Student Support Services Research Articles

Language development vs language support: a critical discourse analysis of two Australian universities’ policies on student linguistic capabilities

ABSTRACT Universities in anglophone countries responded to soaring numbers of non-traditional enrolments by expanding student support services. They have done so without being able to guarantee that international students will develop in their English language during a university degree (Humphreys, 2022, The need for English language development in Anglophone higher education settings: A case study from Australia. Journal of English for Academic Purposes, 59, 101156, https://doi.org/10.1016/j.jeap.2022.101156). Some universities have addressed the need to formalise language improvement by formulating English language policies. This article assesses the effectiveness of two Australian university English language policies – one focusing on language support, and the other focusing on language development. By synthesising the capability approach with critical discourse analysis (CDA), the article presents a qualitative evaluation of the linguistic capabilities and practical argumentation of these policies. The article argues that the development-focused policy appears more likely to maximise English improvement since its larger set of linguistic capabilities stands a greater chance of fostering freedom of choice, and its coherent practical argument could establish a clearer understanding among all policy stakeholders. The article considers the implications of this finding for university policy making.

Optimizing Student Management Strategies and Student Engement in Vocational Technical Colleges

This research aimed to assess the efficacy of student management practices and their influence on academic engagement among vocational-technical students in China. The study evaluated crucial aspects such as the admissions procedure, student assistance programs, attendance tracking, and technology to pinpoint obstacles and potential areas for improvement. Data was gathered using quantitative approach to assess their perspectives on management practices and academic involvement. The results indicated that using technology had a beneficial effect on student involvement. However, there were notable areas for improvement, such as student support services, attendance tracking, and the admissions process. The student support services were deemed unsatisfactory, with restricted availability and inadequate influence on academic achievements. The attendance tracking system was operational, but it did not impact student participation. On the other hand, the admissions procedure was equitable, but it lacked individualized assistance for students. Furthermore, the research revealed that students had modest intrinsic motivation, self-regulated learning, and goal-setting. Nevertheless, the level of academic aid provided needed to be improved, and the potential for collaborative learning was not fully realized due to participation difficulties. The study revealed that the mental health care provided was insufficient, and the inflexible academic schedule hindered students’ capacity to engage in interdisciplinary studies or modify their course loads based on individual circumstances. In addition, students expressed a lack of participation in decision-making procedures, which led to feelings of disconnection.

The Myers-Briggs type indicator association with United States medical student performance, demographics, and career values.

The Myers-Briggs Type Indicator (MBTI) is a self-reported personality test that has continued to gain popularity and traction across industries. The MBTI assesses individuals within four dichotomous categories corresponding to ways to, ultimately, assign one of sixteen personality types. Prior studies indicate that physicians trended towards certain personality traits and medical students with a particular trait performed lower academically. Due to the recency of these studies, however, there is a substantial knowledge gap in the relationship between medical student MBTIs and academic performance, demographics, and career interests. Therefore, the purpose of this study is to investigate this relationship amongst 4-year allopathic U.S. medical students and determine if there is substantial correlation to implement MBTI results in creating personalized student support services in school curriculum. This study was a single institution, cross-sectional study of 83 medical students. A survey was emailed to all students with the MBTI personality test paper edition, in addition to questions regarding specialty interest, learning style preference, and career values. Each student's responses were de-identified after pairing with the respective students' academic performance data and demographic information. Chi-square tests were used to compare MBTI data with categorical data such as demographic characteristics while independent sample t-tests were used to compare MBTI data with numerical variables like academic performance. Our findings suggest statistically significant associations between Introversion (I) with older age and Thinking (T) with male students. Additionally, Thinking (T) students performed better academically, valued variety in patient care (breadth of patients and pathologies seen), and the specific type of patient contact (longitudinal vs. short-term, etc.). Conversely, Feeling (F) students trended towards people-oriented specialties. Regarding learning styles and study environments, Extroverted (E) and Judging (J) types preferred hands-on learning, though Judging (J) types also preferred a quiet environment. No other statistically significant differences were found amongst the remaining variables. Medical schools should utilize student MBTI results to individualize student academic and career support as our study indicates various significant associations between some of the personality types. While not a "one-size-fits-all," the MBTI can be used as a potential starting point for specialty exploration and learning styles.

