Race Matters: An Examination of the Study Abroad Experiences of African American Undergraduates

204 Pages·2015·0.93 MB·English

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Electronic Theses and Dissertations Graduate Studies
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Karyn L. Sweeney
University of Denver
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Sweeney, Karyn L., "Race Matters: An Examination of the Study Abroad Experiences of African American
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RACE MATTERS: AN EXAMINATION OF THE STUDY ABROAD EXPERIENCES
OF AFRICAN AMERICAN UNDERGRADUATES

__________

A Dissertation
Presented to
the Faculty of the Morgridge College of Education
University of Denver

__________

In Partial Fulfillment
of the Requirements for the Degree
Doctor of Philosophy

__________

by
Karyn L. Sweeney
June 2014
Advisor: Dr. Franklin A. Tuitt
©Copyright by Karyn L. Sweeney 2014
All Rights Reserved
Author: Karyn L. Sweeney
Title: RACE MATTERS: AN EXAMINATION OF THE STUDY ABROAD
EXPERIENCES OF AFRICAN AMERICAN UNDERGRADUATES
Advisor: Dr. Franklin A. Tuitt
Degree Date: June 2014
Abstract

As U.S. colleges and universities face increasing pressures to prepare graduates to
succeed in a global environment, African American students continue to be
underrepresented in study abroad participation. In-depth interviews and a critical race
theory framework were utilized to examine how six African American undergraduates
experienced study abroad. Findings were organized around participant backgrounds,
motivations, and goals for study abroad; lived experiences abroad, with an emphasis on
the effects of race and racism; expectations; and meanings and outcomes ascribed to
study abroad by the participants. The study findings offered a counternarrative to deficit-
based discussions of African Americans and study abroad participation, and highlighted
the importance of examining race and racism in study abroad experiences and outcomes.

ii
Acknowledgements

Thank you to my advisor, Dr. Tuitt, who has been a key part of this journey since
my first HED class during the summer of 2006. I had no idea what pursuing a doctoral
degree would entail, which, in retrospect, was probably best. I appreciate the support,
guidance, and enthusiasm of my other committee members, Dr. Cutforth and Dr. Cross,
and my outside chair, Dr. Chevillot. While I often doubted myself through this process, I
never doubted that you all truly wanted me to succeed.
Agatha, Danyale, Jade, Marcus, Murungi, and Sara: I am honored that you were
willing to share your stories and your time with me.
My former colleagues at the Office of Internationalization provided camaraderie,
and were always willing to consume the products of my stress-induced baking sprees.
The staff of CME gave encouragement, feedback, and occasionally offered a
tissue during a meltdown.
My fellow students in the HED program, I learned so much from you. I appreciate
the willingness of current students and alumnae to lend a hand when I struggled with
motivation, figuring out the process, or interpreting data.
The sassy women offered annual rejuvenation, laughter, and an unfailing belief
that anything is possible.
My parents have always supported my dreams, despite the unexpected turns my
path often seems to take – and in the case of my dissertation, how slow I seemed to be
traveling.
Paul, your support has meant everything – I could not have done this without you.

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Table of Contents

Chapter One: Introduction .................................................................................................. 1

Statement of Problem .............................................................................................. 3

Purpose and Significance of Study ......................................................................... 5

Implications of Underrepresentation ....................................................................... 6

Theoretical Framework ........................................................................................... 9

Summary ............................................................................................................... 15

Chapter Two: Review of the Literature ............................................................................ 16

Study Abroad and U.S. Higher Education ............................................................ 18

Access to Study Abroad ........................................................................................ 21

Faculty and staff ........................................................................................ 23

Academics ................................................................................................. 25

Finances .................................................................................................... 26

Family and community ............................................................................. 28

Fears .......................................................................................................... 29

Racialized Experiences of African American Participants ................................... 30

Freedom from (U.S.) racism ..................................................................... 30

National identity ........................................................................................ 31

Race as advantage ..................................................................................... 32

Experiences as the racial majority ............................................................ 34

Racial tensions with White U.S. students ................................................. 36

Climate issues abroad ............................................................................... 38

Role of curriculum and pedagogy ............................................................. 41

Learning Outcomes ............................................................................................... 44

Summary ............................................................................................................... 45

Chapter Three: Methodology ............................................................................................ 48

Hermeneutical Phenomenology ............................................................................ 49

Research Setting .................................................................................................... 51

Participant Recruitment ........................................................................................ 52

Participant Selection ............................................................................................. 53

Data Collection Methods ...................................................................................... 56

Data Analysis ........................................................................................................ 59

Trustworthiness of Study ...................................................................................... 60

Role of the Researcher .......................................................................................... 62

Summary and Limitations ..................................................................................... 67

Chapter Four: Participants and Pathways to Study Abroad .............................................. 69

Agatha ................................................................................................................... 69

Sara ....................................................................................................................... 72

Murungi................................................................................................................. 74

