Capstone Research Paper

ABSTRACT

Study abroad is becoming an increasingly universal experience for undergraduate students that should include a focus on expanding access. It is also important maximize the benefits and outcomes of students’ time overseas. For international programs to be considered a diverse, equitable, and inclusive experience, these opportunities need to grow to fit different types of students and experiences. To achieve this, faculty and staff must work together to create a smooth transition between home and abroad for their students and motivate undergraduates to travel overseas.

Keywords: study abroad, international programs, institutional culture, higher education

INTRODUCTION

Open up Google and type “study abroad changed my life”. Results flood in with articles, blog posts, videos, and memes from various resources including the Institute of International Education, featuring that exact phrase (Why Study Abroad, n.d., para 5). This raises questions about why this is such a universal experience among study abroad returnees, and how more students can be a part of international education.

Colloquially, study abroad is often not spoken about in terms of “studying”, but those who have been involved in any aspect know it is much more than a vacation overseas. There are unique benefits that come out of students' time abroad, and may vary depending on the duration, location, and design of each program. Because it is considered such a life-changing experience, the opportunity should be accessible to all students, regardless of major, ability, or socioeconomic status.

In this paper, the following research questions will be explored:

What percent of the college student population is studying abroad, what are their demographics, and what does this say about accessibility?

Where are students studying abroad and what drives their decisions on location?

Why are students studying abroad and how does it benefit them during their time overseas and into their future?

What are best practices in study abroad?

LITERATURE REVIEW

STUDY ABROAD PARTICIPANTS AND ACCESSIBILITY

During the 2019/2020 school year, 162,633 students studied abroad for academic credit. That number was down 53% due to the Coronavirus pandemic, as the average over the past decade has been over 300,000 (Institute of International Education [IIE], 2021). Overall, demographic trends have been consistent in the last five years.

The majority of students going abroad are juniors and seniors, two thirds of whom are women, and 70% of whom are white (“Student Profile”, 2021). Considering only 54% of the whole U.S college student population is white, they are largely over-represented in study abroad (Hansen, 2021). Asians are slightly over-represented in study abroad, consisting of 8% of the study abroad population and only 6% of the overall college student population (Hansen, 2021; “Student Profile”, 2021). Hispanic and African American students' representation in study abroad students is only half their overall representation among college students (Hansen, 2021; “Student Profile”, 2021). To make study abroad a truly diverse and equitable experience, Hispanic and African American students need to gain easier access to overseas opportunities.

One fifth of students who are studying abroad are in business and management degrees, which aligns with the industries’ push to hire globally connected employees (Hansen, 2021). Social sciences and foreign language majors are both over-represented in study abroad programs, while health professions and engineering students are under-represented (Hansen, 2021). Social sciences and foreign language students are also likely aware of the benefits that studying abroad could add to their resume, but it is not something that is emphasized enough to STEM students.

Another significant population of undergraduates are students with disabilities. As of 2016, 19% of undergraduate students reported having a disability, but because disabilities are often underreported due to stigma, this number was likely higher (National Center for Education Statistics, 2021). Because of the turmoil of the last few years from a global pandemic, as well as major social and political issues, the number of students with mental disorders has since spiked, but as of 2020, students with disabilities are still under-represented in study abroad programs. Only 12.4% of students with disabilities studied abroad in the 2019-2020 school year, over two thirds of whom reported learning or mental disabilities (“Profile of Abroad”, 2021). While all disabled students are under-represented in international programming, those with physical disabilities and on the autism spectrum are most marginalized. Unfortunately, while students with disabilities have their rights protected by the Americans with Disabilities Act when they are on their own campus, it does not clearly translate to university-sponsored activities abroad (Bivins, 2021). When viewing the websites of the 25 leading institutions in study abroad according to the Institute of International Education, Bivins (2021) found inadequate inclusion for students with disabilities. Only one fifth of the schools included any photos of students with disabilities on their website, and only one third of the sites included program specific information for students with disabilities. Representation matters, and these students need to feel included and encouraged to study abroad just like other students. If students do not feel like this opportunity is advertised to them, they will likely not pursue it.

Unfortunately, this is not an issue that universities can solve alone. While students of various cultural and academic backgrounds often struggle with finding resources during their study abroad, students with disabilities also need extra support while they are abroad. Not every destination will have the infrastructure and resources in place to support students with physical and mental disabilities. Creating a more inclusive environment for students with disabilities abroad requires collaboration with partners who are onsite at program facilities overseas.

