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In the United States, public two-year institutions, or community colleges, enroll approximately 40 percent of all postsecondary students (AACC 2018; NCES 2018). These institutions originated with the purpose of serving local communities (Vaughan 1995) and often offer multiple pathways to student success, including continuing adult education, short-term certificate programs, and Associate’s degrees (González Canché 2018). Community colleges frequently serve as a pointof-entry to higher education for underserved student groups, such as first-generation, ethnic minority, lowincome, and academically under-prepared students (Brand, Pfeffer, and Goldrick-Rab 2014). Given this demographic, it is not surprising that community college students participate in education abroad opportunities at disproportionately low rates given both the cost and social norms surrounding who studies abroad. In 2015-16, these students represented only around 1.7 percent of US students participating in study abroad programs (IIE 2017). During this same academic year, approximately 30 percent of public, two-year institutions reported that their students had the opportunity to participate in education abroad experiences. This percentage contrasts sharply with public four-year institutions, of which 80 percent reported that study abroad was an opportunity available to their students (author’s calculations using IPEDS). This article discusses in-progress research that seeks to identify characteristics of community college students who study abroad.

Who Studies Abroad at US Community Colleges?