Microaggressions and Intersectionality in the Experiences of Black Women Studying Abroad through Community Colleges: Implications for Practice

Willis, Tasha Y.

doi:10.1057/978-1-137-53336-4_9

Cited by 15 publications

(22 citation statements)

References 14 publications

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“…A small body of literature has begun to suggest that students of color have distinct, and often challenging, experiences during international study programs (Landau & Moore, 2001; Willis, 2016). Some researchers also see potential value in these programs that is different from the benefits that have been widely documented for White, female students, who make up the majority of study abroad participants (Institute of International Education [IIE], 2018).…”

Section: Introductionmentioning

confidence: 99%

Assets-Based Learning Abroad: First-Generation Latinx College Students Leveraging and Increasing Community Cultural Wealth in Costa Rica

et al. 2019

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This qualitative study counters deficit narratives about first generation Latinx students by exploring multi ple forms of community cultural wealth (CCW; Yosso, 2005) that 25 students leveraged and increased during service activities and homestays in Costa Rica. Through longitudinal data and with CCW as a conceptual framework, three key themes emerged First, s tudents were able to leverage their linguistic and familial capital to connect quickly and meaningfully with locals. Additionally, students drew upon their linguistic, familial, aspirational, and resistant capital while abroad to deepen their engagement. Finally, student interaction with their forms of CCW appeared to deepen their bicultural identities, strengthen their resistance to injustice, and instill a strong desire to inspire other Latinx students to pursue international education. Implications fo r practice include an integrated approach to recognizing and rewarding students’ CCW related capital in the advising, application and preparation processes. Implications underscore the importance of using strengths based pedagogies in the design of educat ion abroad programs.

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Section: Introductionmentioning

confidence: 99%

Assets-Based Learning Abroad: First-Generation Latinx College Students Leveraging and Increasing Community Cultural Wealth in Costa Rica

et al. 2019

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“…Students use their grit and achievement orientation goals to obtain and use new knowledges (Alhadabi & Karpinski, 2020). Agency becomes something that is intentional, malleable, and learnable (OECD, 2020) that supports study abroad by building personal identity (Zamani-Gallaher et al, 2016), using existing social and cultural capital to access information (Willis, 2016), enhancing sense of empowerment (Johnson, 2018), and acknowledging influencers that provide students with tools to be active agents shaping their own learning (Nasir & Hand, 2006).…”

Section: Theoretical Constructmentioning

confidence: 99%

Listening to the Voices of Students Who Studied Abroad

Raby

Ward

Rhodes

2021

jis

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This article learns from student voices about how their education abroad experiences was shaped by their agency. Interviews and focus groups were conducted with 22 United States community college and university students and with United States faculty and United Kingdom senior staff who worked at a study abroad Center in London. The study focuses on what the students said were the impact they had from studying abroad, what they said about institutional support that they needed prior to studying abroad, and what they said about their changing sense of being while studying abroad. Counter-Barrier construct and agency theories were used to ground the findings. The findings showed that these students used their agency to influence their decisions to study abroad, to find the strength to transcend weak institutional support services, and to recognize their own personal, social, and critical skills development as a result of studying abroad.

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“…Faculty often help students navigate both institutional bureaucracy and the financial planning necessary for study abroad participation (Brenner, 2016;Robertson, 2019) and represent key influencers who, through their personal connections with students, build trust and support (Ward, Rhodes, & Raby, forthcoming). Such support might be especially important for first-generation students (Quezada & Cordeiro, 2016), students of color (Willis, 2016), and career and technical degree-seeking students (McKee, 2019).…”

Section: Affective Support and Institutional Structuresmentioning

confidence: 99%

“…Such resources include having knowledge about and motivation to study abroad. For example, community college students of color (Quezada & Cordeiro, 2016) and rural students (McKee, 2019) are aware of study abroad and know about its potential benefits, such as career readiness (Niser, 2010;Zamani-Gallaher, Lang, & Leon, 2016), and broadened intercultural awareness and increased identity development vectors (Brenner, 2016;Drexler & Campbell, 2011;Willis, 2016). In this century, community colleges have the opportunity to put into place institutional policies and practices that effectively serve students, build students' social capital, and promote student success (O'Banion, 2019).…”

Section: Institutional Policies and Practicesmentioning

confidence: 99%

Understanding Inclusion and Equity in Community College Education Abroad

Whatley

Raby

2020

Frontiers

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This study explores the extent to which community college study abroad is exclusive, meaning that opportunities are restricted only to certain students, or inclusive, meaning that education abroad is available to all that express interest. We administered a survey collecting both quantitative and qualitative data to leaders in community college education abroad to gain insight into inclusion in education abroad programming at their institutions. This survey was designed with an eye towards understanding how access is realized and the ways in which diversity in education abroad is supported (or not). Our results indicate that community college study abroad is neither entirely inclusive nor entirely exclusive. We conclude with a call to action for community college leaders to build a new, inclusive narrative surrounding education abroad.

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Microaggressions and Intersectionality in the Experiences of Black Women Studying Abroad through Community Colleges: Implications for Practice

Cited by 15 publications

References 14 publications

Assets-Based Learning Abroad: First-Generation Latinx College Students Leveraging and Increasing Community Cultural Wealth in Costa Rica

Assets-Based Learning Abroad: First-Generation Latinx College Students Leveraging and Increasing Community Cultural Wealth in Costa Rica

Listening to the Voices of Students Who Studied Abroad

Understanding Inclusion and Equity in Community College Education Abroad

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