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Stratification in Study Abroad Participation After Accounting for Student Intent

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  • Mitchell D. Lingo

    (University of Iowa)

Abstract

This study uses the Wabash National Study on Liberal Arts Education to understand student study abroad participation while holding a student’s prior intent to study abroad constant. The study augments previous use of the data set by (1) holding intent to study abroad constant across models and (2) focusing on study abroad participation and the socioeconomic construct of parental education. Consistent with theories of high-brow embodied cultural capital and effectively maintained inequality, students of advanced degree parents are more likely to study abroad after holding intent to study abroad and the various forms of capital constant. Intent to study abroad, gender, prior and current academic characteristics, university type, diverse coursework, orientation towards diversity, non-classroom faculty interactions, and co-curricular involvement have associations with study abroad participation. After controlling for intent to study abroad, individual analyses of student socioeconomic status indicate that intent to participate, academic achievement, and liberal arts institution attendance remain salient for increasing study abroad participation, and some other factors had heterogeneous associations among subgroups.

Suggested Citation

  • Mitchell D. Lingo, 2019. "Stratification in Study Abroad Participation After Accounting for Student Intent," Research in Higher Education, Springer;Association for Institutional Research, vol. 60(8), pages 1142-1170, December.
    • Handle: RePEc:spr:reihed:v:60:y:2019:i:8:d:10.1007_s11162-019-09545-z
    DOI: 10.1007/s11162-019-09545-z
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    References listed on IDEAS

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    1. Margaret Partlo & Frim Ampaw, 2018. "Using income effects to market undergraduate education abroad participation in higher education," Journal of Marketing for Higher Education, Taylor & Francis Journals, vol. 28(1), pages 66-89, January.
    2. Gary S. Becker, 1994. "Human Capital Revisited," NBER Chapters, in: Human Capital: A Theoretical and Empirical Analysis with Special Reference to Education, Third Edition, pages 15-28, National Bureau of Economic Research, Inc.
    3. Samuel R. Lucas, 2009. "Stratification Theory, Socioeconomic Background, and Educational Attainment," Rationality and Society, , vol. 21(4), pages 459-511, November.
    4. Gary S. Becker & Nigel Tomes, 1994. "Human Capital and the Rise and Fall of Families," NBER Chapters, in: Human Capital: A Theoretical and Empirical Analysis with Special Reference to Education, Third Edition, pages 257-298, National Bureau of Economic Research, Inc.
    5. Gary S. Becker, 1994. "Human Capital: A Theoretical and Empirical Analysis with Special Reference to Education, Third Edition," NBER Books, National Bureau of Economic Research, Inc, number beck94-1, March.
    6. Stephen Schmidt & Manuel Pardo, 2017. "The Contribution of Study Abroad to Human Capital Formation," The Journal of Higher Education, Taylor & Francis Journals, vol. 88(1), pages 135-157, January.
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    Cited by:

    1. Hee Sun Kim & Janet H. Lawrence, 2021. "Who Studies Abroad? Understanding the Impact of Intent on Participation," Research in Higher Education, Springer;Association for Institutional Research, vol. 62(7), pages 1039-1085, November.
    2. DI PIETRO Giorgio, 2020. "Evidence on study abroad programmes: Data and indicators," JRC Research Reports JRC119964, Joint Research Centre.
    3. Brian P. An & Chad N. Loes, 2023. "Participation in High-Impact Practices: Considering the Role of Institutional Context and a Person-Centered Approach," Research in Higher Education, Springer;Association for Institutional Research, vol. 64(4), pages 520-546, June.
    4. Yu Sun & Jon-Chao Hong & Jian-Hong Ye & Jhen-Ni Ye, 2023. "Satisfaction with Online Study Abroad Predicted by Motivation and Self-Efficacy: A Perspective Based on the Situated Expectancy–Value Theory during the COVID-19 Epidemic," Sustainability, MDPI, vol. 15(5), pages 1-15, February.

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