Well-Spaced: Mapping Institutional Urbanicity and TRIO Student Success Support Program Availability in Texas

ABSTRACT Research indicates first-generation college students whose parents have yet to complete college face significant challenges in accessing postsecondary education. Therefore, widening participation in college enrollment for this population through college support programming has become a focal point of U.S. education policy. Still, only some studies engage with geography’s importance in shaping college support programs’ availability. Centered on federally funded TRIO Student Support Service (SSS) programs, this study descriptively explores an association between TRIO SSS programs, institutional types, and urbanicity in Texas. Findings reveal a pattern between city types and types of institutions awarded grants for TRIO SSS programs.

Partial Severance: Distance Education and Parent Universities in Ghana

Distance Education has come to stay and it is very significant in the advancement of making education accessible to a broader popular. This distance education stems from a parent university, however, there seem to be a partial disconnection between the distance education and their parent university. The purpose of this study is there to explore the factors that account for the partial severance and the perceptions of distance education students regarding their sense of connection with the parent university. The qualitative research approach was adopted for the study. Consistent with the approach, case study design was used for the study. Purposive sampling technique was used to sample twenty-five (25) participants for the study, twelve (12) lecturers and thirteen (13) students. Interview guide was the research instrument used to collect data for the study. The thematic analysis was used to analyse the data. The study revealed that inadequate integration and communication between distance education students and the main campus significantly contribute to their sense of disconnection. Moreso, Distance Education students perceive their connection with the parent university as weak and insufficient due to feelings of isolation and exclusion from campus activities. They face significant communication gaps and lack access to resources and support services equivalent to those available to on-campus students. Based on the key findings, it is recommended that, parent universities who have established distance education should launch regular channels of communication to keep distance learners informed about campus events, resources, and opportunities for engagement. Also, parent universities must prioritize equitable access to resources and support services for distance education students. By creating a more inclusive and supportive environment, there will be a strong connection between parent universities and distance education, ultimately enriching their academic journey and overall satisfaction.

The Digital Voice of Students: Analysing Emerging Themes in a Corpus of University Reviews

For higher educational institutions, reviews on Google Maps offer a free and easily accessible platform for students to express their needs and voice their concerns voluntarily. Such a platform can be valuable for capturing a wide range of academic and non-academic aspects that may not be manifested via traditional feedback instruments such as surveys. Accordingly, this study explores the themes that emerge in a corpus of online reviews collected from Google Maps of 29 Saudi public universities while also highlighting how such reviews form a public discourse shaped by the medium itself. To this end, this research employed an NLP advanced technique, namely BERT, to categorise the reviews into themes based on their semantic similarity. Then, a thematic analysis was conducted to reveal six main recurrent themes in the corpus: location and accessibility, facilities and infrastructure, academic quality and teaching, student support services, religious sentiment and gratitude, and community and social environment. The findings indicate that while Google Maps reviews capture a number of cultural and social aspects of university life, they inherently foreground physical (e.g., amenities) and logistical (e.g., location) dimensions. The paper also demonstrates how online reviews provide students with a platform to raise issues related to both micro-level (e.g., specific courses, amenities) and macro-level concerns (e.g., inclusivity), hence their potential value in contributing to the evaluative discourse on higher education institutions. These results suggest the need for a systematic engagement with online feedback platforms to promote continuous institutional improvement and cultivate an inclusive, student-centred educational environment.

Balancing Athletic and Academic Excellence: A Quantitative Study of Student-Athletes' Time Management Strategies

This study focuses on the unique challenges faced by student-athletes and explores how they find a balance between competitive sports and academic pursuits. Through a one-year longitudinal study of 360 college athletes from a variety of sports and academic backgrounds, we deeply analyzed the relationship between time management strategies and academic achievement, athletic performance, and psychological health. The study used quantitative research methods to analyze the data and revealed several key time management strategies that were associated with significant improvements in academic and athletic performance. In particular, we discovered a novel "flexible focus" strategy that enabled students to quickly switch their attention between learning and training while maintaining high efficiency. In addition, the study found the moderating effects of social media use, sleep patterns, and nutritional intake on time management effects. Based on these findings, we proposed a comprehensive "dual-track development model" to provide a practical guidance framework for student-athletes, coaches, and educators. This model is not only applicable to traditional college sports programs, but also considers the emerging field of e-sports, providing a new perspective for understanding and supporting the comprehensive development of student-athletes in the 21st century. The results of this study have important implications for higher education policy, athletic training program design, and the development of student support services, providing an empirical basis for promoting the comprehensive development of student-athletes.

