Exploring Study Abroad with Traditionally Underrepresented Populations: Impacts of Institutional Types

TL;DR

This study examines how institutional types and ethnic backgrounds influence academic credit among underrepresented students in U.S. study abroad programs over 20 years, highlighting significant disparities and policy implications.

Contribution

It provides empirical evidence on the impact of institutional and racial factors on study abroad credit accumulation among underrepresented populations.

Findings

Institutional type significantly affects academic credit (p<.001).

Ethnic/racial background significantly influences academic credit (p<.001).

Results inform educational policy and support for underrepresented students.

Abstract

The study investigated roles of institutional types and ethnic/racial background on academic credit among the traditionally underrepresented population of the U.S. study abroad program. Using archival data, the study sampled the students' enrollment and academic credit information spanning a period of 20 years (2003 - 2022). Data analysis Using One-Way Analysis of Variance (ANOVA) indicates significant main influence of institutional type (p<.001) and significant main influence of ethnic/racial identity (p<.001) on students' academic credit. The result was discussed in terms of its relevance in educational policy re-evaluations, improvement of the study conditions of the underrepresented students, and enhancement of the enrollment opportunities of these minority population across all U.S. institutions of learning