Every year, thousands of students leave their college campuses behind to study abroad, seeking new cultural experiences and perspectives. According to the Open Doors Report on International Educational Exchange, the number of United States students who studied abroad increased by 49% from the 2021-22 academic year to 280,716 students in 2022-23. But who exactly is going abroad, and where are they heading? 

A recent survey by the University of California Education Abroad Program (UCEAP) sheds light on the key motivators behind students’ decisions to study abroad. The survey revealed that the most significant reasons students choose to go abroad are the opportunity to travel, learn about the host culture and develop intercultural skills, demonstrating that cultural understanding and personal growth are central to the study abroad experience.

Top reasons for studying abroad, ranked by level of importance, as reported in a 2020 UCEAP survey. It highlights that students placed the highest value on the opportunity to travel, immerse themselves in new cultures and develop personal skills over academic or career-related goals. (Kacie Chong / Daily Nexus)

For many students, the appeal of studying abroad lies in the opportunity to step outside their comfort zones, challenge themselves in new environments and immerse themselves in a variety of cultures; these factors take precedence over simply acquiring academic credits or enhancing career prospects. 

“I went because I wanted to get out of my comfort zone and hoped to be able to interpret other cultures from my own perspective,” Kenzi Putter-Vo, a third-year biology major at UC San Diego who studied abroad at the University of Edinburgh in Fall Quarter 2024, said.

After returning home, University of California (UC) students often report a variety of benefits from their international experience. The most widely recognized achievements include the opportunity to travel, develop independence and adapt to challenges. Meanwhile, academic outcomes such as reasoning and problem solving in an international context, and fulfilling academic requirements, are often viewed as secondary results to personal development.

“I gained independence, adaptability, the experience of new cultures and a more holistic view of the world by stepping outside my comfort zone,” Cori Yim, a third-year biology major at UC Santa Barbara who studied abroad at the University of Edinburgh in Fall Quarter 2024, said.

Perceived impact of studying abroad, ranked by level of influence, based on a 2020 UCEAP survey. The results indicate that students experienced the greatest impact through opportunities to travel, develop a sense of independence and adapt to challenges, shaping personal growth and global awareness. (Kacie Chong / Daily Nexus)

Findings from a 2020 UCEAP survey highlight the profound impact that studying abroad has on students’ personal development. A striking 70% of respondents rated their personal growth as “very positive,” indicating that, for most, studying abroad is an overwhelmingly positive experience. However, when it comes to academic and career growth, the responses are more varied. While nearly half of students rated their academic experience as positive, only 20% viewed their time abroad as a strong career development opportunity. Putter-Vo explained that she was hoping for more personal growth through her study abroad experience. Although the program offered plenty of S.T.E.M. classes, she purposely chose courses that fulfilled the requirements for her minor, as they were easier and allowed her to focus on the broader experience. This suggests that, while studying abroad can have a positive academic impact, it may not always align directly with students’ career goals. 

Student perceptions of their study abroad experience, based on experience ratings from a 2020 UCEAP survey. The majority of students rated personal growth more positively than career development outcomes. Negative experiences across all categories were reported by only a small portion of respondents. (Kacie Chong / Daily Nexus)

The data also suggests that the true value of studying abroad may lie not just in the academic or career opportunities it may offer but also in the personal growth and cultural understanding it fosters. For most students, the chance to gain independence, travel and adapt to new challenges is the highlight of their international journey. 

The landscape of study abroad is evolving, and today’s programs offer more than just an opportunity to explore new cultures. Many study abroad programs are now integrating internships, professional development opportunities and partnerships with companies to provide students with real-world experience. Students majoring in business, engineering, environmental science or the arts can find specialized programs that align with their academic goals while also providing the benefits of international exposure.

Many students, particularly those in S.T.E.M. fields, worry that studying abroad could disrupt their academic progress because of a perceived lack of specialized courses at foreign universities. However, the numbers tell a different story. A 2024 report on historical participation in UCEAP revealed that, while 45% of UC students are enrolled in S.T.E.M. majors, 39% of UCEAP participants also come from S.T.E.M. fields, indicating that many S.T.E.M. students are successfully making studying abroad a part of their academic journey. Programs like Python and Applications in Data Science at UC Center Madrid are examples of how specialized coursework is available abroad. Yim stated that she wasn’t too worried about disrupting her academic progress as a biology major because she spoke with advisors before choosing her courses to ensure she could graduate by her intended quarter.