The Impact of Learning Experiences on Meeting Teacher Accreditation Standards: A Mixed-Methods Study

Professional Accreditation for teacher education programs is a quality assurance measure for normal universities. To clarify the factors affecting student teachers' learning and their mechanisms, a mixed-methods study was conducted on government-funded student teachers. The study found that learning experiences in areas such as clear goals, student support, appropriate assessment, teaching quality, and course organisation have varying degrees of influence on learning outcomes. The mechanisms of influence include: the combined effect of misaligned learning goals and simplified exam content hinders the improvement of learning quality; gaps in subject systems and structural shortages of teacher resources undermine the distinctive features of teacher education; and an imbalance between increasing learning challenges and insufficient student support obstructs the development of professional competencies. Therefore, universities should leverage participation in professional accreditation as an opportunity to reform teacher education curricula, build high-quality teaching teams, optimize the structure of teacher resources, and improve student support services to create an excellent training environment

Establishing Mentoring Relationships as Early-Career Latina Student Support Services Professionals

ABSTRACT Latina student services administrators represent 7% of administrators on college campuses. The lack of Latina representation in administrator roles indicates the need to better recruit and retain this group of administrators. Mentoring is one tool which supports the retaining of administrators. Using a Chicana feminist epistemology and thematic analysis, this study examines the experiences of early-career Latina SSS administrators with mentoring and supportive communities. Our findings indicate that early-career Latina professionals struggle with establishing mentoring relationships; are intentional in seeking mentors; and often must resort to establishing their own peer communities of support. Implications for research and practice are discussed.

Lived Experiences and Support Needs of Students with Disabilities: A Phenomenological Approach to Achieving SDGs 3,4, 10, and 11

Introduction: This study investigates the experiences, challenges, and needs of students with special needs and disabilities, aiming to create accessible facilities that support their educational requirements. Anchored in the Universal Learning Design and Social Model of Disability frameworks, it explores inclusive practices that promote equitable access. Employing a phenomenological qualitative approach, the research gathered data through semi-structured interviews with 16 students diagnosed with disabilities. The thematic analysis revealed three key areas of concern: infrastructure and facilities, physical education courses, and student support services. The identified needs include accessible infrastructure, assistive technology, and tailored academic accommodations, integrated into the concept of a "HUB." The study’s implications underscore the importance of inclusive learning environments, aligning with Sustainable Development Goals (SDGs) related to quality education, well-being, and reduced inequalities. The originality lies in contextualizing the experiences of these students, with findings that could inform institutional policies and enhance support for diverse student populations. Objective: The objective of this study is to investigate the experiences, challenges, and needs of students with special needs and disabilities to create a learning hub where they can feel supported in all aspects of their educational needs. Theoretical Framework: The study is anchored on the frameworks of Universal Learning Design and the Social Model of Disability. These frameworks focus on creating inclusive educational practices and systems that provide equitable access and opportunities for students with disabilities. Method: This study employs a phenomenological qualitative approach, as outlined by Creswell (2013), to explore the lived experiences of students with special needs and disabilities in higher education. It involved sixteen (16) student participants who were all medically diagnosed as people with a disability. Data was collected through semi-structured interviews, which allowed for flexibility while ensuring that key topics related to the participants' experiences were covered. Each interview lasted for approximately 45-60 minutes and took place in a comfortable setting, both in-person or via a virtual platform. Results and Discussion: The interviews were transcribed and manually coded with three emerging themes under the experiences and challenges, these being: infrastructure and facilities, physical education courses, and student support services. Emerging themes from specific support services they need are accessible facilities and infrastructure, assistive technology and academic accommodations, and dedicated support services & counseling. Research Implications: The practical and theoretical implications of this research are discussed, providing insights into how the results can be applied or influence practices in the field of inclusive and equitable quality education. These implications could encompass SDG 4 Quality Education, SDG 3 Good Health and Well-Being, SDG 10 Reduced Inequalities, and SDG 11 Sustainable Cities and Communities. Originality/Value: This study contributes to the literature by highlighting the contextualized experiences, challenges, and needs of students with special needs and disabilities in higher education. The relevance and value of this research are evidenced by its potential to inform institutional policies and practices that address the unique needs of students with special needs and disabilities. By identifying key challenges and support mechanisms, the study contributes to creating a more inclusive academic environment, promoting equity, and ensuring that all students have access to quality education. Additionally, the findings can help guide the development of accessible facilities, tailored support services, and academic accommodations, further enhancing the university’s capacity to meet diverse student needs.

