scholarly journals Flipping the Script in Study Abroad Participation: The Influence of Popular Culture and Social Networks

2015 ◽  
Vol 5 (1) ◽  
pp. 23-37
Author(s):  
Shelbee Nguyen ◽  
Joellen E. Coryell
Keyword(s):  
Popular Culture ◽  
Study Abroad ◽  
Undergraduate Students ◽  
Mexican American ◽  
Middle Eastern ◽  
Future Research ◽  
Special Importance ◽  
Structured Interviews ◽  
Hispanic Serving ◽  
Study Abroad Program

This study explores primary perceptions of and motivations to study abroad for adult and higher education learners. A large Hispanic-serving Southwestern university serves as the context of this study where undergraduate students and one graduate student were enrolled in an Italian urbanism study abroad program. The age of the participants ranged from 20 to 47, with six males and 11 females (N = 17) for an average age of 25. Participants self-identified as Caucasian (35%), Asian (6%), Latino/a (24%), Middle-Eastern (6%), and Mexican-American (52) %. Semi-structured interviews assessed formative and influential messages impacting perceptions of and motivations to study abroad. Findings lend special importance to popular culture, peer networks within and outside the institution and socially constructed meaning made about study abroad. Limitations of this study are highlighted, along with implications and directions for future research.

From Cultural Immersion to Professional Growth

2017 ◽  
pp. 383-399
Author(s):  
Carrie E. Hong ◽  
Samantha Kopp ◽  
Shanthia Williams
Keyword(s):  
Study Abroad ◽  
Professional Growth ◽  
Classroom Teacher ◽  
Cultural Immersion ◽  
Future Research ◽  
Structured Interviews ◽  
Study Abroad Programs ◽  
Descriptive Case Study ◽  
Study Abroad Program

This chapter presents a case study that explores impacts of the cultural immersion afforded from a study abroad program on teachers' professional growth over time. First, the study examined two teachers' cultural immersion process from their reflections and survey answers collected before, during, after the study abroad. Second, impacts of the study abroad experiences on classroom instruction were explored, using descriptive case study and phenomenology methods. Data from semi-structured interviews and teacher lesson observations were analyzed to explore to what extent the teachers infused diversity and multiculturalism in their instruction. The results of the study describe lived experiences of the two teachers who participated in a summer study abroad program that allowed unique experiences of cultural immersion and professional growth as a classroom teacher. The chapter also includes suggestions for future research that explores impacts of study abroad programs on teachers and their students.

scholarly journals Research Forum: “I Didn’t Know Who Is Canadian”: The Shift in Student Expectations During the Initial Stages of a Study Abroad Program

2015 ◽  
Vol 37 (1) ◽  
pp. 43
Author(s):  
Rebecca Kato ◽  
Kenneth Reeder
Keyword(s):  
Study Abroad ◽  
Undergraduate Students ◽  
Native Speaker ◽  
Structured Interviews ◽  
Nonnative Speaker ◽  
Studying Abroad ◽  
Initial Stage ◽  
Language User ◽  
Study Abroad Program

An interview-based case study was used to identify the shift in expectations for 5 Japanese undergraduate students studying abroad at a Canadian university. Using a modified expectancy violation framework, this study examined the initial stage of an 8-month study abroad program, using semi-structured interviews supported by observational data gained in classroom observation. An inductive, qualitative analysis of the interviews revealed that expectation of interaction was the most commonly violated expectation for the participants. Most participants struggled with assuming the identity of a less competent language user but nonetheless sought out opportunities to become competent in their study abroad context, in some cases creating and shaping their own contexts for language use and growth. Further, participants faced the challenge of addressing the native speaker/nonnative speaker dichotomy in a multicultural study abroad environment, particularly outside the classroom. The paper concludes with curricular, policy, and research implications. 本研究は、カナダの大学に留学中の日本人学生5人を対象に、留学先の学校や現地の人々、自身への期待の変化をケース・スタディの手法を用いて調べたものである。8か月間の留学期間の初期段階に授業観察及び半構造的面接を行い、データを修正版期待違反理論の枠組みで分析した。質的帰納的な分析の結果、現地人との交流に対する期待が最も満たされなかったことが判明した。本研究が対象とした留学生は、英語力が劣る話者というアイデンティティーの葛藤を抱えながらも、英語上達の機会を積極的に見出し、英語を使う機会も創出した。さらに、現地の多民族社会の中で、特に教室外で英語のネイティブ・非ネイティブという従来の二項対立の意味を再検討するという課題に直面した。本稿はカリキュラム、政策、本研究の意義についても言及する。

