scholarly journals Undocumented Student Participation in Education Abroad: An Institutional Analysis

2018 ◽  
Vol 30 (2) ◽  
pp. 1-31 ◽  
Author(s):  
Paige E. Butler ◽  
Meggan Madden ◽  
Nickie Smith
Keyword(s):  
Study Abroad ◽  
Research University ◽  
Legal Status ◽  
Student Participation ◽  
Underrepresented Students ◽  
Undocumented Students ◽  
Federal State ◽  
Education Abroad ◽  
Institutional Practices ◽  
Studying Abroad

This research explores institutional practices supporting undocumented student participation in U.S. education abroad at a California public research university. This institution successfully enrolled more than 40 undocumented students studying abroad between 2013 and 2016. Four university staff members, an immigration attorney, and eight undocumented students who successfully studied abroad were interviewed. During this time, the Deferred Action for Childhood Arrivals (DACA) program was in effect through federal Executive Order, providing some protections for certain eligible youth immigrants living without current legal status in the U.S.  DACA-approved students were eligible to formally access education abroad through a federal U.S. program known as Advance Parole from late 2012 through fall 2017, when the order was rescinded. All student participants studied abroad and interviews were conducted prior to the Fall 2017 Presidential Rescission of DACA and cessation of Advance Parole study abroad opportunities for DACA students. Findings demonstrate that undocumented students navigate study abroad with specific considerations for federal, state, and institutional policies, which may contradict or misalign with institutional practices and methods traditionally utilized to support study abroad students, thus further marginalizing this underrepresented population of students.  This research highlights promising practices supporting undocumented students in education abroad and the findings from these interviews inform international educators and allies how to better support underrepresented students on and off-campus, and suggests considerations for other marginalized student populations interested in education abroad.

scholarly journals Students’ Stories of Studying Abroad: Reflections Upon Return

2015 ◽  
Vol 5 (1) ◽  
pp. 50-59 ◽  
Author(s):  
Jane Costello
Keyword(s):  
Decision Making ◽  
Study Abroad ◽  
Technology Use ◽  
Student Participation ◽  
Structured Interviews ◽  
Personal Lives ◽  
Studying Abroad ◽  
Cultural Experiences ◽  
The Impact ◽  
Inform Decision Making

Study abroad brings an enriching experience to students’ academic and personal lives. This narrative essay relays two students’ experiences with study abroad sojourns and touches upon their technology use during their study abroad as recounted in semi-structured interviews. Details of their cultural experiences and reflections thereof as well as the impact these experiences had on their lives are presented. Student participation in study abroad semesters is increasing each year. Understanding previous students’ experience studying abroad, how this impacted their studies and life afterwards can inform decision making of other students considering this option. Additionally, awareness of the technologies used to stay in touch with those at home informs administrative and technical decisions for institutions to consider.

scholarly journals Fostering Intercultural Identity During Study Abroad to Strengthen Intercultural Competence

2017 ◽  
pp. 325-345 ◽  
Author(s):  
Niki Sol
Keyword(s):  
Higher Education ◽  
Study Abroad ◽  
Intercultural Competence ◽  
Identity Negotiation ◽  
Study Abroad Programs ◽  
Education Abroad ◽  
Global Citizens ◽  
Studying Abroad ◽  
Pedagogical Design ◽  
Intercultural Identity

Universities are eager to foster global citizenship within their students, including through study abroad opportunities. However, studying abroad does not necessarily guarantee gains in intercultural competence (Paige & Vande Berg, 2012), especially for the shorter programs that have gained in popularity among university students. This chapter examines the recent literature and argues the need to nurture identity negotiation for students who choose to do part of their higher education abroad; the understanding of one's self is a key component to intercultural competence (Deardorff, 2006). More and more study abroad providers (universities and businesses) have begun to use guided intervention during abroad programs to enhance students' intercultural competence. With careful and intentional pedagogical design, study abroad programs can help students better understand their intercultural identity and become better global citizens.

A Case Study Exploring Ways to Increase Access to Education Abroad for Career and Technical Students With Limited Availability

2019 ◽  
pp. 242-254
Author(s):  
Anne-Marie McKee
Keyword(s):  
Community College ◽  
Service Learning ◽  
Study Abroad ◽  
Access To Education ◽  
Education Abroad ◽  
Limited Availability ◽  
Career And Technical ◽  
Studying Abroad ◽  
Technical Students

This chapter looks into the experiences of the career and technical students who studied abroad and how their experiences affected them and transformed them in the years since studying abroad. The purpose is to examine the experiences of studying abroad for CTE students attending a rural-based community college. In this study, relevant categories and themes of meaning for CTE study abroad students were identified. One goal of this study was to see if these students' study abroad experiences affected them in the workplace and if the service-learning component of their study abroad experiences led to other altruistic practices.

