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Institutional and Agentic Mechanisms of Educational Mobility Justice in Study Abroad.

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Title: Institutional and Agentic Mechanisms of Educational Mobility Justice in Study Abroad.
Authors: Acevedo, Rosa Maria (AUTHOR)
Source: Journal of Higher Education. 2025, Vol. 96 Issue 6, p984-1007. 24p.
Subjects: Educational mobility, Low-income students, Foreign study, First-generation college students, Minorities, Self-efficacy in students, Academic support programs
Geographic Terms: United States
Abstract: This qualitative study investigates the pathways that first-generation, low-income, ethnoracially minoritized college students create and navigate to access and sustain their presence in study abroad. Using a counter-storytelling approach and semi-structured interviews, the study reveals the significant role of campus TRIO Student Support Services programs in expanding students' perceptions of what is possible. By applying the theoretical framework of educational mobility justice, this research demonstrates how these supportive efforts, combined with students' agency, enable them to creatively navigate structural barriers like class that often limit their mobility imaginaries. The study critically engages with the broader landscape of U.S. higher education, highlighting the complexities and inequalities inherent in study abroad. It challenges deficit-oriented narratives that have traditionally explained the underrepresentation of historically marginalized students in study abroad, instead emphasizing the strengths and agency of these students in shaping their educational journeys. This research contributes to a more nuanced understanding of mobility in the context of international education. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Institutional and Agentic Mechanisms of Educational Mobility Justice in Study Abroad.
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  Data: <searchLink fieldCode="AR" term="%22Acevedo%2C+Rosa+Maria%22">Acevedo, Rosa Maria</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Higher+Education%22">Journal of Higher Education</searchLink>. 2025, Vol. 96 Issue 6, p984-1007. 24p.
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  Data: <searchLink fieldCode="DE" term="%22Educational+mobility%22">Educational mobility</searchLink><br /><searchLink fieldCode="DE" term="%22Low-income+students%22">Low-income students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+study%22">Foreign study</searchLink><br /><searchLink fieldCode="DE" term="%22First-generation+college+students%22">First-generation college students</searchLink><br /><searchLink fieldCode="DE" term="%22Minorities%22">Minorities</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy+in+students%22">Self-efficacy in students</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+support+programs%22">Academic support programs</searchLink>
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  Data: This qualitative study investigates the pathways that first-generation, low-income, ethnoracially minoritized college students create and navigate to access and sustain their presence in study abroad. Using a counter-storytelling approach and semi-structured interviews, the study reveals the significant role of campus TRIO Student Support Services programs in expanding students' perceptions of what is possible. By applying the theoretical framework of educational mobility justice, this research demonstrates how these supportive efforts, combined with students' agency, enable them to creatively navigate structural barriers like class that often limit their mobility imaginaries. The study critically engages with the broader landscape of U.S. higher education, highlighting the complexities and inequalities inherent in study abroad. It challenges deficit-oriented narratives that have traditionally explained the underrepresentation of historically marginalized students in study abroad, instead emphasizing the strengths and agency of these students in shaping their educational journeys. This research contributes to a more nuanced understanding of mobility in the context of international education. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00221546.2024.2390807
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        Text: English
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        PageCount: 24
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      – SubjectFull: Educational mobility
        Type: general
      – SubjectFull: Low-income students
        Type: general
      – SubjectFull: Foreign study
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      – SubjectFull: First-generation college students
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      – SubjectFull: Minorities
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      – SubjectFull: Self-efficacy in students
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      – SubjectFull: Academic support programs
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              Text: 2025
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