It appears that international programs struggle with diversity even more than the domestic U.S university system as a whole. Based on this data, improvements need to be made to international programming to create a more inclusive environment for all students. A study of African American students determined that program cost, restrictions on financial aid, fear of racism, and other safety issues being abroad are their biggest deterrents for traveling abroad (Wanger et al., 2020). Cost is a major issue for many students who wish to study internationally. The average cost of a semester abroad is $14,295 (GoAbroad, 2019). Compared to some private schools’ tuition, it could be considered affordable, but the average in-state tuition is $9,970 (GoAbroad, 2019). Going somewhere across the world such as Australia could cost over $22,596, excluding essentials outside of academics like round trip plane tickets, bedding, and meals (GoAbroad, 2019). Of the students Wanger and his colleagues (2020) surveyed, only 30% of them felt their institution offered good sources of funding for study abroad. As study abroad becomes more common, students cannot continue to be denied the opportunity to participate because of class, race, or disability status. This only widens the gap in opportunities in the workforce.

WHY STUDENTS STUDY ABROAD (OR DO NOT) AND THE BENEFITS FOR PARTICIPANTS

Naturally, many students study abroad simply because they want to. On the surface, it seems like an opportunity to share their experiences on social media and have a fun time with friends. This seems like it would be enough to convince a student to pursue a semester abroad. However, it was discovered that students’ interest level in studying abroad is not uniquely predictive of whether they planned on actually going abroad (Wang & Lent, 2021). Students often study abroad for a combination of reasons, which can depend on factors like their academic discipline and race. A case study of an abroad program in Beijing found that

Although the specialized courses offered by the L University program covered a relatively extensive scope, most were humanities and social sciences courses on

China-U.S. relations or China studies. Integrating theoretical learning and practice, the curriculum was undoubtedly very appealing to students majoring in the social sciences. In contrast, although offered sporadically, not enough courses in engineering, biology, and science were provided to form a curriculum. As a result of the limitations of the curriculum design, many L University students with a science and engineering background were discouraged from joining the program, as they could not study courses that were aligned with their disciplines. (Wang et al.,2020, p.282)

Despite the large percentage of students studying STEM fields in the U.S, they are largely limited in where they can study and whether they can go at all. In contrast, there are students who study abroad purely for academic or professional reasons. “Some students chose to join the program only to obtain the credits needed for overseas studies and were indifferent to experiencing the local culture and adapting to the local lifestyle” (Wang et al., 2020, p.284). Some programs in foreign language or international business require study abroad to graduate, and students often see companies in marketing and finance looking to hire employees who are experienced in working with diverse populations.

Study abroad is often marketed as a way gain intercultural competence, but that may not be the biggest selling point for everyone.

For white students typically originating in a predominantly white society, it seems intuitive that an increased interest in cross-cultural educational experiences would produce the increased interest in study abroad observed in this study. But for students who have experienced a lifetime of minority status, it seems equally intuitive that this variable would have no effect. Minority students don’t need to seek out cross-cultural experiences by traveling to another country because in most cases—especially as students at majority white postsecondary institutions—they already interact across cultural differences everyday. (Salisbury et al., p.143, 2010)

To convince more students to go abroad, study abroad professionals need to work on advertising their programs based on more than just interacting with a new culture and dive deeper into the abroad experience to find new benefits of programs.

However, it was found that despite differences in race and parents’ education, the biggest motivator for students to study abroad was exposure to the idea (Goldstein & Lopez, 2021). High levels of expected support from the university, as well as family and friends, also drive students to study abroad (Wang & Lent, 2021). Seeking personal growth is also a unifying drive for students to study abroad (Halpin, 2020; Wanger et al., 2020).

With an increasing number of students studying abroad and a widening gap in opportunities for students, it is necessary to determine the benefits of participating in abroad programs, and how they can be expanded to include more students. Students are rewarded in a variety of ways from studying abroad, including developing an understanding of moral and ethical issues, improving communication skills, enhancing academic performance, and increasing overall satisfaction of the college experience (Luo & Jamieson-Drake, 2014).

Professionally and academically, one of the biggest benefits gained abroad is deepened knowledge of language and culture. Watson and Wolfel (2017) found that significant language skills were gained abroad by students, especially those who lived with host families. While students who stayed with host families outperformed in listening and reading, both parties gained equal improvement in speaking. Both groups of students also equally participated in cultural activities and were able to develop intercultural competence. Halpin (2020) found that every student who studied in Belize brought up the Mayan and Garifuna people and their “appreciation for the knowledge gained through their direct experiences about the cultures through music, food, [visits to] historical sites and guided activities” (p.12).

