Efforts are underway to globalize sociology in the United States through study abroad experiences. At the same time, there is a push to extend the reach of such programs to students of color. We use student journal entries and fieldnotes from trips to South Africa to analyze how students of color grapple with a disruption of identity in a Black majority setting. Findings reveal that students were challenged by new axes of identity, namely, language and place, and were confronted with their own relative privilege. Sociology can play a critical role in helping students maximize benefit from such experiences if undergraduate curricula incorporate additional axes of intersectionality and include more scholarship from Africa and the Diaspora. Moreover, study abroad programs need to devote significant time to structured debriefings in all pedagogical activities. This would provide faculty and students a space to productively manage and even embrace the disruption of identity.

通过海外学习的经验，正在努力使美国的社会学全球化。同时，正在努力将此类程序的应用范围扩展到有色人种的学生。我们使用来自南非旅行的学生日记条目和现场笔记来分析在黑人多数派背景下有色人种如何应对身份认同的困扰。调查结果表明，学生面临着新的身份认同轴（即语言和地点）的挑战，并面临着自己的相对特权。如果本科课程结合了更多的交叉性，并且包括来自非洲和海外的更多奖学金，那么社会学可以在帮助学生从此类经验中获得最大收益方面发挥关键作用。而且，留学计划需要在所有教学活动中花大量时间进行结构化的汇报。这将为教职员工提供有效地管理甚至接受身份破坏的空间。