Abstract

According to the Institute for International Education (IIE, 2013a), study abroad participation in the United States had almost doubled over the past decade, but still only a small fraction of U.S. college students study abroad. Students in certain academic majors, particularly those majoring in STEM fields, often face specific barriers to studying abroad (Desoff, 2006; IIE, 2014b, Wainwright et al., 2009). This study sought to unpack the role of college environments in promoting or inhibiting study abroad participation by examining the interplay of academic major, gender, and class standing as predictors of student’s intent to study abroad.

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Additional Information

ISSN
2381-2338
Print ISSN
0888-210X
Pages
pp. 70-84
Launched on MUSE
2016-03-18
Open Access
No
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