THE LIFEWORLDS OF FIRST-GENERATION STUDENTS IN SHORT-TERM EDUCATION ABROAD: A CASE STUDY OF TRANSFORMATIVE LEARNING

Abstract

First-generation college students remain underrepresented in short-term education abroad programs, despite the well-documented academic and developmental benefits of global learning. This qualitative case study examined the supports, barriers, and transformative learning experiences of first-generation students participating in a short-term program. The research investigated (a) institutional factors that supported or constrained first-generation student’s participation, (b) how transformative learning occurred, and (c) institutional support systems that enhanced accessibility and successful completion of short-term programs for first-generation students.Data were collected through participatory observations and interviews with first-generation students, administrators, and advisors. Findings showed that (a) personalized advising, (b) strong relational support, and (c) targeted financial resources played a critical role in students’ program participation and success. Students demonstrated increased intercultural competence, confidence, and self-advocacy through reflective engagement abroad, although barriers such as limited outreach and financial complexity persisted. This study underscored the need for proactive recruitment, transparent guidance, and sustained community support to broaden participation for first-generation students. Centering their voices highlights access and equity-driven strategies that reduce systemic barriers and foster transformative learning in global education.