Author ORCID Identifier

https://orcid.org/0009-0001-1258-0511

Date Available

8-21-2025

Year of Publication

2025

Document Type

Doctoral Dissertation

Degree Name

Doctor of Philosophy (PhD)

College

Education

Department/School/Program

Educational Policy Studies and Eval

Faculty

Dr. Kayla Johnson

Abstract

First-generation students are underrepresented in study abroad programming, both nationally and at the University of Kentucky. To address participation barriers and the resulting opportunity gap for first-generation students, the University of Kentucky designed and implemented an innovative study abroad program for first-generation students titled “Explore First: Careers, Cultures, and Connections.” This specially-designed program sought to provide participants with the academic, social, and professional benefits associated with education abroad experiences, including greater self-efficacy, sense of belonging, intercultural competence, and career exploration and preparation. This mixed methods study examines these intended outcomes of Explore First. Drawing from quantitative surveys administered pre-, mid- and post-program, participant observation, and onsite daily written reflections, findings from this study demonstrate the effectiveness of the Explore First program in developing students’ self-efficacy and intercultural competence. Furthermore, Explore First also provided the students with the opportunity to increase their career preparation by facilitating meaningful learning experiences onsite through engagement with local companies. This study has implications for international education more broadly as it will help higher education administrators recognize the challenges these students face and inform the development of innovative support programs that are more inclusive and responsive to the specific needs of first-generation college students. As an innovative approach to study abroad program design and implementation, it is important to understand what and how students learn on Explore First, and how such innovative programs can be fully utilized to support first-generation students. As prior research has shown, and this study reinforces, once first-generation students acquire effective tools and support, they are capable and will continue to bridge the educational gap.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2025.422

Funding Information

2025 Thacker Award. University of Kentucky Educational Policy Studies & Evaluation.

2025 EPE Dissertation Enhancement Award. University of Kentucky Educational Policy Studies & Evaluation.

2023 Martin Fellowship. University of Kentucky Educational Policy Studies & Evaluation.

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