Presented By: Isabel Whitehead-Adams, University of Arkansas
Co-Authors: Christopher Estepp, University of Arkansas

Study abroad experiences are suggested to provide students with practical experience navigating new cultures, settings, and aid in personal and professional growth. However, access to programs is not equitable across various student demographics, particularly those in rural areas. Rural students face additional barriers to higher education which increase the likelihood that they pursue studies at a community college. The purpose of this study was to examine perceived barriers to studying abroad among rural community college students. Participants included students currently enrolled in classes at the [Community College] campus, who had attended informational sessions about a fully funded international program through the University of [State]. Despite the international program opportunity being fully funded, this group of students opted not to participate. With cost being a commonly reported barrier to studying abroad, the students' decisions to not participate prompted interest in exploring their decision-making processes. Portraiture methodology was used during two rounds of virtual focus groups (n=7) to elicit the participants' experiences and thought processes. Portraiture methodology allows researchers to develop vignettes or ”˜portraits' depicting the ”˜typical' participant experience. Four portraits were created based on participants' experiences that illustrated themes of home, work, relationships, and distrust in the location, titled ”˜The Necessary Homebody', ”˜The Committed Worker', ”˜The Betrothed', and the ”˜Exclusively-Domestic Traveler.' Participants reported struggling with the thought of leaving their family and home for multiple weeks, reconciling their interests with the reality of their work obligations, prioritizing staying near loved ones, and worrying about their safety in another country. The researchers recommend that future studies look into the impacts of trip duration, the locations offered, the introduction of peers who have successfully traveled abroad, and the framing of the information presented in the campus visits on rural community college students' willingness to travel abroad.