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JRCERT Update
Table Improving Student Success Through
Number of U.S. Students in Study Abroad Study Abroad Programs
Programs by Discipline and Race and Ethnicity 6 According to NAFSA: Association of International
Educators, research has shown that students who study
2019-2020, 2020-2021,
Discipline n (%) a n (%) b abroad, particularly those who are underrepresented
or are at risk, are more likely to complete their degrees
Business and management 33 829 (20.8) 2512 (17.3) or certificate programs than are students who do not
Social sciences 31 239 (19.2) 2502 (17.2) study abroad. The NAFSA report indicated transfer
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Physical and life sciences 12 078 (7.4) 1398 (9.6) rates from 2- to 4-year colleges for community college
Engineering 6933 (4.3) 1292 (8.9) students who studied abroad are greater than for
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Foreign language and 12 749 (7.8) 1283 (8.8) those who did not study abroad. Students who study
international studies abroad might be more motivated to continue pursuing
Race and Ethnicity 2019-2020 (%) 2020-2021 (%) their studies. Further research is needed to uncover
the deeper meaning of this increased motivation and
American Indian or Alaska (0.5) (0.4) academic success.
Native
Raby et al published relevant best practice find-
Asian or Pacific Islander (8.6) (10.0) ings in the Community College Journal of Research and
Black or African American (5.5) (4.1) Practice. Their article, Community College Study
Hispanic or Latino(a) (10.6) (12.3) Abroad: Implications for Student Success, explored
Multiracial (4.8) (4.8) connections between studying abroad and academic
achievement. Using a mixed-methods design, the
10
White (70.0) (68.3)
California Community College Student Outcomes
a
N 5 162 633
b Abroad research project examined data that illuminated
N 5 14 549
how study abroad program participation has implica-
tions for personal development and global learning, as
after a student is accepted into a program cohort. In well as a range of indicators of academic success vari-
response, Tennessee community college faculty began ables. Raby et al suggested that participation in study
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creating options for embedding study abroad opportu- abroad programs creates opportunities for students to
nities as a component of existing, in-program, clinical experience shared common experiences and collabora-
practicum courses. tive activities with peers and supportive faculty. 10
Suggested barriers to community college education First-generation community college students rarely
abroad include: have access to study abroad opportunities. George
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curricular conflicts 5 Kuh argued that global education experiences are pow-
fear of travel 7 erful for underserved youth because of a compensatory
inability to take time away from family or work 8 effect that occurs. When a young person has sudden
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lack of finances 7 exposure to a high-impact and empowering educa-
lack of knowledge about the opportunity to study tional experience such as studying abroad, the learning
abroad 8 curve is steeper for them than for students for whom
Many of the known benefits of enrolling at a com- international travel or study abroad as early as junior
munity college extend to studying abroad, including high school is common. According to the Consortium
lower tuition rates, less restrictive admission criteria, for Analysis of Student Success through International
and flexible scheduling. The short-term nature of Education, only 8% of first-generation students study
embedded clinical experiences also is minimally disrup- abroad, yet those who do are more likely to graduate
tive for students who often are balancing school with within 6 years and have higher grade point averages
family and work responsibilities. at graduation. 13
RADIOLOGIC TECHNOLOGY, September/October 2023, Volume 95, Number 1 71
Reprinted with permission from the American Society of Radiologic Technologists for educational purposes. ©2023. All rights reserved.
