Considering different routes: Theorizing how to evaluate inclusive international programing for First-Gen students

• In Event: Education Abroad for First Generation Students, Diplomacy and DEI

Proposal

Problem:
Research shows that first-generation college students represent a growing segment of the U.S. higher education population, yet they are consistently underrepresented in education abroad programming (Cataldi et al., 2018; Rausch, 2017). According to Bell et al. (2020), only eight percent of first-generation students participate in study abroad programs, yet those who do often graduate with higher GPAs than their peers and are more likely to complete their degrees within a six-year timeframe. Additionally, scholars have identified study abroad as a high-impact practice that promotes student retention and college completion, and is a benefit to students overall (Bhatt et al., 2022; Farrugia & Sanger, 2017; Kuh, 2008; Valuy & Shao, 2021). Participation in study abroad and international internship opportunities has also been cited as a significant aspect of the “development of students’ intercultural and global competencies, particularly in the areas of cross-cultural interpersonal skills” (Stebleton et al., 2013, p. 15). Parker and Altman Dautoff (2007) found that twice as many students cited an international service learning project as the activity that increased their sense of connectedness to a broader global community. Our project seeks to understand the specific issues and barriers first-generation students face when going abroad specifically, and how we can evaluate the success of a first-generation international, community-development educational experience.

Methods:
This particular project explores the integration of a first-generation-specific international education program within a pre-existing program to promote ethical community engagement, both domestically and abroad, by undergraduate students at a large, public, R-1 institution in the U.S. The pre-existing program in particular takes place in three parts: a spring preparation course, a summer experience, and a fall reflection course. Additionally, pre-existing reflection points allow students to reflect on their own experiences and to actively plan to complete the next phase of the program. The first-generation program then builds upon this reflective process to support students’ specific needs as first-generation students.

This study draws upon recent, relevant literature to illustrate specific issues first-generation students encounter when planning to study or intern abroad, as well as elucidate the best measure of success within this programmatic setting. In many ways, evaluation of this process will need to be understood at two particular levels: from a student’s perspective (i.e. “are students taking away the intended lessons?”) and a programmatic perspective (i.e. “are the components of the program imparting such learning?). As such, the literature selected will respond to three particular questions: (1) specific barriers to first-generation students within international programs; (2) how programs can accommodate first-generation students within such programming; and (3) how to properly merge these programs to best ensure such results. By comparing these findings, on an individual and programmatic level, we then hope to define what should be considered successful for this program and develop a scheme to evaluate this program under these terms.

Results:
This project is on-going, and the results are still to be determined. However, research conducted on college success among first-generation students highlights deficiencies within educational institutions, which struggle to foster environments conducive to first-generation and minoritized student success (Jehangir, 2010; Quaye et al. 2019). For example, minoritized students do not share the same access to advanced courses, counseling, and other college preparatory resources in the K-12 pipeline as do their dominant-group peers (McKillip et al., 2013). Similarly, for first-generation students, differences in cultural norms can shape their campus involvement and learning (Ogden et al., 2024). For instance, when first-generation students feel that their language use does not conform to mainstream academic discourse styles, they may be less willing to participate in classroom discussions (White, 2011). In addition, educational practices developed to support students’ academic and social engagement, such as living-learning communities and student clubs and organizations, do not factor in the economic and lived realities of first-generation students, who often are more likely to be employed while enrolled in college and live off-campus (Holloway-Friesen, 2018; Kuh, 2008; Ogden et al., 2024; Pascarella et al., 2004; Pike & Kuh, 2005; Stebleton & Soria, 2013). In this way, we expect that these differences between first-generation students must be considered within any evaluation of such programming. Additionally, we hope that these findings will help us develop an action plan for evaluation as well as highlight relevant data for such an evaluation. In this way, this should lay out the plan for how to evaluate the integration of these programs.

Insights:
At its core, this project explores how to adapt international educational experiences to support first-generation students. In this way, it will explore from a practical standpoint the obstacles that first-generation students face as they try to complete international educational experiences as well as the programmatic issues of trying to adapt a program to fit the needs of a more diverse array of student backgrounds. Further, following the adaption of a more active student environment, these implications will provide a baseline of student engagement to be explored in future evaluations of this programming.

Authors

• Benjamin W Oliver, Florida State University

• Emily Leyava, Florida State University