Embargo Period

5-3-2025

Degree Name

MA in International Education

First Advisor

Dr. Melissa Whatley

Abstract

This study examines the lived experiences of LGBTQ+ students studying abroad, the practices of study abroad advisors in their support of LGBTQ+ students, and their alignment with one another. Findings from qualitative analysis of survey responses from LGBTQ+ students that have studied abroad in the past five years and interviews with current study abroad advisors suggest that study abroad advising practices can unintentionally reflect a deficit-oriented perspective, emphasizing risks and challenges LGBTQ+ students may face while abroad over strengths and resilience. However, advisors embrace equity-based practices that seek to address barriers and affirm LGBTQ+ identities within study abroad, even when faced with institutional constraints and new challenges under the Trump administration. The study highlights the need for inclusive advising that incorporates LGBTQ+ identity into all resources and strategies, an emphasis on resilience-based dialogue, meeting students where they are physically and figuratively, and regular reflection by advisors on their advising strategies. Findings contribute to a broader discussion of LGBTQ+ inclusion in education abroad and the importance of shifting from a risk-focused approach to one that centers on student empowerment.

Keywords: LGBTQ+ students, education abroad advising, marginalized student experience, study abroad, equity-minded advising, higher education

Disciplines

Bilingual, Multilingual, and Multicultural Education | Disability and Equity in Education | Higher Education | International and Comparative Education

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