Examining Racialized Deficit Mindsets of Black and Latinx Students’ Lower Participation in Study Abroad
DOI:
https://doi.org/10.36366/frontiers.v36i3.765Keywords:
Black and Latinx students, critical race theory, JEDI, student success, Study abroad participationAbstract
This article examines study abroad personnel’s rationale that Black and Latinx students participate in study abroad at a lower rate than their white peers. This article argues that this over-30-year-old rationale should be discontinued to achieve equitable study abroad participation for Black and Latinx students. The author introduces critical race theory as a theoretical lens for study abroad personnel to examine how the internal discourse of racial cultural differences among study abroad personnel is historically linked to pervasive racialized deficit mindsets about Black and Latinx students’ achievement. The author reviews existing study abroad scholarship on Black and Latinx student participation to establish a foundation for how the rationale originated and uses critical race theory storytelling as a methodological framework to critique the lower participation rationale. Through this approach, the author advances emergent insights for study abroad personnel to be more equitable, conscious, and intentional in their advocacy for greater Black and Latinx student participation in study abroad programs.
Abstract in SpanishEste artículo examina el razonamiento del personal de estudios en el extranjero de que los estudiantes negros y latinos participan en estudios en el extranjero en un porcentaje menor que sus pares blancos. Este artículo sostiene que este razonamiento de las personas mayores de 30 años (de la baja participación) debería suspenderse para lograr una participación equitativa en los estudios en el extranjero para los estudiantes negros y latinos. El autor presenta la teoría crítica de la raza como una lente teórica para que el personal de estudios en el extranjero examine cómo el discurso interno de las diferencias culturales raciales entre el personal de estudios en el extranjero está históricamente vinculado a mentalidades deficitarias racializadas generalizadas sobre el rendimiento académico de los estudiantes negros y latinos. El autor revisa los estudios existentes en el extranjero sobre la participación de estudiantes negros y latinos para establecer una base de cómo se originó la justificación y utiliza la narración de la teoría crítica de la raza como marco metodológico para criticar la justificación de la baja participación. A través de este enfoque, el autor promueve ideas emergentes para que el personal de estudios en el extranjero sea más equitativo, consciente e intencional en su defensa de una mayor participación de los estudiantes negros y latinos en los programas de estudios en el extranjero.
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