Browsing by Subject "Education abroad"

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    Factors influencing the decision to study abroad for students of color: moving beyond the barriers.
    (2009-08) Kasravi, Jinous
    U.S. higher education institutions, professionals in the field of international education exchange, and the federal government recognize the importance of a study abroad experience for American undergraduate students. While the total number of U.S. undergraduate students studying abroad has continually increased since the 1980s, the number of participating students of color remains low. The purpose of this study is to move beyond the barriers and outcomes of study abroad, and focus on those students of color who have made the decision to participate and the factors that influenced their decision. The barriers between applicants and non-applicants are also explored in order to recognize similar or different factors between the two groups. Using Fishbein and Ajzen's (1970) theory of reasoned action, this study seeks to address the personal, social, and institutional factors positively influencing students of color to decide to study abroad; how the factors differ by demographics; and the barriers applicants and non-applicants encounter in their decision. Using a mixed methods approach this study focuses on two groups of students. The first group consisted of undergraduate students of color who had recently been accepted to a study abroad program through the University of California, San Diego in 2008. The second group included all sophomores and above, regardless of race, who had decided not to apply for a study abroad program. The personal and social factors were found to be the primary factors influencing the student's decision to apply. Finances and academics were the main barriers students in both groups faced in their decision. Despite these barriers and family or cultural resistance, the students in the first group overcame the obstacles through information seeking, use of external messengers, personal determination, and internal drive in deciding to participate in study abroad.
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    Instructor Influence on Student Intercultural Learning During instructor-led, Short-Term Study Abroad
    (2016-05) Anderson, Christine
    Short-term study abroad, often in the instructor-led model, is growing nationally with 60% of students enrolling in programs of this length in 2012-13 (IIE, 2013). Higher education institutions’ mission statements often state that creating individuals who respect diversity or have an “international and global understanding” is a goal (Meacham & Gaff. 2006, p. 9). Study abroad is viewed as a premier vehicle to guide students to achieve this more sophisticated worldview. Current education abroad research is not clear on whether intercultural sensitivity can be increased through a short-term, instructor-led program experience. Previous studies often use metrics to compare year-long or semester length programs to short-term study abroad programs. This comparative focus has led to very little research on interventions that may enhance intercultural learning on short-term, instructor-led programs. This study examines eight instructor-led programs and aims to examine if intercultural learning can occur on an instructor-led program and what influence the instructor may have on this important learning outcome. The research questions are: 1) How does the program instructor influence students’ cultural gains and learning during instructor-led study abroad? 1a) What is the impact of guided reflection on students’ cultural gains? 1b) What is the impact of debriefing or not debriefing critical incidents during time abroad? 1c) Does the leader’s intercultural sensitivity level influence students’ intercultural sensitivity? 2) What other factors influence students’ intercultural learning? 2a) Does prior language learning influence students’ intercultural sensitivity? 2b) Does gender influence students’ intercultural sensitivity? 2c) Does challenge, including location, during study abroad influence students’ intercultural sensitivity during instructor-led study abroad? 2d) Does interaction with host-country locals influence students’ intercultural sensitivity during instructor-led study abroad? A sequential quantitative to qualitative mixed methods design was employed to understand first if students could increase their intercultural sensitivity during an instructor-led program and second if these gains were related to the instructor. The population consisted of 105 students who studied abroad on three and a half week instructor-led programs in May and June of 2014. The results of the pre to post study abroad scores on the Intercultural Development Inventory showed the population made significant gains of 6.7 points, 28% made gains into another stage and overall 73% of students made positive movement on the IDI. There was, however, much variability among the programs. The interviews from instructor and students showed that students having a basic understanding of intercultural frameworks, along with frequent and spontaneous facilitation by the instructor was the best method to mentor students to make greater intercultural sensitivity gains. Policy implications and research recommendations are offered to conclude the study.