Translingual and Transcultural Reflection in Study Abroad: The Case of a Vietnamese‐American Student in Guatemala

2021 ◽  
Vol 105 (1) ◽  
pp. 355-370
Author(s):  
TRACY QUAN ◽  
JULIA MENARD–WARWICK
Keyword(s):  
Study Abroad ◽  
American Student ◽  
Vietnamese American

Study Abroad Programs and American Student Worldmindedness

2001 ◽  
Vol 13 (1) ◽  
pp. 55-66 ◽  
Author(s):  
Ceasar Douglas ◽  
Catherine G. Jones-Rikkers
Keyword(s):  
Study Abroad ◽  
American Student ◽  
Study Abroad Programs

scholarly journals An Analysis of Contact Types of Study Abroad Students: The Peer Cohort, the Host Culture and the Electronic Presence of the Home Culture in Relation to Readiness and Outcomes

2010 ◽  
Vol 19 (1) ◽  
pp. 61-86
Author(s):  
Victor Savicki
Keyword(s):  
Study Abroad ◽  
Behavioral Outcomes ◽  
Culture Contact ◽  
Third Culture ◽  
American Student ◽  
Home Culture ◽  
Host Culture ◽  
Foreign Culture ◽  
The Impact ◽  
Study Abroad Students

International educators have accepted the “contact hypothesis,” the premise that more student contact with a foreign culture is better. The current study examines this premise in more detail especially in regard to the “third culture” of American student peer cohorts, and the impact of continued electronic contact with student’s home culture.  In general, study abroad students spend approximately twice as much time in contact with each other than they do with individuals from the host culture.  Higher percentages of contact with other American student peers is related to lower readiness for study abroad, worse affective and behavioral outcomes, and different acculturative strategies. However, higher percentages of contact with the host culture is not necessarily related to better outcomes. Higher host culture contact is, however, related to better readiness, more functional coping strategies, and more active encounters with the host culture.  Electronic contact with the home culture is not negatively related to study abroad outcomes, and may support a more effective appraisal of the study abroad environment.  Higher percentages of contact with other American student peers by itself may not be the mechanism for difficulties that some students encounter; rather it may be a symptom of anxiety, negative expectations, and an imbalance of challenge over support.  Implications for program design are discussed.

scholarly journals Towards Reconciliation in the Motherland: Race, Class, Nationality, Gender, and the Complexities of American Student Presence at the University of Ghana, Legon

2001 ◽  
Vol 7 (1) ◽  
pp. 25-59 ◽  
Author(s):  
Jennifer Landau ◽  
David Chioni Moore
Keyword(s):  
Study Abroad ◽  
Black Atlantic ◽  
American Student ◽  
Atlantic Studies ◽  
The University ◽  
University Of Ghana ◽  
Study Abroad Program

The following paper, co-written by an American alumna of a U.S.- based study abroad program at the University of Ghana, Legon, and a U.S.-based American professor specializing in International and Black Atlantic Studies, will explore one particularly freighted instance of the end of such assumptions, by addressing the American student presence at the University of Ghana, Legon. Examination of the Legon case will, we hope, be valuable for all study abroad professionals, because the American student presence at Legon challenges all of the traditional assumptions noted just above.

Cultural Awareness of Students in Communication Sciences and Disorders: A Mixed-Methods Study

2020 ◽  
Vol 5 (5) ◽  
pp. 1231-1242
Author(s):  
Celeste Domsch ◽  
Lori Stiritz ◽  
Jay Huff
Keyword(s):  
United States ◽  
Study Abroad ◽  
Cultural Awareness ◽  
Qualitative Data ◽  
The United States ◽  
Self Report ◽  
Global Awareness ◽  
Short Term ◽  
Term Study ◽  
Short Term Study

Purpose This study used a mixed-methods design to assess changes in students' cultural awareness during and following a short-term study abroad. Method Thirty-six undergraduate and graduate students participated in a 2-week study abroad to England during the summers of 2016 and 2017. Quantitative data were collected using standardized self-report measures administered prior to departure and after returning to the United States and were analyzed using paired-samples t tests. Qualitative data were collected in the form of daily journal reflections during the trip and interviews after returning to the United States and analyzed using phenomenological methods. Results No statistically significant changes were evident on any standardized self-report measures once corrections for multiple t tests were applied. In addition, a ceiling effect was found on one measure. On the qualitative measures, themes from student transcripts included increased global awareness and a sense of personal growth. Conclusions Measuring cultural awareness poses many challenges. One is that social desirability bias may influence responses. A second is that current measures of cultural competence may exhibit ceiling or floor effects. Analysis of qualitative data may be more useful in examining effects of participation in a short-term study abroad, which appears to result in decreased ethnocentrism and increased global awareness in communication sciences and disorders students. Future work may wish to consider the long-term effects of participation in a study abroad for emerging professionals in the field.

Opportunities: Study Abroad Program

1998 ◽  
Author(s):  
Keyword(s):  
Study Abroad ◽  
Study Abroad Program

An examination of values and right-wing authoritarianism in an African-American student sample

2014 ◽  
Author(s):  
Lauren C. Allen ◽  
Janel M. Gill ◽  
Angela P. Cole
Keyword(s):  
African American ◽  
African American Student ◽  
Right Wing ◽  
American Student ◽  
Student Sample ◽  
Right Wing Authoritarianism

Study abroad: Examining impact on preservice teachers and multicultural issues

2014 ◽  
Author(s):  
Chandni D. Shah ◽  
Ayse Ciftci ◽  
Aman Yadav
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Multicultural Issues

Study Abroad Trends

2013 ◽  
Author(s):  
Gloria Grenwald
Keyword(s):  
Study Abroad
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