For a glimpse into the future of international education, a great place to start is with a series of thoughtful, deeply personal conversations between a London‑based researcher and a cohort of remarkable Black women who studied abroad. 

For the past several years, Kimberley Aparisio, a final‑year doctoral candidate at the prestigious UCL Institute of Education, has been producing research that is quietly reshaping the field’s understanding of identity transformation in global learning. Her work is already drawing international attention - including a recent presentation at the World Education Research Association (WERA) conference in João Pessoa, Brazil. 

And throughout it all, she continues to represent the CEA CAPA London team as our PASS Director, offering her inspiration, insight, and genuine care for the students whose stories lie at the center of her research. 

Despite the vast body of scholarship on international education, the experiences of Black women participating in study abroad remain significantly underexplored. Kimberley set out to change that. 

Her doctoral work examines the shifts in relationships, confidence, as well as academic and career pursuits for Black women during and after time spent studying abroad. 

She spent 18 months (2022–2024) conducting in‑depth, multi‑stage interviews with 17 participants from both public and private U.S. institutions. These students studied in London through various structures: 

• Direct enrollment at UK universities 

• U.S. satellite campuses abroad 

• Third‑party providers like CEA CAPA 

This diversity allowed Kimberley to examine not only individual narratives, but also how program models and environments influence identity development abroad. 

Kimberley’s connection to this research is deeply personal. In her third year at the University of Pennsylvania, she spent the Spring and Summer of 2004 studying at Goldsmiths College, University of London - traveling widely throughout Europe and beginning her own long-term relationship with global learning. Born in London and raised in Georgetown (Guyana) and New York, she has spent most of her life in London and brings a rich, international perspective to her work. Her goal: to elevate and better understand the experiences of students whose stories often go unheard.

Although Kimberley’s thesis is still in progress, early themes offer powerful insights. 

Participants described shifts in confidence, evolving relationships, and new academic or career ambitions that emerged during and after their time in London. For many, the experience provided a rare space to be seen, challenged, affirmed, and inspired - sparking forms of personal and identity growth with lasting impact. 

One message is already unmistakably clear: these stories matter. They matter to students. They matter to educators. And they matter to the future of equitable global learning. Kimberley’s research will not only contribute to academic literature; it will also inform how organizations like ours can better support students. Findings from her research and research like hers will guide conversations across our global sites about belonging, culturally responsive programming, and the structures that best empower students as they navigate new environments. 

As she enters the final stages of her doctoral writing, we’re excited to follow her progress - and to explore how her findings may inspire new initiatives in the months ahead. Stay tuned - more insights are on the way as Kimberley’s research reaches its final chapters! 

Learn more about the program that Kimberley and the rest of our world-class London team supports: Study Abroad in London, England - Intern Abroad Programs