This case study explores the experience of a first-generation Latinx student navigating international study abroad opportunities within an academic institution. Carlos, a second-year undergraduate student, engages with a study abroad advisor revealing gaps in institutional systems not aligned with diversity, equity, and inclusion. The narrative highlights the limitations of a new walk-in advising system and the lack of cultural responsiveness Carlos experiences from his professor and study abroad advisor. Guadalupe, a department leader, recognizes the systemic issues that hinder equitable access and support for students like Carlos who share a similar background. This case highlights the importance of proactive communication, culturally responsive advising, and institutional accountability in supporting first-generation, low-income students in their study abroad opportunities.

Keywords

 First-generation students, Latinx students, Study Abroad, Cultural Barriers

Characters

Guadalupe (she/her) serves as the Director for the Study Abroad & Global Engagement Department. Guadalupe, a Latinx, previously low-income, cisgender woman, joined the institution six months ago after serving for 10 years as a Study Abroad Counselor. She currently oversees the Study Abroad advisors including helping them to effectively navigate student concerns while simultaneously upholding the University’s policies.

Carlos (he/him) is a Latinx, first-generation student who is the oldest of three siblings and lives in

off-campus housing. Occasionally, Carlos supports his father’s small family-owned restaurant by picking up shifts due to understaffing. He is an undergraduate student majoring in Linguistics and is currently in his second year. Despite living in off-campus housing, Carlos has actively sought and found ways to be involved on campus and recently became a board member of the Associated Student Initiative, a student organization that advocates for on-campus engagement through programs, services, and opportunities that aims to close the equity gap and ensure student succeed.

Dr. Chen (he/him) is a multi-racial, tenured, full professor with experience in his field. He holds a Ph.D. in Anthropology, specializing in Communications. Throughout his tenure, Dr. Chen has led numerous study abroad programs. This summer, he is coordinating a faculty-led study abroad course titled “Languages of the World.” This exciting opportunity invites students to explore the rich tapestry of global languages and cultures. Currently, he is recruiting students from his lecture classes interested in learning about historical languages in Madrid, Spain.

Taylor (she/her) is a socially and politically conservative, white, cisgender woman who has worked at the Study Abroad Office for over 10 years as a Senior Counselor. She advises students daily on creating their study abroad packages to help prepare them for their travels. Historically, Taylor has been selective when working with her students. However, due to a shortage of counselors, she has recently been assisting with drop-in appointments, a new system that MFU has been piloting.

Context

This case is set at Misty Falls University (MFU), a regional, public four-year institution located in the Northwest region of the United States. MFU is a predominantly white institution that enrolls around 25,000 students (20,000 undergraduates and 5,000 graduates). MFU receives generous donations from alumni to provide equitable resources to students. While MFU collects basic demographic data during enrollment, there is a significant lack of in-depth understanding of the diverse experiences within its student body. The institution focuses primarily on broad enrollment numbers and compliance with state mandates, rather than actively seeking to understand the specific needs, challenges, and aspirations of its various student populations regarding student success. While some individuals at MFU may have good intentions, there is a general lack of cultural competency among staff and faculty. As a result, many faculty and staff may not be adequately equipped to understand the unique challenges faced by marginalized students.

Case Study

At 7:00 p.m., students sat down for Dr. Chen’s lecture, but he was late. He had been at the printing center working on flyers. After 15 minutes of waiting, the students began to pack up and leave. Just then, Dr. Chen rushed into the classroom, apologized for his tardiness, and took his seat. The class then resumed.

An hour later, with the lesson wrapping up, Dr. Chen’s excitement was sparked as he stood at the front of the classroom. “I have an important announcement,” he declared, while handing out the flyers. He shared details about the annual faculty-led study abroad course, emphasizing that this year was special: students would have a chance to help develop the curriculum, which will be embedded in future required courses. “This will not only look great on your resume, but I promise to write letters of recommendation for those who participate,” he added, generating interest among the students.

Carlos approached Dr. Chen at the end of class with a mix of excitement and concern on his face. “I’m interested in studying abroad, but I’m worried about the logistics as I have never left the state.”

