Understanding the Participation Gap at Predominantly White Institutions: Examining Institutional Practices That Prevent Black Students From Studying Abroad

Authors

Jamil Funnah, University of Nebraska-LincolnFollow

First Advisor

Dr. Crystal Garcia

Second Advisor

Dr. Stephanie Bondi

Third Advisor

Dr. Elizabeth Niehaus

Date of this Version

Spring 2023

Document Type

Article

Citation

Funnah, J. (2023). Understanding the Participation Gap at Predominantly White Institutions: Examining Institutional Practices That Prevent Black Students From Studying Abroad [Masters Thesis University of Nebraska-Lincoln]

Comments

A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Arts, Major: Educational Administration, Under the Supervision of Professor Crystal E. Garcia. Lincoln, Nebraska: April, 2023

Copyright © 2023 Jamil Funnah

Abstract

Study abroad is an opportunity students in higher education increasingly participate in (Institute of International Education, 2022). However college Students of Color, particularly Black students, participate in study abroad at disproportionately lower rates when compared to their white peers. This case study seeks to understand the multiple influences that inform lower levels of Black student participation in study abroad. Using Gusa’s (2010) white institutional presence framework, I examine multiple data points within a singular site including institutional messaging, procedures, and students interviews. Findings showed that multiple reasons impact Black students' decisions to study abroad. Understanding the findings can lead to practices that can improve Black students' likelihood to study abroad but also at an institutional level address white institutional presence (Gusa, 2010). Implications for practice and research are discussed.

Advisor: Crystal E. Garcia