Findings from a 2024 UCEAP report show that women generally continue to outpace men in study abroad participation, making up 68.7% of all participants while men make up 24.6%. The remaining 6.7% represent gender-diverse individuals, with 1.7% identifying as gender nonbinary or genderqueer and 0.3% identifying as transgender. In addition, the landscape of sexual orientation among students studying abroad has evolved significantly in recent years. These trends reveal a noticeable shift in student identities and a growing openness in how individuals identify, shedding light on the increasingly diverse nature of global education experiences. The rise in bisexual students and the steady participation of gay and lesbian students indicate that global education spaces are becoming more welcoming for LGBTQIA+ individuals. 

Gender distribution of students participating in study abroad programs, based on UCEAP enrollment data from 1962 to the most recent academic year. The data shows that female students comprise the majority of participants, highlighting a gender gap in international education engagement. (Kacie Chong / Daily Nexus)

Trends in study abroad participation by student identity, based on UCEAP enrollment statistics from 1962 to the most recent academic year. The data reveals a steady increase in the number of students identifying as bisexual, gay or lesbian taking part in study abroad programs, reflecting growing diversity and inclusivity in international education. (Kacie Chong / Daily Nexus)

Continuing-generation students — those whose parents attended higher education —  make up a significant portion of the student body studying abroad and show a steady increase. First-generation students also demonstrate considerable growth, albeit at a slower pace. First-generation students are often from lower-income households, as research from the Brookings Institution indicates that first-generation students have an average family income of $58,000, compared to $120,000 for non-first-generation students. The significant price tag of studying abroad, with the average cost for just one semester typically ranging from $7,000 to $15,000 according to Bankrate, can be especially daunting for them. However, the increasing enrollment of these students may indicate a shift toward more support systems, such as scholarships or flexible financial aid packages aimed at making study abroad more accessible. This generational divide speaks volumes about how the price of studying abroad continues to shape who gets to experience global education.

Trends in study abroad participation by student generational status, using UCEAP enrollment data from 1962 to the most recent academic year. The data shows a significant and rapid increase in the number of continuing-generation students participating in study abroad programs, outpacing the growth of other generational groups. (Kacie Chong / Daily Nexus)

2024 UCEAP data also shows that white students currently make up the largest group in study abroad programs, accounting for 34.3% of participants. This is reflective of broader historical trends, where financial accessibility has often influenced who has had the opportunity to engage in international education. For example, data from the Peter G. Peterson Foundation shows that white households typically have higher median incomes than Black and Hispanic households, which means they often have more financial freedom to explore study abroad programs despite the significant price tag.

The participation rate of Asian students, who represent 29.3% of study abroad participants, highlights the growing presence of East Asian and South Asian students in global education. One of the most pressing areas for improvement, however, is the representation of African American/Black students, who make up just 2% of study abroad participants, a number that’s disproportionately low compared to their total enrollment of 4.8% at UC campuses, according to the LA Times. This disparity underscores the significant financial and structural barriers that may prevent many African American/Black students from accessing these valuable global opportunities, pointing to the need for targeted efforts to address these inequalities. In fact, the U.S. Census Bureau reports that in 2021, the median wealth of Black households was $24,520, which is approximately one-tenth of the median wealth of white households at $250,400. 

Ethnic distribution of students participating in study abroad programs, based on UCEAP enrollment data from 1962 to the most recent academic year. The data indicates that white students have consistently represented the largest portion of participants, while African American students make up the smallest demographic group, highlighting ongoing disparities in access to international education. (Kacie Chong / Daily Nexus)

Barriers to studying abroad can range from the high cost of travel and living expenses to a lack of scholarship programs that specifically cater to underrepresented students. The disparity suggests that, while global education is an opportunity open to all, the reality is that not every student has equal access to it. The future of study abroad needs to be rooted in accessibility and inclusion. While many universities have made significant strides toward ensuring diversity in their student bodies, this progress has not always been mirrored in study-abroad participation. 

Benjamin A. Gilman International Scholarship stands as a transformative opportunity for U.S. undergraduates aiming to broaden their horizons through study or internships abroad. This program is designed to make global education accessible to students of limited financial means.​ Each year, the Gilman Scholarship awards over 2,800 scholarships, with recipients hailing from more than 1,300 U.S. institutions and studying abroad in over 170 countries. This initiative not only alleviates financial barriers but also promotes diversity in international education. Nearly 60% of Gilman scholars come from small towns or rural communities, and roughly 50% are first-generation college students.

In today’s interconnected world, international education is a powerful tool for shaping the future. When students from all ethnic, racial and socioeconomic backgrounds step into global experiences, they bring fresh ideas, challenge old narratives and spark deeper understanding across cultures. Their voices and perspectives are essential to building a future that is more inclusive and innovative.