Integrating Study Abroad Research and Practice: First-Generation Students in Focus


  • Nelson Brunsting Wake Forest University
  • Sean McGlynn Wake Forest University



First-generation students, research-to-practice, study abroad


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Author Biographies

Nelson Brunsting, Wake Forest University

Nelson Brunsting, PhD, is a Research Associate Professor of Contemporary Global Studies and serves as the Executive Director of the Center for Research on Abroad and International Student Engagement (RAISE Center) at Wake Forest University. His research interests center on understanding and enhancing the wellbeing and social-emotional development of diverse populations in academic contexts.

Sean McGlynn, Wake Forest University

Sean McGlynn, MA, is a Senior Study Abroad Advisor at Wake Forest University where he oversees all of the university’s summer and short-term faculty-led programs. Sean has spent four summers working as an On-Site Program Coordinator in Europe with a faculty-led architecture program.


Blake, D., Gasman, M., Esmieu, P. L., Castro Samayoa, A., & Cener, J. (2020). Culturally relevant study abroad for students of color: Lessons from the Frederick Douglass global fellowship in London. Journal of Diversity in Higher Education, 13(2), 158–168. DOI:

Brunsting, N. C., Chiles, P. L., Harrison, J. K., Crippen, M. C., Kathuria, S., Bingham, W. P., Katsumoto, S., Chen, A., Holmes, A., & Li, L. (2023). Mapping the knowledge base in study abroad from U.S. universities: A scoping review from 2001-2020. International Journal of Intercultural Relations, 92, 101745. DOI:

Brunsting, N., Dietrich, A. J., Almassri, A. N., & Bingham, W. P. (2023). Integrating Research and Practice to Enhance Experiences and Outcomes of Study Abroad of Underrepresented Students: An Introduction to the Special Section. Frontiers: The Interdisciplinary Journal of Study Abroad, 35(1), 453-465.

Pai, G. & Wilson, K. (2019). Developing a culturally responsive assessment model for short-term study abroad at an urban community college. Journal on Excellence in College Teaching, 30(4), 157-186.

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. DOI:

Willis, T. Y., Wick, D., Han, T. M., 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, 55(4), 710–723. DOI:

Whatley, M., & Canché, M. S. G. (2022). A robust estimation of the relationship between study abroad and academic outcomes among community college students. Research in Higher Education, 63(2), 271–308. DOI:




How to Cite

Brunsting, N., & McGlynn, S. (2023). Integrating Study Abroad Research and Practice: First-Generation Students in Focus. Frontiers: The Interdisciplinary Journal of Study Abroad, 35(2), 52–57.



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