  The study investigated roles of institutional types and ethnic/racial
background on academic credit among the traditionally underrepresented
population of the U.S. study abroad program. Using archival data, the study
sampled the students' enrollment and academic credit information spanning a
period of 20 years (2003 - 2022). Data analysis Using One-Way Analysis of
Variance (ANOVA) indicates significant main influence of institutional type
(p<.001) and significant main influence of ethnic/racial identity (p<.001) on
students' academic credit. The result was discussed in terms of its relevance
in educational policy re-evaluations, improvement of the study conditions of
the underrepresented students, and enhancement of the enrollment opportunities
of these minority population across all U.S. institutions of learning