Dr. Chen nodded understandingly. “I know it can be tough but think about it as a once-in-a-lifetime opportunity. As a sophomore, this could be your chance to shine and make the most of your college experience. Stop by the Study Abroad Office; they can help answer your questions.”

The next day, Carlos visited the Study Abroad office and asked to see a counselor. The front desk told him about a new drop-in system for 15-minute meetings. After five minutes, Taylor called him, reminding him it was a quick drop-in for brief questions.

Feeling awkward after her comment, Carlos sat down. Taylor asked, “How can I help you today?” Carlos shared his interest in a summer study abroad program in Madrid but had some concerns. He shared his guilt of being the oldest in the family, leaving his family behind to handle their restaurant business independently. He also shared concerns about the unknown; he had never traveled before and read somewhere that he would need a visa to travel and was worried about the costs.

Taylor, having only worked with her select group of students, had never met someone with a cultural barrier of having at-home responsibilities and needing help financially for visa costs. Hesitating with what to say, Taylor reminded Carlos, “This is a once-in-a-lifetime opportunity. I’m sure your parents will understand. As for the visa costs, ask your friends and family if they can help pitch in.” As time wrapped up, Taylor ended by reminding Carlos to complete a survey via email regarding their pilot model of taking in walk-in appointments. Shortly after, Carlos submitted the feedback and shared the following:

My experience with Taylor was disappointing. The appointment was only 15 minutes, which felt was too rushed to fully express my concerns about studying abroad in Madrid, Spain. I wanted to ask more questions about visas, financial costs, and balancing family responsibilities. However, I felt like my worries were brushed aside, leaving me feeling unseen and unheard. Taylor’s comments, like suggesting I ask friends or family for financial help, didn’t really address the complexities of my situation, such as acknowledging the cultural and financial barriers I face. From my interaction with Taylor, I am unsure if I would ever ask for help again.

All feedback went to Guadalupe, the Director for the Study Abroad & Global Engagement Department. A few days later, Guadalupe contacted him to come in for a meeting to discuss his experience further.

Guadalupe and Carlos met in person and she shared with him that this new system of walk-in appointments is something she developed during her six months in her role. She values input from students and opens the floor for Carlos to share what is happening. Carlos says, “I feel that 15 minutes to

meet with a counselor is not enough time. I have so many questions regarding study abroad; for example, I do not even know what a visa is, but I know it is required. I also feel guilty for not telling my parents, especially since they count on me to work at their restaurant during the summer. It seems like everyone is brushing off my concerns, insisting that this is a ‘once-in-a-lifetime opportunity’.” At that moment, Guadalupe realized the cultural disconnect within the institution and how it impacts students from marginalized communities. While Carlos talked about cultural and financial and other personal barriers, there were institutional barriers at work, as well.

After presenting Carlos with a plan, she recognized that the issue stems from institutional factors. The predominately white student population may contribute to the lack of resources tailored to meet diverse cultural needs, resulting in their limited accessibility for all students.

Discussion Questions

1. What resources related to ethics of care, empathy, and responsiveness might Guadalupe refer to in helping Taylor and the rest of the office team support students?
2. What ethical responsibilities do institutions have to adapt their support systems to students’ lived realities?
3. How do the positionalities of Taylor and Chen influence their interactions with students? In what ways can higher education professionals critically reflect on their own identities to better support students and dismantle systemic barriers?
4. How might Carlos have had a different experience if faculty and staff had consistently validated him? What practices can institutions implement to ensure students from marginalized backgrounds feel seen, heard, and supported throughout their educational journeys?

Author Bios

Alejandra Aguilar (she/her) serves as the Titan Hub Scholarship Counselor at California State University, Fullerton, where she is also pursuing a Master of Science in Higher Education. With over four years of experience working in Financial Aid within the CSU and UC systems, Alejandra is deeply committed to empowering marginalized students, especially first-generation, low-income, and underserved communities.

Yuliza Navarro (she/her) serves as Administrative Assistant at Long Beach City College and is pursuing a Master of Science in Higher Education at Fullerton. Before this, she worked as a High School Counselor Assistant at a charter school in Northeast Los Angeles. Yuliza was inspired to pursue academic advising after being mentored by an advisor with a similar background. She aims to support marginalized students in reaching higher education.