With knowledge of other cultures comes a humbling new world perspective that leads to great personal growth. Students abroad in Israel felt that they experienced a transformation through their interactions with locals abroad (Chiocca, 2021). When students first arrived and realized how little they knew about Israeli culture, they first felt embarrassment and shame. However, those negative feelings helped motivate them to become educated on the subject and be open to new ideas. They were instructed throughout the semester to speak with Israelis about their experiences, which forced them to rethink the stereotypes they believed about the Israeli people and gain a more nuanced opinion on conflicts in the Middle East. This makes sense of Thomas and Kerstetter’s (2020) findings that after students returned from abroad, they were left with a level of awe they could not properly put into words, leaving them with incomplete ways to describe their experiences. After interviewing a variety of students in semester-long, direct enrollment, and faculty-led programs that traveled to Europe and Africa, they determined that a common theme upon returnees was a sense of disbelief. Studying abroad taught them how much is in the world, leaving them feeling small in comparison. It was a humbling experience that left them speechless besides being able to say “wow, I’m actually here”. They had their conventions challenged and were able to make comparisons to their own culture to better understand themselves and others. They did this by becoming knowledgeable of the new language and places, taking public transportation, eating authentic food, and having discussions with locals. After interacting with locals during her trip abroad to Belize, one student stated

[It] enhanced my undergraduate person by giving me a different perspective on the world. We live such extravagant lives while others struggle but still live life to the fullest- unbreakable attitudes- and I think that’s so beautiful and makes me feel blessed for the life I live and to try to become a more positive person. (Halpin, 2020, p.14)

What does need to be emphasized is that these gains do not happen automatically when a person goes abroad, effort by both the student and the faculty is needed to make a lasting impact, especially during a program with a very limited duration. Although most people think of the typical study abroad experience as a 15-week semester overseas, there are just as many students spending between two and eight weeks abroad over the summer (“Detailed Duration”, 2021). Rowan-Kenyon and Neihaus (2011) found a large difference in the effects of short-term study abroad program on the participants. After returning from a week-long trip to Prague, students who engaged in subsequent learning experiences continued to find meaning in their trip, but those who did not had faded memories. Their reactions ranged from “I'll always love and remember it, but it didn’t change me all that much” to “that week changed my life” (Rowan-Kenyon & Neihaus, 2011, p. 218). This makes it clear that significant impact is not guaranteed from an abroad experience; it must be strategically created.

Even those who felt impacted directly after studying abroad did not feel the same way a year later. One female student expressed immediately upon returning that the trip had inspired her to make some changes to improve her life such as breaking up with a boyfriend she wasn’t happy with and switching out of a major she didn’t enjoy. Upon being interviewed one year later, she revealed that she quickly gave up on those decisions (Rowan-Kenyon & Neihaus, 2011, pp. 219-220). Another female admitted that when she got back from the trip she still only socialized with similar groups, such as her own sorority and other students in Greek life, and continued to only travel the same way she had previously, taking cruises and spring break trips to Mexico (Rowan-Kenyon & Neihaus, p. 220, 2011). They determined that nothing was different about these students or the experiences they had in Prague; the difference was how they chose to integrate it into their lives afterwards. To make short term abroad programs effective, study abroad professionals should find ways to keep it relevant in the students' lives afterwards.

What also matters is how much effort is put in by the faculty and staff designing the program. It was determined that programs will lead to significant gains in cultural intelligence, but only when they are led by faculty members who know how to effectively incorporate experiential learning into the curriculum (Snodgrass et al., 2021). Pugh (2013) analyzed a 3-5 week program entitled Peacebuilding and Development Study Abroad Program in Ecuador (PADSAPE). This program uses a “bridge model” designed “as a key intervention that furthers a student’s overall development within an internationalized curriculum” (Pugh, 2013, p.1). It is a niche program consisting of 15-20 Americans and 3-4 Ecuadorian students, organized around a specific theme. All students participate in the same program activities together, such as site visits, conversations with locals, training, and service-learning. They build a portfolio and network to create lasting connections to the trip. After contacting alumni from the last 4 years of the PADSAPE trip, Pugh (2013) found that most participants rated the trip more effective than a traditional classroom setting for cross cultural competence, professional knowledge development, connections to useful network contacts, and a deepened understanding of peace (p. 795). More than half of the students also went on to participate in an additional “organized international experience” (Pugh, 2013, p. 794). If other short term abroad

programs can adapt this bridge model, they can be just as effective as other semester-long programs.

