ERIC Number: EJ1455440
Record Type: Journal
Publication Date: 2024-Nov
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1085-4568
EISSN: EISSN-2380-8144
Examining Racialized Deficit Mindsets of Black and Latinx Students' Lower Participation in Study Abroad
Neal J. McKinney
Frontiers: The Interdisciplinary Journal of Study Abroad, v36 n3 p1-24 2024
This article examines study abroad personnel's rationale that Black and Latinx students participate in study abroad at a lower rate than their white peers. This article argues that this over-30-year-old rationale should be discontinued to achieve equitable study abroad participation for Black and Latinx students. The author introduces critical race theory as a theoretical lens for study abroad personnel to examine how the internal discourse of racial cultural differences among study abroad personnel is historically linked to pervasive racialized deficit mindsets about Black and Latinx students' achievement. The author reviews existing study abroad scholarship on Black and Latinx student participation to establish a foundation for how the rationale originated and uses critical race theory storytelling as a methodological framework to critique the lower participation rationale. Through this approach, the author advances emergent insights for study abroad personnel to be more equitable, conscious, and intentional in their advocacy for greater Black and Latinx student participation in study abroad programs.
Descriptors: African American Students, Hispanic American Students, Student Participation, Disproportionate Representation, Study Abroad, School Personnel, Attitudes, Racial Differences, Equal Education, Racism, Academic Achievement, Critical Race Theory, Influences, Cultural Capital, College Students
Frontiers Journal. Dickinson College P.O. Box 1773, Carlisle, PA 17013. Tel: 717-254-8858; Fax: 717-245-1677; Web site: https://www.frontiersjournal.org/index.php/Frontiers
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A