Department of Educational Administration
First Advisor
Dr. Crystal Garcia
Second Advisor
Dr. Stephanie Bondi
Third Advisor
Dr. Elizabeth Niehaus
Date of this Version
Spring 2023
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]
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
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