Coming Home: How Identity Plays a Role in Students who Study Abroad in an Area That is Representative of Their Heritage

Study abroad participation has more than tripled over the past two decades in the United States and has led to increased research efforts on topics such as the benefits of study abroad and the development of students who study abroad; however, little research exists on students who have heritage connections to the area in which they study abroad. In order to address this need within the field of higher education and study abroad, a hermeneutic phenomenological qualitative study was conducted to explore what factors, if any, affect changes in identity salience for students who study abroad in areas that are representative of their heritage. Rather than focus on one aspect of identity (e.g., social, ethnic, racial, or nationality), this study left it up to the participants to disclose what pieces of their identity, if any, were affected by their individual study abroad experience. Identity salience in regards to ancestral connection was a focus of this study. The theories that guide this study include Bronfenbrenner’s ecological theory and Abes, Jones, and McEwen’s reconceptualized model of multiple dimensions of identity. This research provides insight into this phenomenon by exploring the lived experiences of American students who studied abroad in an area connected to some part of their heritage. In addition, this research embraces a holistic perspective of student development as a guiding philosophy throughout in order to represent the fluidity and intersectionality of identity

Heritage Seekers, Identity, and Study Abroad: A Phenomenological Exploration

Study abroad participation for US college students has been on the rise throughout the past two decades. According to the Open Doors: 2018 Fast Facts report (Institute of International Education, 2018), 1.8% of US undergraduate students studied abroad, and study abroad participation overall rose to almost 333,000 students, during the 2016–2017 academic year. Research suggests that students choose programs because of location, costs, available courses, and heritage (Angulo, 2008; Eder, Smith, & Pitts, 2010; Moreno, 2009). As more US students study abroad, it is necessary to continue to explore the learning and developmental outcomes associated with these experiences and the reasons students choose to study abroad