African American university students' interest and participation in study abroad and other international education initiatives are dismally and historically low compared to their White peers. Scholars have suggested that it is due to lack of advising, financial capital, and how programs are marketed. After a brief survey of literature, this article digs deeper than those surface explanations for lack of participation and qualitatively unveils the viewpoints regarding global citizenship of 15 Black students at a mid-size southern university and organizes the data into several themes by which university administrators, faculty, and international education professionals can better formulate programming and dialogue to meet the needs and interests of Black college students. This, the researcher suggests, will increase participation and interest in global learning initiatives. At the close of this article, the researcher will recommend several data-driven strategies that higher education institutions can add to their global learning growth plan in order to attract and engage Black students in meaningful global learning experiences both domestic and abroad.


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pp. 80-93
Launched on MUSE
Open Access
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