Integrating Study Abroad Research and Practice: African American and Black Students in Focus




African American students, Black students, community cultural wealth, critical mass, faculty-led programs, researcher-practitioner collaboration


Download data is not yet available.

Author Biographies

Anas N. Almassri, Durham University

Anas Nazmi-Nihal Almassri is a doctoral candidate and teaching assistant at the School of Education of Durham University. Funded by the UK’s Economic and Social Research Council, his doctoral project investigates the potential contributions of international graduate scholarships to everyday peace in Palestine. Anas holds a BEd in English (IUGaza), MA in Arab studies (Georgetown), and MSc in peace studies and PGCert in research methods (Durham).

Zhana Welch, University of Maryland

Zhana Welch is a Program Manager of short-term, faculty-led study abroad programs at the University of Maryland, College Park. Zhana received her BA in international affairs from George Washington University and her MPS in higher education administration from Georgetown University. As part of her Master’s capstone, she conducted a research project examining the effects of racial discrimination on second language acquisition for students of color studying abroad, which still guides her work today.

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.


Bell, A., Bhatt, R., Rubin, D. L., & Shiflet, C. (2021). Effects of education abroad on indices of student success among racial–ethnic minority college students. Journal of Diversity in Higher Education. Advance online publication. DOI:

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., Almassri, A., & Bingham, 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), 453–466.

Bush, L., Jeffers-Coly, P., Bush, E., & Lewis, L. (2022). “They Are Coming to Get Something”: A Qualitative Study of African American Male Community College Students’ Education Abroad Experience in Senegal, West Africa. Frontiers: The Interdisciplinary Journal of Study Abroad, 34(2), 257-279. DOI:

Byker, E. J., & Xu, T. (2019). Developing global competencies through international teaching: Using critical cosmopolitan theory to compare case studies of two study abroad programs. Frontiers: The Interdisciplinary Journal of Study Abroad, 31(2), 105–120. DOI:

Dietz, S. S., Dotson-Blake, K., Enselman, D., Jones, L., Sexton, E., Waller, M., & Richardson, M. (2011). An international learning experience: Looking at multicultural competence development through the lens of Relational-Cultural theory. Journal of Counselor Practice, 8(1), 22–44. DOI: 10.22229/thg802643 DOI:

Edwards, K. T. (2020). Melanated minds and diasporic bodies: Womanist curricular praxis as radical intervention in study abroad. Curriculum Inquiry, 50(5), 419-439. DOI:

International Institute of Education. (2022). Profile of U.S. Study Abroad Students, 1999/00 - 2020/21. Open Doors Report on International Exchange. Retrieved from

Lee, J. A., & Green, Q. (2016). Unique Opportunities: Influence of study abroad on Black students. Frontiers: The Interdisciplinary Journal of Study Abroad, 28(1), 61–77. DOI:

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:

Murray Brux, J., & 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:

Quan, T. (2018). Language learning while negotiating race and ethnicity abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 30(2), 32–46. DOI:

Smith-Augustine, S., Dowden, A., Wiggins, A., & Hall, L. (2014). International immersion in Belize: Fostering counseling students’ cultural Self-Awareness. International Journal for the Advancement of Counselling, 36(4), 468-484. DOI:

U.S. Census Bureau (2022). School enrollment in the United States: October 2021 - detailed tables. Retrieved from

White, B. J., Hollingsworth, K. B., Allen, C. L., & Murdock-Sistrunk, T. (2011). An international spring tour experience: African-American male undergraduate students' perceptions of the impact. Journal of International Business Education, 6, 175-194.

Willis, T. Y. (2015). “And still we rise. . .”: Microaggressions and intersectionality in the study abroad experiences of Black women. Frontiers: The Interdisciplinary Journal of Study Abroad, 26(1), 209–230. DOI:

Yosso, T. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity and Education, 8(1), 69–91. DOI:




How to Cite

Almassri, A., Welch, Z., & Brunsting, N. (2023). Integrating Study Abroad Research and Practice: African American and Black Students in Focus. Frontiers: The Interdisciplinary Journal of Study Abroad, 35(2), 40–51.



Research-to-Practice Briefs


Most read articles by the same author(s)