One possible way to bring these benefits to more students is virtual abroad experiences. This was adapted by schools primarily due to the Coronavirus pandemic in 2020, and while it is likely not an equal trade for traveling overseas, it can be a possible solution to gain intercultural competence for those who cannot or do not want to go abroad. During the pandemic, one abroad program that normally took place in Germany was transitioned into an online format. Students from America and Germany met over Zoom and used VR technology for “field trips” (Liu & Shirley, 2021). After the class concluded, students reported gaining high levels of relationship development, self-awareness and world orientation from the virtual course, which align with benefits of studying overseas. Students described the program as “eye opening to what the real world is like in other countries” and felt that had “many opportunities to learn and engage and discuss and problem solve” (Liu & Shirley, 2021, p.186). The majority of students expressed interest in taking an online abroad course again in the future.

WHERE STUDENTS STUDYABROAD AND WHAT DRIVES THAT DECISION

In the past five ears, Spain, France, Italy, and the UK have consistently ranked in the top five countries with the highest number of U.S students studying abroad, and Ireland and Germany have stayed in the top 10 (“Top 25 Destinations, 2021). More than half of U.S students who study abroad do so in Europe (Hansen, 2021). Latin America and the Caribbean follow as the next most popular, with 15% of students (Hansen, 2021). Costa Rica has earned itself a steady spot in the top 10 countries for U.S abroad students, so most students in Latin America and the Caribbean are concentrated there (“Top 25 Destinations, 2021). Australia, Japan, and China have ranked in the top 10 countries as well (“Top 25 Destinations”, 2021). South Africa has remained fixed in the top 20, but no other African country has made the top 25 in the past 20 years (“Top 25 Destinations”, 2021). As for the Middle East, Israel sporadically makes the top 25 throughout past 20 years, but no other countries in the region appear (“Top 25 Destinations”, 2021).

One factor that could have led to this trend is the partnership and promotion efforts of universities. Ficarra (2017) analyzed the websites of three of the top 20 U.S study abroad sending institutions to pick out patterns in the types of programs being offered. Of the programs being advertised on the websites, 63% of programs were European, while only 4% were African (Ficarra, 2017, p. 9). For the themed programs, service-based programs were only being offered in Africa and Latin America, and all Middle Eastern programs were based around business. In contrast, European programs offered a wide variety of subjects in art, business, cuisine, history and much more (Ficarra, 2017, p.10). In reality, great food, architecture, internships, and foreign language learning opportunities are available anywhere and everywhere, so avoiding stereotypes and being more expansive and inclusive of a wider spectrum of opportunities is important. Program advisors should consider the messages they send through their program locations and curriculums (Ficarra, 2017).

Other reasons to choose specific locations include geographic location (such as being close to an ocean or having a warm climate) and home-and-host course similarities (Jarrett & Ellis, 2020). These are reasons students reported choosing to study in Australia, because despite being the most expensive destination, it offers an abundance of beaches and a school system that American students can effortlessly enter because the standard courses are in English. Schools having a secondary campus abroad also entices students to go there. Attending your home institution abroad makes the application and accreditation process much simpler (Wang et al., 2020; Jarrett & Ellis, 2020). Students tend to gravitate towards easier opportunities to study abroad, likely because the idea of spending six months on another continent is daunting enough without extra work. Most U.S students view Chinese as a difficult language to learn, and many give up during the process (Peng & Wright, 2020). Some programs require language proficiency, so it has been reported as a deterrent to studying abroad (Wanger et al., 2020). Because study abroad is often viewed as an opportunity to become more marketable for jobs, many students also look for available internship opportunities (Peng & Wright, 2020). While not all internships abroad require language proficiency, many international workplaces prefer it, leaving students to go to English speaking countries.