The Indigenous Tutorial Assistance Scheme from a tutor’s point of view: groundwork for a critical pedagogy

AbstractThe Indigenous Tutorial Assistance Scheme (ITAS) provides one-on-one tutoring for Indigenous students at Australian universities. Qualitative and quantitative research has consistently identified ITAS as a vital means of supporting Indigenous participation in tertiary education, while also lamenting a lack of clear guidelines for conducting the tutoring relationship. Clear guidelines are important for students to know what to expect from tutors and for tutors to understand their purpose. There has been little, if any, research conducted from the perspective of a tutor reflecting on the pedagogies employed as part of their involvement in ITAS. This article fills that gap by laying the groundwork for a critical pedagogy of ITAS tutoring. Drawing on the anti-hierarchical concepts of Jacques Rancière and an autoethnographic methodology, I suggest that tutors should adopt an abolitionist approach that empowers students and discourages dependency. I show how this method can be put into practice through a strategy I call Returning the Question. The aim of this article is to stimulate reflection among ITAS tutors on their pedagogical practice with the hope of improving the quality and efficacy of ITAS as a support service for Indigenous students at university.

Conceptual Considerations for Understanding Resilience in Healthcare Students.

Increasing attention has been given to the concept resilience in the context of healthcare especially during and post the COVID pandemic. Much of the inquiry and evidence reported has focused on promoting or enhancing resilience in healthcare for improving the quality of care and reducing medical negligence. This discursive paper aims to highlight how resilience is conceptualised and identify any potential limitations or gaps in the context of healthcare students, acknowledging considerations for further development and research into this topic. This discursive discussion draws on relevant theoretical underpinnings from the fields of adjustment and coping psychology, and research and evidence from health sciences, for facilitating an understanding of resilience in supporting healthcare students to adapt into professional practice. Investigation of resilience in healthcare students is mainly identified at an individual level as personal traits or skills for working within complex healthcare systems and clinical environments. Less attention has been given to examining resilience at the organisation or systemic level. This is primarily because of limited frameworks for investigating resilience from a multidimensional perspective recognising a wider systemic level influenced by external factors including socioecological determinants, for example, available support services for healthcare students. The link between resilience and its function to mitigate against associated neuropsychological distress and subsequent pathopsychological disorders in healthcare student cohorts is recognised; however, greater understanding of resilience as a multidimensional construct is warranted. A multidimensional investigation of resilience is critical for the preparation and readiness of healthcare structures and organisations in facilitating the needs of healthcare students entering challenging and diverse healthcare working environments. No patient or public contribution.

Applying the Panarchy Framework to Examining Post-Pandemic Adaptation in the Undergraduate Medical Education Environment: A Qualitative Study

Phenomenon: The COVID-19 pandemic necessitated an abrupt shift to online medical education, disrupting learning across knowledge, skills, and social connections. Post-pandemic, medical schools must evaluate how these disruptions shaped student experiences to optimize the return to in-person learning. Approach: This cross-sectional qualitative study explored medical students’ perceptions of their learning environment during the post-pandemic reintegration period in Oman. Fifty-four preclinical and clinical students participated in six focus group interviews. Content analysis identified key topics characterizing students’ perceptions of change and change processes in the post-pandemic learning environment. The panarchy framework, developed to characterize complex adaptive systems in nature, was used to frame the results. Findings: The return to in-person environments presented a mix of renewed connectivity, involving collaborative benefits alongside transitional adjustment strains. Five major topics characterizing student perceptions of change and change processes in their post-pandemic learning environment were identified: learning skills, developing clinical competence, faculty interactions, physical atmosphere, and social connections. Managing academic schedules and cognitive load as the learning environment opened challenged students’ learning skills. Learners valued a renewed opportunity for interactive application of knowledge through collaboration, patient contact, and empathy skill-building to feel prepared for future practice. Returning to in-person instruction renewed a sense of community and peer support networks disrupted by pandemic isolation. Some students continued to struggle with study-life imbalance and felt ill-equipped to handle post-pandemic demands. Improved access to student support and wellness services was emphasized to ease transitional stresses. Students defined an ideal learning climate as supportive, active, personalized, relevant, challenging, accessible, and collaborative. Insights: While pandemic disruptions posed challenges, they provide opportunities to strengthen the educational system’s resilience moving forward. Our findings highlight an opportunity for medical educators and learners to capitalize on the innovations that emerged during this period, integrating technology with interactive learning activities and reconnecting students with the core values of the medical profession. Applying the panarchy framework to frame this adaptive process could enable the tracking of multi-level interactions within the medical education environment and the evaluation of interventions targeted at identified areas of concern. Further exploration to achieve complete mapping of specific environmental domains onto the panarchical cycles merits future investigation to build integrated resilience frameworks.

