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This research-to-practice brief examines the key outcomes of eight empirical studies that focus explicitly on Latin American and/or Hispanic students during study abroad programs (for background on the selection of these studies, see Brunsting, Dietrich et al., in this issue). These study abroad programs predominantly occurred in Central America. Given that all student participants identified in the research were of Latin American origin, we use Latinx for this population, acknowledging that there is no consensus on group nomenclature (see Salinas, 2020 for a critical examination of the term Latinx within the Latin American community). As further outlined below, critical to this brief are how heritage learners navigate Latinx cultures as Latinx or Hispanic students, qualifying one's own identity as both Latinx and as a U.S.citizen, and, in some cases, the re-examination of language ability in the context of being a heritage speaker. Seven of the eight included studies employed

Little focus has been afforded to LGBT+ students’ study abroad experiences. We conducted a systematic literature search and synthesis which identified 13 articles either with a focus on or inclusion of participants who were LGBT+ studying abroad. We coded included articles’ key information, including participant demographics; program duration, location, and academic focus; study methodology; and study results. The majority of studies used qualitative methods, and we note that gay and bisexual male students are severely underrepresented. Key findings also include issues of homophobia/transphobia, race and ethnicity disparities, community policing, sexual assault and rape, and methodology. We suggest that researchers on LGBT+ abroad focus on gay and bisexual male participation and focus on how queer community is formed abroad and regulated by its members. Furthermore, we recommend future research include demographic questions inclusive of LGBT+, employ more mixed methods or quantitative approaches, and measures emphasizing intercultural and academic gains for LGBT+ students. Abstract in Spanish Menos atención se ha concedido a las experiencias de estudios en el extranjero de los estudiantes LGBT+. Conducimos una busca sistemática literaria y síntesis que identificó 13 artículos con un enfoque o con una inclusión de participantes LGBT+ durante un estudio en el extranjero. Codificamos la información integral de los artículos incluidos, incluyendo a los demográficos de participantes; la duración de los programas, la locación, y el enfoque académico; la metodología del estudio; y los resultados del estudio. La mayoría de los estudios utilizaron métodos cualitativos, y notamos que los estudiantes varones gay y bisexuales fueron subrepresentado. Los resultados claves también incluyen problemas de homofobia/transfobia, las disparidades racial y étnica, vigilancia comunitaria, la agresión sexual y/o la violación, y la metodología. Sugerimos que los investigadores quienes enfoque se centran en los participantes LGBT+ que estudian en el extranjero enfoquen el énfasis a la participación de estudiantes varones gay y bisexuales en particular y presten atención a cómo la comunidad queer se forma y se regula la comunidad por los miembros LGBT+ durante su tiempo en el extranjero. Además, recomendamos que la investigación futura incluye las cuestiones demográficas que son inclusivo de los LGBT+, utilizar los métodos mezclados o cuantitativo, y las medidas que enfatizan los logros interculturales y académicos para los estudiantes LGBT+.

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