BEST PRACTICES IN STUDY ABROAD

On average, about 12% of graduating students each year have studied abroad during their undergraduate years (J. Peters, personal communication, February 14, 2022). However, at the State University of New York (SUNY) at Stony Brook, that number is only about 3%. Currently, they have students abroad this semester for the first time since 2020, but only half the amount they typically have overseas in the Spring. According to their Vice Provost of the Office of Global Affairs, Lindsi Walker, this is likely because Stony Brook consists of about 50% commuter students, 17% international students, and almost 25% engineering majors (personal communication, February 17, 2022). For students who do not live on campus, the cost of having to pay for housing abroad is an extra financial burden they do not normally have. International students are already on a 4-year study abroad at Stony Brook, so they do not have much interest in going elsewhere. It is not impossible for engineering students to go abroad, but it requires extensive planning in advanced, which many students are not focused on during their freshman year.

Those who do study abroad have two primary options. They can choose to participate in a faculty led program or enroll in an exchange program with a partner university. Their faculty-led programs always draw bigger numbers because they are shorter, and students feel more confident going abroad with a professor who will be teaching a class they know they will get credit for (L. Walker, personal communication, February 17, 2022). However, the spots in these programs are limited, and they are often more expensive. Exchange programs often have language requirements and require at least a full semester commitment but there are more open spots and accommodations are cheaper. A level in between the safety of traveling with a full group from your home institution and the independence of an exchange program is participating in a trip run by a third-party program provider. However, because the SUNY system does not have existing partnerships with any of these companies, Stony Brook students must take a leave of absence if they chose to attend this type of program. This means that their financial aid cannot apply, and they are not guaranteed to be able to transfer their credits back.

However, the Office of Global Affairs is aware of the challenges associated with studying abroad, and the barriers the SUNY system has put in place. They have already started taking steps to make study abroad a more common experience at the school, and plan to implement more initiatives in the future. The office hosts presentations at opening weekend, admitted student days, and family weekend each year (L. Walker, personal communication, February 17, 2022). They are aware of the importance of planting the seed in students’ minds as early as possible, and the benefits of getting parents on board as well. Every new student admitted to Stony Brook receives a postcard from Global Affairs offering them the opportunity to study abroad as soon as the upcoming summer on a faculty-led program. They want students to have a taste of college life and overseas experiences before they even step foot on campus. They also plan to meet with academic affairs to collaborate on making study abroad more of an academic priority on campus. They hope that with a push from senior leadership, faculty will be more supportive of the students studying abroad and encourage them to apply. Paus and Robinson (2015) found that over 75% of students who were encouraged to go abroad by their family and professors went on to participate in programs, but of those who did not feel encouraged to study abroad, only about 25% ended up traveling overseas. Walker mentioned that study abroad is not intertwined with any degree programs at Stony Brook the way it is at other schools. What could possibly be adapted is the University of Rhode Island’s (URI) International Engineering Program. Twenty percent of URI engineers have opted for this 5-year program that allows them to graduate with a B.S in engineering as well as a B.A in a language of their choice (“Year Abroad”, n.d.). Their fourth year of the program is spent abroad in one of six countries offered, interning and studying at a partner institution. They guarantee that students will pay roughly the cost of in-state tuition while abroad, and their internship will either be paid or funded by a scholarship.

At Marist College the number of students who study abroad by the time they graduate is around 50% (J. Peters, personal communication, 2022). Despite pandemic related issues, there are more Marist students abroad in the Spring 2022 semester than ever before. On the college’s website, they list study abroad as part of the “Marist Experience”, and one of the things that makes Marist special (“The Marist Experience”, n.d.). Marist was first ranked in the top 25 leading institutions for number of students abroad in 2011 (“Leading Institutions by Duration”, 2021). By 2020, they have worked their way up into the top three. According to Dr. John Peters, Dean of Marist International Programs, study abroad was embedded seamlessly into the school culture over time by a collaborative effort from many key players at the university, including executive administration, faculty, financial aid officers, admissions counselors, and more (personal communication, February 14, 2022). Marist’s International Programs Office prides themselves on “minimizing roadblocks” to students going abroad. Students at other schools may feel like they have to fight to go abroad because their institution wants to put a square peg into a round hole, but Marist implemented a structure to make it easy for students to travel overseas.

In 2006, under President Dennis J. Murray, Marist College established a branch campus in Florence, Italy. President Murray, whom Dr. Peters describes as a “world traveler”, was an avid supporter of the campus and visited twice a year until he stepped down in 2021. The Florence campus became a selling point to attract students to the college, with admissions pushing it during recruitment. The branch campus has Marist faculty teaching classes, and full-time Marist staff on-site, which eases concerns of both students and parents. Incoming Marist students can even spend their freshman year abroad at the Florence campus if they choose. About 25% of Marist students who study abroad attend the Florence campus.

