Peer Mentoring and the Importance of Identity Work: A Case Study on Increasing Study Abroad Participation Among African American Students

Abstract

This article presents a longitudinal case study of efforts to increase participation of African American students who study abroad within an undergraduate business program. Based on an initial assessment, programmatic efforts were put into place and the impact measured across a five-year period. Results show that specific program changes that leverage peer mentoring and identity work substantially increased study abroad participation among African American business students. Key aspects of effective and inclusive program design along with the importance of peer-to-peer mentoring and identity work are discussed ln terms of their role in reducing racial disparities in study abroad participation.