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Description
The lack of diversity in study abroad programs has been apparent for some time. Although there have been numerous calls-to-action to make study abroad programs more equitable improvements over the years have been marginal. While the focus of this study is on underrepresented students in study abroad, this study investigated factors that correlate with intent to study abroad and study abroad participation for both underrepresented students and also for Caucasian students. Data collected from The National Survey of Student Engagement (NSSE) during the 2013 and 2016 years was utilized. Guided by ecological systems theory and self-determination theory, this study conducted multiple Chi-square tests, cross-tabulations, and logistic regressions to examine how intent to study abroad and study abroad participation is correlated with parental education, classroom engagement, peer engagement, faculty engagement, and higher education aspirations. Results of these tests indicated for underrepresented students that intent to study abroad is affected by classroom engagement, peer engagement, and education aspirations, but for study abroad participation only parental education was found to demonstrate a significant effect. Findings from this study reiterate the importance parental education (i.e., socioeconomic status) has on underrepresented students’ decisions to study abroad. Strategies for increasing underrepresented student participation in study abroad programs and the important role universities play in increasing the diversity of study abroad programs are discussed. Keywords: Study abroad, intent to study abroad, underrepresented students, ecological systems theory, self-determination theory
