"It All Goes Back to the Roots": Identity Affirmation and Career Transformation for Black American Undergraduates in Agriculture During a Short-Term Study Abroad Program in Senegal, West Africa

Abstract

Globalization has transformed agricultural systems worldwide, heightening the need for globally competent professionals equipped to address transnational food, environmental, and economic challenges. In addition to the demand for global competence, there is a need for diverse perspectives and increased representation of marginalized groups within the United States' agricultural industry. As agricultural education evolves to meet these demands, study abroad programs have become a popular tool for promoting cross-cultural awareness and career readiness. However, Black American students remain historically underrepresented in both agriculture and study abroad participation, and limited scholarship has examined their experiences in agricultural study abroad contexts, particularly in culturally resonant destinations such as Senegal.

This case study addresses that gap by exploring the narratives of Black American undergraduates who participated in a short-term agricultural study abroad program in Senegal. Guided by Transformative Learning Theory and Diasporic Consciousness, the study examines how students experience dissonance, construct identity, and reinterpret career aspirations through international engagement. Findings illuminate how study abroad experiences in sites of ancestral and cultural significance contribute to shifts in self-understanding, professional purpose, and agricultural belonging. This work contributes to the broader literature on Black American participation in agricultural education and underscores the role of short-term study abroad programs in fostering identity affirmation and supporting pathways toward meaningful engagement in the agricultural workforce.