Gozik (Eds.), Promoting inclusion in education abroad: A handbook of research and practice (pp. 61-81). Sterling, VA: Stylus.

Torres, V., Hernández, E., & Martinez, S. (2019). Understanding the Latinx experience: Developmental and contextual influences. Sterling, VA: Stylus.

Toutkoushian, R. K., Stollberg, R. A., & Slaton, K. A. (2018). Talking 'bout my generation: Defining "first-generation college students" in higher education research. Teachers College Record, 120(4), 1-38.

U.S. Department of Education, National Center for Education Statistics. (2019). Status and Trends in the Education of Racial and Ethnic Groups 2018 (NCES 2019-038). Washington, DC: Author.

Volpone, S. D., Marquardt, D. J., Casper, W. J., & Avery, D. R. (2018). Minimizing cross-cultural maladaptation: How minority status facilitates change in international acculturation. Journal of Applied Psychology, 103(3), 249-269. doi:10.1037/apl0000273

Whatley, M. (2017). Financing study abroad: An exploration of the influence of financial factors on student study abroad patterns. Journal of Studies in International Education, 21(5), 431-449. doi:10.1177/1028315317697798

Whatley, M. (2018). Toward an understanding of peer influence on undergraduate study abroad participation. Frontiers: The Interdisciplinary Journal of Study Abroad, 30(3), 51-71. Retrieved from https://frontiersjournal.org/wp-content/uploads/2018/11/XXX-3-Whatley-Peer-Influence.pdf

Wick, D., Willis, T. Y., Rivera, J., Lueker, E., & Hernandez, M. (2019). Assets-based learning abroad: First generation Latinx college students leveraging and increasing community cultural wealth in Costa Rica. Frontiers: The Interdisciplinary Journal of Study Abroad, 31(2), 63-85. Retrieved from https://frontiersjournal.org/wp-content/uploads/2019/11/XXXI-2-Wick-Willis_et_al_-_Assets-Based_Learning.pdf

Wilkie, D. (2017, March/April). Supporting education abroad for underrepresented students. International Education, 52-55.

Willis, T. Y. (2015). “And still we rise”: Microagressions and intersectionality in the study abroad experiences of Black women. Frontiers: The Interdisciplinary Journal of Study Abroad, 26, 209–230. Retrieved from https://frontiersjournal.org/wp-content/uploads/2015/11/WILLIS-FrontiersXXVI-StillWeRise.pdf

Published
2021-04-29
How to Cite
Goldstein, S. B., & Lopez, H. N. (2021). An Intersectional Investigation of Study Abroad Intent among Latino/a and White First-generation College Students. Frontiers: The Interdisciplinary Journal of Study Abroad, 33(2), 1-16. https://doi.org/10.36366/frontiers.v33i2.534
Section
Research Articles