Degree

Doctor of Philosophy (PhD)

Department

Lutrill & Pearl Payne School of Education

Document Type

Dissertation

Abstract

Prior research has shown that studying abroad provides students with enriching, diverse educational experiences with positive personal, academic, and professional outcomes. Despite the benefits, only a small portion of American higher education students participate in study abroad programs. Students of color disproportionately study abroad at lower rates than White students. Since cost is often cited as the primary barrier preventing education abroad, this study examined the types of financial aid associated with study abroad access and participation.

This study used data from the National Postsecondary Student Aid Study, which is a nationwide dataset designed to represent the makeup of institutions nationwide. This study used logistic regression models with post-estimation marginal effects models to analyze the impact of financial factors and types of financial aid on the likelihood that a student of color will study abroad. These models were then run using the sample of White students, and the results were compared across the two groups.

This study found that total financial aid, adjusted gross income, student financial need, need-based aid, and merit-based aid were positively correlated with the odds that a student of color would study abroad. Only student loans were negatively correlated. When compared to the impact on White students, the need-based aid helped close the gap in study abroad likelihood between the two groups, while merit-based aid increased the access gap.

The results of this study can be used to influence federal policy, like increasing the Pell Grant amount, statewide policy through prioritizing need-based aid over merit-based aid, and institutional policy by encouraging policymakers to ensure financial aid policies allow students to use financial aid to study abroad. This study could also be used to impact the way institutions behave when marketing study abroad programs.

Date

4-1-2025

Committee Chair

Clayton, Ashley

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