Written reflection assignments give students valuable opportunities for critical self-assessment, meaning making, and learning processing. Additionally, such reflections provide rich data for qualitative education research. However, qualitative data can be time-consuming to analyze. It is even more time-intensive to qualitatively compare findings between different groups of participants, usually limiting comparison to, at most, one variable (e.g., binary gender). Large language models (LLMs) have recently begun to be critically evaluated for use as qualitative research assistants. Using a longitudinal case of written student reflections (n=151) from a study abroad program, we investigate how LLM-assisted sentiment analysis can enable longitudinal mixed-methods research combining computational and thematic analyses. First, statistical testing is used to quantitatively compare sentiment differences according to seven different student identity/lived experience variables. Then, these results inform qualitative data analysis to investigate the reasons underlying these differences. For the case of undergraduate students studying abroad, we found that prior experience living abroad was the only personal variable impacting students' sentiments of their verbal language and communication behaviors. This workflow has implications for how qualitative researchers can more easily probe multiple variables when comparing participants from different demographic groups.