Marcus ................................................................................................................... 76

Danyale ................................................................................................................. 79

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Jade ....................................................................................................................... 81

Pathways to Study Abroad .................................................................................... 84

Faculty and staff ........................................................................................ 87

Academics ................................................................................................. 88

Family and community ............................................................................. 89

Fears .......................................................................................................... 93

Finances .................................................................................................... 93

Summary ............................................................................................................... 95

Chapter Five: Race and Racism Abroad ........................................................................... 99

Life at RMU .......................................................................................................... 99

Freedom from Race ............................................................................................. 103

Interactions with White U.S. Students ................................................................ 108

Encountering Racism .......................................................................................... 112

Expectations ........................................................................................................ 120

Summary ............................................................................................................. 123

Chapter Six: A Dream Realized ...................................................................................... 128

Community Cultural Wealth ............................................................................... 129

Aspirational capital ................................................................................. 130

Linguistic capital ..................................................................................... 132

Familial capital ........................................................................................ 134

Social capital ........................................................................................... 137

Navigational capital ................................................................................ 139

Resistant capital ...................................................................................... 142

Summary of Findings .......................................................................................... 146

Chapter Seven: Implications and Conclusion ................................................................. 150

Implications ......................................................................................................... 150

Reframing African American students ................................................... 151

Institutional commitment to study abroad .............................................. 152

Program design and assessment .............................................................. 154

Student preparation and re-entry ............................................................. 158

Supporting students abroad ..................................................................... 161

Areas for Future Research .................................................................................. 163

Conclusion and Broader Implications for Study Abroad .................................... 164

Final Reflections on Researcher Subjectivity ..................................................... 166

References ....................................................................................................................... 169

Appendix A: Sample Participant Recruitment Email ..................................................... 189

Appendix B: Participant Eligibility Questionnaire ......................................................... 190

Appendix C: Informed Consent Form ............................................................................ 192

Appendix D: Interview Guide 1 ...................................................................................... 194

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Appendix E: Interview Guide 2 ...................................................................................... 195

Appendix F: Interview Guide 3 ...................................................................................... 196

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Chapter One: Introduction
U.S. colleges and universities face increasing pressures to prepare graduates to
succeed in a globalized economy. The U.S. Department of Education issued its first
international education strategy in 2012, prioritizing educational diplomacy and the
development of global competencies (U.S. Department of Education, 2012). Study
abroad plays an important role in this process, as “There is growing recognition among
educators and policy-makers that more U.S. students need to study abroad to be prepared
for leadership roles in the global economy and an increasingly interconnected world”
(Freidheim, 2012, p. 5). Study abroad is defined as a credit-bearing academic experience
in another country that is applicable to the home university degree program (Hoffa,
2007). Study abroad is a national priority, viewed as an important diplomatic tool and a
means of developing solutions to global issues (Lewin, 2009). Participation in high
impact educational activities like study abroad may have a positive influence on
educational success, particularly for those students who have been historically
underserved in higher education (Kuh, 2008). Study abroad is believed to enhance
personal development, improve foreign language capabilities, broaden perspectives,
positively impact career readiness, and prepare students for graduate study (Picard,
Bernardino, & Ehigiator, 2009). International study provides opportunities to increase
intercultural competence (Vande Berg, Connor-Linton, & Paige, 2009) and student
intellectual development (McKeown, 2009). Additionally, participation in study abroad
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can enhance knowledge of cultural contexts, lead to improved academic performance
upon return, and improve graduation rates (Sutton & Rubin, 2010). The SAGE (Study
Abroad for Global Engagement) project surveyed over 6,000 students from 22 colleges
and universities, and found that study abroad influenced career and educational choices
and had a long term impact on civic engagement, knowledge production, philanthropy,
social entrepreneurship, and voluntary simplicity (Paige, Fry, Stallman, Josic, & Jon,
2009).
Not only significant to the learning and development of individual students, study
abroad is also viewed as critical to U.S. foreign policy, national security, and economic
security (Commission on the Abraham Lincoln Study Abroad Fellowship, 2005; NAFSA:
Association of International Educators, n.d.a). Federal efforts to increase study abroad
participation began post World War II (Hoffa, 2007). In 2003, the bipartisan Commission
on the Abraham Lincoln Study Abroad Fellowship Program was established through a
U.S. Congress appropriations bill, and tasked with examining study abroad participation.
The Commission proclaimed that the United States should strive to send one million
students abroad annually by the 2016/17 academic year in order to positively influence
the nation’s global competitiveness, national security, leadership development, and
international community engagement (Commission on the Abraham Lincoln Study
Abroad Fellowship, 2005). In March 2014, the Institute of International Education
launched “Generation Study Abroad,” a five year initiative in partnership with
businesses, educational institutions, the U.S. Department of State, and foreign
governments with the goal of doubling the number of U.S. students who study abroad
(Institute of International Education, 2014).
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