Another contributing factor to Marist’s high study abroad rates is the home-school tuition model they have implemented. All of Marist’s affiliated abroad programs only require students to pay whatever amount it costs them to spend a regular semester in Poughkeepsie, because their scholarships and financial aid transfer over to their abroad semester. The International Programs staff also works with the registrar’s office to create equivalencies tables that show students how each class abroad will transfer back to Marist. Many schools only allow pass/fail on semesters overseas, but Marist students can take major, minor, or elective classes abroad and earn grades they can put on their transcript and factor into their GPA. This helps Marist keep their 4-year graduation rates higher than the national average, while still allowing students to get time abroad.

To further increase the number of students who go abroad, Marist allows students to petition to work with other programs if they do not find what they want from a Marist affiliate. About 10-15 students each semester petition for a new program to be added, and most of them are granted approval because the international programs staff “want to be flexible and meet students where they are” (J. Peters, personal communication, 2022). Petitioned programs can be direct enrollment based or run by a third-party company and are still counted for major/minor academic credit with letter grades. Scholarships and financial aid also still apply.

Support from the faculty is also a significant reason Marist students go abroad. Students are often encouraged by their professors to go on faculty-led short-term programs or get internships abroad for a semester. Professors allow international programs staff to make classroom presentations to promote programs, and about 100 are done each semester. Marist also offers a variety of options for students to tailor their abroad experience to what fits their interests and comfort level. Students can directly enroll into an institution abroad if there is no language barrier, but if they want to go to a country where they are unfamiliar with the language, they can study with a third-party program provider at their center abroad. A student’s study abroad experience can be highly independent or very Marist-centric, depending on their preferences. There are also numerous duration choices from 1 week to a full year, allowing students to test the waters or dive right in. Lastly, one of the largest contributors to Marist’s continually high study abroad rates are the students’ stories. Students return to campus and tell their friends about the adventures and personal growth they experienced abroad, and through word of mouth, new students are inspired to follow in their footsteps. This is a common theme in motivations to study abroad, as students are often influenced by their peers to decide if and where they should go (Wang et al., 2020; Paus & Robinson, 2015)

By using Stony Brook University and Marist College as case studies, it is clear that for study abroad to be part of an institutions’ culture, upper administration must coordinate collaboration of faculty and staff that integrates international programs into the students’ academic and social lives on campus. Along with faculty and peer encouragement to participate in programs, these opportunities must be affordable, flexible and connect effortlessly with degree progress. Dr. Peters mentioned that Marist is able to maintain their home-school tuition model because they are a private institution that does not differentiate between in-state and out-of-state tuition. Public schools, however, would be very limited in finding places for their in-state students that fit the home-school tuition model because most programs are above that cost (personal communication, 2022). It may be easier for a small, private institution like Marist to achieve this than for a large state school such as Stony Brook to do so, but URI, a public school close to the size of Stony Brook, proves this is not an impossible feat.

Pre-pandemic, URI ranked in the top 15 institutions for the number of students abroad on long duration programs (“Leading Institutions by Duration”, 2021). They do not have an additional campus overseas, but their website includes a health and safety page to ease concerns of parents and students (“Health and Safety”, n.d.). They offer peer advising meetings, so students have the chance to hear about experiences from a student perspective. They also created an ambassador program on campus to engage study abroad returnees and spread the word about programs (“Returning Students”, n.d.). They offer faculty led and direct enrollments like Stony Brook, but also work with third party providers like The Council on International Educational Exchange (CIEE) to provide students with more options (“Study Abroad”, n.d.). They allow students to work with additional programs not pre-screened by URI with approval, and apply students’ scholarships, grants and financial aid for affiliated and non-affiliated programs (“Semesters Abroad”, n.d.; “Affording It”, n.d.).

CONCLUSION

Studying abroad can be a life-changing experience when effort is put in by students, faculty, and staff. It is an opportunity primarily taken by students who are white and able-bodied, but because of the personal and professional growth international programs are associated with, they should be accessible to all students. Barriers such as financial hardships, interruptions to degree progress, safety concerns, unsupportive faculty and limited course options need to be addressed before study abroad can be considered an equal opportunity. Where students study abroad should also be diversified, as the majority of U.S students abroad each year are concentrated in Europe. While traveling overseas is not a quintessential part of the college experience at all schools, with institutional-wide cooperation it can become embedded in higher education’s culture.

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