Who enrolls in internationalized courses? An exploration of at-home access at one community college.

Abstract

This study adopts an equity-driven lens to focus on how international education serves to reproduce long-standing racial and economic hierarchies through a critical exploration of which students participate in two international education experiences: at-home internationalized coursework and study abroad. Drawing from student demographic data representing a U.S. Southeast community college, results suggest differences in participation along racial/ethnic lines for both international experiences, with Black students appearing to experience the most formidable barriers to participation. Results also suggest that at-home internationalized coursework increases access to international education opportunity for students from lower-income backgrounds while excluding older students.

Lessons Learned from Low-Income, First-Generation, Technical, and Rural Students (LIFTRs) Who Participate in Education Abroad

“…Demographic data about community college students who participate in education abroad is difficult to find (Raby & Rhodes, 2018). There are only a few studies that delve into community college student education abroad participant profiles (Raby et al, 2014;Whatley, 2018Whatley, , 2021Wood & Whatley, 2020).…”