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In this qualitative study, 26 university students reflected on their experiences in domestic or international study away programs. Utilizing a sociocultural developmental framework, we examined perceived changes in identity in relation to salient aspects of the sociocultural context and social interactions during and after study away. Students reported developing an enhanced understanding of who they really are. Their experiences navigating new environments served as a catalyst for personal growth, and, for some, participating in study away ignited new professional pathways and plans. Encountering different perspectives on policies and issues facing the United States (US) afforded opportunities to co-construct new understandings of national identities. Reentry posed particular challenges in communicating with family and friends, and some found it hard to communicate unique personal experiences within an institutional context in which the majority of students study away. The process of reflecting on questions related to identity and reentry in the focus groups was reportedly a unique and valuable intervention. The findings support the need for enhanced opportunities for guided reflection experiences before, during, and after study away.

This mixed methods study identified doctoral students’ perceptions of barriers that prevent them from reading empirical articles. A secondary purpose was to examine the relationship between the students’ perceived barriers and their levels of reading vocabulary and comprehension. Participants were 148 doctoral students in education at a large metropolitan research extensive university. The students were enrolled in sections of a one-semester research design course offered over a 2-year period. A thematic analysis (qualitative phase) revealed the following six barriers that students perceived as preventing them from reading empirical articles: lack of time (76.4%), psychological physical factors (14.8%), lack of relevancy (10.8%), lack of statistical background (7.4%), language style (4.7%), and accessibility (2%). Lack of time was statistically significantly related to levels of reading ability (quantitative phase). Moreover, students with high levels of reading vocabulary were 3.4 times more likely than were their counterparts to perceive time as a barrier. Also, students with high levels of reading comprehension were 2.8 times more likely than were their counterparts to perceive time as a barrier. Implications of the findings are discussed.

This mixed methods study identified doctoral students’ perceptions of barriers that prevent them from reading empirical articles. A secondary purpose was to examine the relationship between the students’ perceived barriers and their levels of reading vocabulary and comprehension. Participants were 148 doctoral students in education at a large metropolitan research extensive university. The students were enrolled in sections of a one-semester research design course offered over a 2-year period. A thematic analysis (qualitative phase) revealed the following six barriers that students perceived as preventing them from reading empirical articles: lack of time (76.4%), psychological physical factors (14.8%), lack of relevancy (10.8%), lack of statistical background (7.4%), language style (4.7%), and accessibility (2%). Lack of time was statistically significantly related to levels of reading ability (quantitative phase). Moreover, students with high levels of reading vocabulary were 3.4 times more likely than were their counterparts to perceive time as a barrier. Also, students with high levels of reading comprehension were 2.8 times more likely than were their counterparts to perceive time as a barrier. Implications of the findings are discussed.