Lessons Learned from Low-Income, First-Generation, Technical, and Rural Students (LIFTRs) Who Participate in Education Abroad
DOI:
https://doi.org/10.36366/frontiers.v35i3.833Keywords:
Anti-deficit narrative, community college, diversity, equity, and inclusion, education abroad, intercultural experiencesinternational education, internationalizationAbstract
Community college student data and stories provide a critical contribution to the narrative of inclusive education abroad. A deficit mindset perspective has precluded historically marginalized student populations’ education abroad stories being shared and heard broadly. The community college provides a setting in which accessible education abroad opportunities exist, and in which students with diverse identities participate in education abroad. This mixed-methods study brings forward unique lessons learned from one community college’s education abroad student enrollment data and student study abroad narratives. Findings show evidence that students who identify as LIFTRs (low-income, first-generation, technical, rural, or a combination of these four) are indeed likely to participate in education abroad opportunities. A retrospective education abroad survey and semi-structured student interviews collect and amplify LIFTR stories. Education abroad leaders and practitioners are called upon to embrace a capabilities approach to education abroad access and recognize that global learning is a requisite to all students’ higher education experience, regardless of personal backgrounds.
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