Learning about Culture and Teaching During a Short-Term Immersion-Based Study Abroad

2017 ◽  
pp. 172-189 ◽  
Author(s):  
Barbara A. Bradley ◽  
Andrea M. Emerson
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Future Research ◽  
Responsive Teaching ◽  
Cultural Backgrounds ◽  
Field Placements ◽  
Study Abroad Program ◽  
Summer Study

Culturally responsive teaching is grounded in an understanding of students' cultural backgrounds. However, how do preservice teachers learn about culture? While coursework and field placements can help preservice teachers to begin to understand what culture is, a study abroad program in which participants are immersed in a community and schools can help them move beyond surface-level ideas of culture to a deeper understanding of it. This chapter describes a 4-week summer study abroad program in Italy in which each preservice teacher lives with a host family and observes and teaches in an Italian school. It presents findings from preservice teachers' reflections on culture and teaching based on blog entries. Finally, it provides suggestions for future research related to better understanding and preparing preservice teachers to engage in culturally responsive teaching.

scholarly journals Unique Opportunities: Influence of study abroad on Black students

2016 ◽  
Vol 28 (1) ◽  
pp. 61-77 ◽  
Author(s):  
Jasmine A. Lee ◽  
Qiana Green
Keyword(s):  
Higher Education ◽  
Identity Development ◽  
Study Abroad ◽  
Black Students ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Positive Outcomes ◽  
Structured Interviews ◽  
Case Study Methodology ◽  
Studying Abroad

Higher education scholars argue studying abroad results in multiple positive outcomes for undergraduate students; however, Black students continue to be underrepresented as study abroad participants. Utilizing analytic Afrocentricity as the theoretical framework, case study methodology, and semi-structured interviews, this paper furthers higher education research by exploring the influences of study abroad experiences in South Africa on Black undergraduate students. Findings indicate not only positive outcomes on racial identity development, but also academic and career aspirations, and conducting undergraduate research.

scholarly journals Promoting Student Engagement: The Efficacy of a Criminal Justice Short-Term Study Abroad Program

2018 ◽  
Vol 30 (3) ◽  
pp. 147-159
Author(s):  
Jennifer E. Capps ◽  
Jennifer Bradford ◽  
Hyon Namgung
Keyword(s):  
Criminal Justice ◽  
Student Engagement ◽  
Study Abroad ◽  
Undergraduate Students ◽  
Learning Strategy ◽  
State University ◽  
Short Term ◽  
University Of Denver ◽  
Short Term Study ◽  
Study Abroad Program

In this study, the authors assessed student engagement during a short-term faculty-led criminal justice study abroad course using elements of the National Survey of Student Engagement (NSSE).  Study Abroad education has been identified as a high impact learning strategy but has not been well validated particularly when delivered in a short-term format. This study is a partial replication of Rourke & Kanuka’s Student Engagement and Study Abroad study (2012). Data were collected from a group of Metropolitan State University of Denver undergraduate students over a period of two years from five different courses traveling to three different destinations for study abroad education. A comparison of responses from the two administrations of the NSSE-based surveys indicated that students’ engagement increased after their participation in the programs. Students’ knowledge in international criminal justice system also improved. Limitations and areas for further research are also discussed.

Challenges for study abroad in contemporary Japan

2017 ◽  
Vol 2 (2) ◽  
pp. 147-174
Author(s):  
Dawn Grimes-MacLellan
Keyword(s):  
Social Sciences ◽  
Study Abroad ◽  
Undergraduate Students ◽  
Student Mobility ◽  
Social Discourse ◽  
Structured Interviews ◽  
Japanese Students ◽  
Studying Abroad ◽  
Japanese Student ◽  
The Social

Abstract As the number of university students studying abroad has skyrocketed globally, waning Japanese participation stands in sharp contrast. What accounts for this decline? Drawing on ethnographic research, including surveys and semi-structured interviews, conducted in fall 2016 with 14 Japanese undergraduate students majoring in the social sciences, this article discusses current challenges influencing outbound Japanese student mobility. In contrast to contemporary social discourse in Japan that has criticized young Japanese as ‘inward-looking’ and unwilling to take on new challenges, including studying abroad, my results reveal that students continue to aspire to overseas study but are also concerned about costs and other challenges. The article closes with a discussion of how a small but growing number of Japanese students are addressing impediments by taking matters into their own hands, and how this emerging trend may require a reinterpretation of statistics suggesting a decline in Japanese participation in study abroad.