Organizational and pedagogical foundations of the interaction of educational organizations at all levels: a factor of continuity and consistency in psychological and pedagogical support

This article delves into the vital aspect of implementing psychological and pedagogical support for students across educational organizations of varying levels. Drawing upon the outcomes of domestic research conducted by the authors, the article highlights the inadequate efficacy of psychological and pedagogical support services for students. It also sheds light on the challenges faced by most secondary school teachers in catering to children with special educational needs. To comprehensively assess the state of psychological and pedagogical support for pupils and students across preschool, secondary, technical and vocational, and post-secondary education, a research group conducted an extensive scientific study. The analysis, employing the triangulation method with qualitative and quantitative data, drew from international and domestic experiences, as well as the existing regulatory framework in Kazakhstan concerning psychological and pedagogical support. The study uncovered several problematic issues hindering the successful implementation of psychological and pedagogical support for students. The primary challenges identified by the research group included the prevalence of the medical model of special educational needs over the socio-pedagogical model in the mindset of educators. Additional challenges encompassed an unsystematic approach to psychological and pedagogical support and insufficient internal and external collaboration among educational organizations at all levels, affecting the provision of comprehensive support across all educational tiers. Based on the research findings, the research group concluded the necessity of adopting a systematic approach in providing continuous and comprehensive psychological and pedagogical support for student’s at all educational levels. The article proposes various strategies to implement continuous comprehensive support and outlines organizational and pedagogical conditions that serve as the scientific and methodological basis for developing models of comprehensive psychological and pedagogical support for inclusive educational processes, grounded in continuity and consistency.

The Impact of Medical Education Quality on Career Adaptability for International Students in China: The Mediating Role of Proactive Career Planning Behavior

Background: The quality of medical education plays a significant role in shaping the career outcomes of international students. As they navigate the challenges of their studies and career paths in a foreign country, understanding the elements that influence their career adaptability is essential. Objective: This study aims to examine the impact of medical education quality on career adaptability among international students in China and to emphasize the mediating role of proactive career planning behavior. It also investigates challenges related to cultural adjustment. Methodology: A quantitative technique is employed in a cross-sectional survey of international medical students in China. Information was collected from 575 valid responses through structured questionnaires. The research utilizes regression analysis and Structural Equation Modeling (SEM) to assess the relationships between medical education quality, career adaptability, proactive career planning behavior, and cultural adjustment challenges. Result: The evaluation revealed that medical education quality positively influences career adaptability (p < 0.001, β = 0.45). Proactive career planning behavior was found to positively influence career adaptability (p < 0.001, β = 0.38). Medical education quality positively influences proactive career planning behavior (p < 0.001, β = 0.50), and proactive career planning behavior mediated the connection between medical education quality and career adaptability (p = 0.013, β = 0.20). Cultural adjustment challenges moderated the relationship between medical education quality and career adaptability, with a significant interaction effect (p = 0.032, β = -0.15). Conclusion: The research emphasizes the significance of high-quality medical education in promoting career adaptability among international students, highlighting proactive career planning and examining cultural adjustment challenges for optimal career outcomes. These insights can inform educational practices and support services for international medical students, aiming to enhance their career readiness and adaptability in a global context.

