This study contributes to a line of research that examines the relationship between study abroad participation and academic success among students attending two-year institutions. We offer a multimodal narrative that comprehensively accounts for both student-level characteristics and indicators associated with students’ geographic origins in exploring study abroad participation and resulting academic outcomes, namely completion of any credential, completion of an Associate’s degree, enrollment in a four-year institution, percentage of credits passed, and cumulative GPA, at a two-year technical college in the U.S. Midwest. Our results suggest that study abroad is consistently and positively associated with students’ academic outcomes. This study has important implications for how we think about both who is able to access study abroad in the two-year sector and study abroad’s role in promoting student success at these institutions

这项研究有助于一系列研究，该研究考察了就读两年制大学的学生的出国留学参与率与学业成功之间的关系。我们提供多模态叙述，综合考虑学生水平特征和与学生地理起源相关的指标，以探索留学参与和由此产生的学术成果，即完成任何证书、完成副学士学位、四年入学美国中西部一所两年制技术学院的机构、通过的学分百分比和累积 GPA。我们的研究结果表明，出国留学与学生的学业成绩始终呈正相关。