Blue Zone of Ikaria, Greece: An education abroad program for nursing and health-related disciplines

2020 ◽  
Vol 10 (5) ◽  
pp. 31
Author(s):  
Jessica L. Naber ◽  
Grace Phelps
Keyword(s):  
Study Abroad ◽  
International Education ◽  
Cultural Awareness ◽  
Student Response ◽  
Education Abroad ◽  
Studying Abroad ◽  
Health Related ◽  
Study Abroad Program ◽  
Different Cultures ◽  
The Impact

International education is growing among American students. In the past two decades, the number of students studying abroad has more than tripled. Research has provided evidence that students who participate in study abroad are more likely to have a variety of career prospects and are more aware socially and culturally. In a world where nurses will be providing care for an increasingly diverse population, cultural awareness and improved interaction with people of different cultures is invaluable. A faculty member with education abroad experience at a mid-size university in the southern United States developed a study abroad program for the summer of 2019 to Ikaria, Greece. This program centered around the concept of Blue Zones, areas of the world identified as having the largest population of centenarians, or people that have lived for longer than 100 years. This article outlines the process of development of the program and the course associated with the program. There is information about course description, course objectives, grading procedures, course activities, and a schedule of activities that students participated in while abroad. Student response to this education abroad experience was very positive. Students have reported that they attempt to implement the nine concepts into their everyday lives since returning, and the impact that this program and other education abroad programs has had, is profound.

scholarly journals Studying Abroad at Home: The Meaning of Education Abroad During the Pandemic

2021 ◽  
Vol 17 (1-2) ◽  
Author(s):  
Ioannis Gaitanidis
Keyword(s):  
Study Abroad ◽  
Study Abroad Programs ◽  
Education Abroad ◽  
Japanese Study ◽  
Studying Abroad ◽  
Short Term Study ◽  
The Face ◽  
Anthropological Fieldwork ◽  
Short Essay ◽  
Study Abroad Program

Studying abroad has virtually ended with the pandemic. New (online) formats are being already offered, but this has not stopped universities from having to revise curricula, renegotiate partnerships and consult with students about studying abroad in 2020 and beyond. This short essay stems from the author’s experience of cancelling his own Japanese study abroad program in late February 2020 to avoid the program participants taking unnecessary risks in the face of the unknown speed at which Covid-19 was spreading in Europe. The cancellation of that study trip brought to the fore, however, entrenched issues with short term study abroad programs and pushed the author to consider what the value of the ‘abroad’ in ‘study abroad’ had been until then. A short comparison with the practice of ethnography ensues, inspired by early pandemic debates on the future of anthropological fieldwork, which is another endeavour that has traditionally depended on relatively extended stays abroad. The essay closes with two problems that study abroad organisers will have to think about in a post-corona world.

Higher Education Abroad

2020 ◽  
pp. 221-242
Author(s):  
Khalid Arae ◽  
Kussai Haj-Yehia
Keyword(s):  
Higher Education ◽  
Study Abroad ◽  
Access To Higher Education ◽  
Key Factors ◽  
Official Statistics ◽  
Education Abroad ◽  
Limited Access ◽  
Studying Abroad ◽  
State Of Israel ◽  
Historical Origins

Through an investigation tracing the historical origins and trends associated with the Palestinian Minority in Israel (PAMI), this chapter investigates why a large proportion of those students—33% in fact—now choose to study abroad. Data are drawn from official statistics, documents and representative studies of PAMI students' to thus enable the authors to identify key factors that hinder PAMI access to Higher Education (HE) in Israel. Limited access to HE in the State of Israel is a strong motivator for PAMI students studying abroad, as it provides greater opportunity to pursue HE. This chapter discusses the features of globalization that have led to the development of a highly competitive international academic market and the effect that this has had on PAMI students' choice of location for HE and also choice of chosen field of study.

scholarly journals Fostering Intercultural Identity During Study Abroad to Strengthen Intercultural Competence

2020 ◽  
pp. 1209-1229
Author(s):  
Niki Sol
Keyword(s):  
Higher Education ◽  
Study Abroad ◽  
Intercultural Competence ◽  
Identity Negotiation ◽  
Study Abroad Programs ◽  
Education Abroad ◽  
Global Citizens ◽  
Studying Abroad ◽  
Pedagogical Design ◽  
Intercultural Identity

Universities are eager to foster global citizenship within their students, including through study abroad opportunities. However, studying abroad does not necessarily guarantee gains in intercultural competence (Paige & Vande Berg, 2012), especially for the shorter programs that have gained in popularity among university students. This chapter examines the recent literature and argues the need to nurture identity negotiation for students who choose to do part of their higher education abroad; the understanding of one's self is a key component to intercultural competence (Deardorff, 2006). More and more study abroad providers (universities and businesses) have begun to use guided intervention during abroad programs to enhance students' intercultural competence. With careful and intentional pedagogical design, study abroad programs can help students better understand their intercultural identity and become better global citizens.

scholarly journals Doerr, Neriko Musha. (2019). Transforming study abroad: A handbook. Berghahn. 221 pages.