Influence of Power Supply Reliability on Academic Performance and Project Completion Rates of Architectural Students at Caleb University, Lagos, Nigeria

This study investigates the influence of power supply reliability on academic performance and project completion rates among architecture students at Caleb University. The research adopts a quantitative approach, using a structured questionnaire to gather data from a representative sample of students across BSc, MSc, and PhD programs. Of the almost 700 population, 255 were sampled and the findings reveal that power interruptions are a frequent and significant issue, with 85% of students experiencing outages at least once a week and 60% reporting outages lasting between 1 to 3 hours. These disruptions have a pronounced negative impact on academic performance, with 78% of respondents indicating that power outages have adversely affected their grades. Furthermore, 82% of students reported delays in project completion due to power interruptions, with a substantial number having to redo portions of their work due to unsaved progress. The study highlights a strong correlation between the frequency of power outages and the decline in academic performance, as well as the delays in project completion. Additionally, the psychological impact of these outages, manifested in increased levels of stress and anxiety among 70% of respondents, further exacerbates the challenges faced by students. The research concludes that reliable power infrastructure is crucial for academic success, particularly in technology-intensive disciplines like architecture. Recommendations include improving power infrastructure, implementing energy management strategies, developing contingency plans, enhancing student support services, and fostering collaboration with power utility providers. By addressing these issues, educational institutions can create a more stable and conducive learning environment, thereby enhancing students' academic outcomes and overall well-being.

Enhancing boarding madrasah quality: A framework for innovative ideas in man 2 Jombang Indonesia

This research aims to develop a framework of innovative strategies to improve the quality of boarding madrasah education at MAN 2 Jombang, Indonesia. The study will delve into the current state of the institution, identifying its strengths, weaknesses, opportunities, and threats. Through in-depth interviews, surveys, and document analysis, the research will gather insights from madrasah heads, teachers, students, and parents. Based on these findings, a comprehensive framework of innovative ideas will be proposed, encompassing pedagogical approaches, infrastructure development, student support services, and community engagement. The ultimate goal is to equip MAN 2 Jombang with a set of practical strategies to elevate its educational standards and foster a more conducive learning environment for boarding madrasah students.

Structured Intervention of Early Term Preclinical Veterinary Students Experiencing Academic Peril Improves Academic Performance.

Veterinary medical students experiencing curricular challenges naturally look to their institution for resources to facilitate improvement in academic productivity. Academic remediation programs tend to be institution-specific, and their impact on student success is uncommonly interrogated using rigorous objective assessment. This study investigated the deployment of an academic development program (ADP) in the second semester of the Doctor of Veterinary Medicine (DVM) Program. The research focused on the impact of the ADP on student attrition, mean semester course grade improvements, and performance on the Veterinary Educational Assessment (VEA) examination. Performance metrics were compared between the ADP group and a control group (CG) of students from one semester ahead who were determined to be demographically equivalent and in the same class (bottom) quartile as the ADP group but did not have any structured academic remediation. The findings indicate that students participating in the ADP had less attrition and gradual increases in end-of-semester grades, such that by the beginning of their 5th semester, ADP students' grades were indistinguishable from upper quartiles in their class. This trend was not observed in the CG class with significant differences still present between the lower quartiles (i.e., CG) grades and the remainder of the class (p = .0046). ADP enrollment had a positive effect on VEA scores with mean scale score increased by 4.83 points (p = .017). This study provided the framework for a successful institutional academic remediation program that could be modeled at other institutions striving to bolster student support services.

Perceptions of Teachers on Bilingual Education in Business Education

In the process of global integration, international cross-cultural business interactions are becoming closer, and the importance of English as an international lingua franca continues to grow. Business programmes aimed at developing both business and foreign language skills are faced with the challenge of adopting bilingualism teaching. The study adopts qualitative and quantitative research methods, mainly using literature method (referring to relevant domestic and foreign literature materials and related information retrieval), and questionnaire survey method to conduct questionnaire surveys with students and teachers in Jiangsu University of Technology. The paper intends to probe specific aspects of bilingual teaching and to give suggestions for effective ways to carry out bilingual teaching for Business Majors. This study finds that at present, in the process of bilingual teaching of business courses, there are problems or challenges such as students’ difficulties in studying in bilingual environment, insufficient studying teaching in bilingual resources and materials, cross-cultural adaptation problems, etc. In order to address these problems, programmes such as enhancing teacher preparedness, developing curriculums, developing teaching resources, providing student support services, and reviewing evaluation and assessment are proposed.

Institutional and Agentic Mechanisms of Educational Mobility Justice in Study Abroad

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.