Recruitment of undergraduate students in kinesiology: Implications for physical education

2020 ◽  
Vol 27 (1) ◽  
pp. 132-149
Author(s):  
K Andrew R Richards ◽  
Daniel P Gawrisch ◽  
Victoria N Shiver ◽  
Matthew D Curtner-Smith
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Undergraduate Students ◽  
Professional Socialization ◽  
Future Research ◽  
Physical Education Teacher ◽  
Structured Interviews ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Education Act

Physical education teacher education enrollment numbers are declining with limited empirical understanding. Recruitment into the physical education profession has been passive, although scholars have begun to advocate for an active approach. The present study utilized occupational socialization theory to understand why undergraduate kinesiology majors select a kinesiology concentration outside of physical education. Participants ( n = 75) were kinesiology undergraduate students at a large, public university in the US Midwest. Quantitative data included forced-choice questions regarding socialization experiences ( n = 75) that were analyzed descriptively and through independent-samples t-tests to identify gender differences. Qualitative data included autobiographical essays ( n = 75) and semi-structured interviews ( n = 23), analyzed using a multi-phase process. Health and fitness was the most highly rated recruitment facilitator, and many of the facilitators were different than those noted in the physical education literature. The four qualitative themes included the following: (a) the influence of family, teachers and coaches, and medical mentors on career choice; (b) future career goals aligned with the helping professions; (c) negative experiences in physical education act as a barrier to recruitment; and (d) firsthand and active recruitment into kinesiology. Participants’ negative physical education experiences reinforces the idea that the passive recruitment process serves to socialize some students out of physical education. Future research should consider professional socialization within kinesiology-aligned fields outside of physical education. Active recruitment initiatives should be designed to increase enrollments in physical education teacher education.

scholarly journals Chinese Undergraduate Students’ Perceptions of Learning:

2020 ◽  
Vol 11 (Winter) ◽  
pp. 85-88
Author(s):  
Sara Bano ◽  
Qing Xia
Keyword(s):  
Public Health ◽  
Study Abroad ◽  
Transformative Learning ◽  
Undergraduate Students ◽  
Meaning Making ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Short Term Study ◽  
Study Abroad Program

In the past few years, the number of Chinese undergraduate students in short term study abroad programs have substantially increased, especially in the field of public health. However, little is known about the experiences of Chinese undergraduate students' in short-term study abroad programs in the field of healthcare. In this qualitative study, by using Transformative Learning Theory lens we tried to understand the meaning making process of Chinese undergraduate students who participated in a short-term study abroad program in the field of Public Health at an American university. The students considered their participation in short-term study abroad program as an opportunity to develop their careers and global professional identity by learning English and cultural aspects of health profession in the USA.

scholarly journals Transformative Learning of Pre-Service Teachers during Study Abroad

2015 ◽  
pp. 42-55 ◽  
Author(s):  
Angela Vatalaro ◽  
Judit Szente ◽  
Judith Levin
Keyword(s):  
Study Abroad ◽  
Transformative Learning ◽  
Learning Experiences ◽  
International Study ◽  
Reggio Emilia ◽  
Global Competence ◽  
Future Research ◽  
Global Awareness ◽  
Study Abroad Programs ◽  
Study Abroad Program

Only a small percentage of pre-service teachers are exposed to meaningful, comprehensive curricula that enhance global competence (Lucas & Villegas, 2002; Tucker, 1982; Wells, 2008). In response to pre-service teachers’ limited exposure to diverse curricula, many universities offer international study abroad programs that provide students with experiences designed to increase multicultural and global awareness that they may not receive in their regular coursework. This paper shares how a Study Abroad Program to Reggio Emilia, Italy transformed pre-service teachers’ learning experiences. Conclusions, discussions, and recommendations for future research are also included.

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