2020 ◽  
Vol 32 (3) ◽  
pp. 212-215
Author(s):  
Heidi Fischer
Keyword(s):  
Study Abroad ◽  
Small Group ◽  
Theoretical Framework ◽  
Group Discussions ◽  
Education Abroad ◽  
Studying Abroad ◽  
Small Group Discussions

  In her new handbook, Transforming Study Abroad: A Handbook (2019), Doerr takes the discourse surrounding several education abroad concepts in a new direction. She emphasizes the need for a rigorous theoretical framework throughout the education abroad experience for students to successfully process their experiences while studying abroad. Transforming Study Abroad is a well-researched and practical handbook that includes sample questions for students to consider that can be used in various settings, such as in one-on-one meetings with administrators, in small group discussions, or during orientation sessions. Additionally, the book could lend itself as a textbook for a reflection-based education abroad course. Abstract in German In ihrem neuen Handbuch Transforming Study Abroad: A Handbook (2019) nimmt Doerr den Diskurs über verschiedene Konzepte des Auslandsstudium in eine neue Richtung. Sie betont die Notwendigkeit der Nutzing eines theoretischen Rahmens rund um das Auslansstudium, damit die StudentInnen ihre Erfahrungen während des Studiums erfolgreich verarbeiten können. Transforming Study Abroad ist ein gut recherchiertes und praktisches Handbuch, das Beispielfragen enthält, die die StudentInnen berücksichtigen können und die in verschiedenen Situationen verwendet werden können, z. B. in Einzelgesprächen mit BeraterInnen, in Diskussionen in kleinen Gruppen oder während Orientierungssitzungen. Darüber hinaus eignete sich das Buch als Lehrbuch für einen reflexionsbasierten Kurs während des Auslandsstudiums.

scholarly journals College Students’ Sexual Orientation, Gender Identity, and Participation in Study Abroad

2015 ◽  
Vol 25 (1) ◽  
pp. 91-106 ◽  
Author(s):  
Kelly M. Bryant ◽  
Krista M. Soria
Keyword(s):  
Higher Education ◽  
College Students ◽  
Sexual Orientation ◽  
Study Abroad ◽  
Students With Disabilities ◽  
Low Income ◽  
Research University ◽  
Low Income Students ◽  
Studying Abroad ◽  
Multicultural Students

In recent years, there has been an increase in the number of students studying abroad; however, researchers have discovered that some student populations are not as likely to study abroad, including students with disabilities, multicultural students, and low-income students. Amid these growing bodies of literature that highlight disparities between students’ participation in study abroad, research fails to address whether lesbian, gay, bisexual, transgender, questioning or queer students (LGBTQQ) study abroad at lower rates than their peers given that some cultures are not accepting of students’ sexual orientation or transgender identities. This lack of research is troubling because LGBTQQ students face challenges many of their peers do not normally have to confront in higher education.  The purpose of this study, then, is to fill this gap in research by answering the following question: are LGBTQQ students significantly less likely to study abroad compared to their peers?  Utilizing student data from the multi-institutional Student Experience in the Research University (SERU) survey, the results of this study suggest that LGBTQQ students are significantly more likely than heterosexual and cisgender students to participate in study abroad opportunities in several areas

Higher Education Abroad

2016 ◽  
pp. 66-87
Author(s):  
Khalid Arae ◽  
Kussai Haj-Yehia
Keyword(s):  
Higher Education ◽  
Study Abroad ◽  
Access To Higher Education ◽  
Key Factors ◽  
Official Statistics ◽  
Education Abroad ◽  
Limited Access ◽  
Studying Abroad ◽  
State Of Israel ◽  
Historical Origins

Through an investigation tracing the historical origins and trends associated with the Palestinian Minority in Israel (PAMI), this chapter investigates why a large proportion of those students—33% in fact—now choose to study abroad. Data are drawn from official statistics, documents and representative studies of PAMI students' to thus enable the authors to identify key factors that hinder PAMI access to Higher Education (HE) in Israel. Limited access to HE in the State of Israel is a strong motivator for PAMI students studying abroad, as it provides greater opportunity to pursue HE. This chapter discusses the features of globalization that have led to the development of a highly competitive international academic market and the effect that this has had on PAMI students' choice of location for HE and also choice of chosen field of study.

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