Abstract
Education abroad has historically excluded Students of Color, and as the Latinx/e population grows in the United States and education abroad (study abroad) increases diversity efforts in student participation (Stamp, 2020), understanding the education abroad process through an identity lens is critical. This study centers the voices and experiences of 15 co-creators, who had studied abroad and identified as Latinx/e. Through their cuentos (stories), and the vibrational notion of generational dreaming, this study examined how identities shape the study abroad process (rupture) and brought awareness to the critical need to provide culturally responsive programming (nurture) to support the process of reentry and deepen transformative learning (meaning-making). Through the co-creators’ cuentos and four core areas of research (1) Reentry Experience, (2) Identity Development, (3) LatCrit, and (4) Career Readiness, this study elevated the need, evolution, and implementation of reentry programming that affirms identities, supports and fosters spaces where students can deepen meaning-making in connection to their identity development and career readiness.