This paper explores the relationships students make between their identities, what they learn abroad, and their future career by focusing on 10 pre-medical students participating in a two week study abroad program to South India. Coming from a critical constructivist paradigm, the data for this case study was gathered through interviews before and after their trip. This paper adds new understandings to the existing study abroad literature by examining a unique student population, and to the literature on student identity by investigating this specific program's effects on students' perceptions of themselves and their futures. Findings were broken into three major themes related to students' identity and learning; their experiences, evolving understandings, and expressions of change. Analysis revealed the importance of intentionally reflecting with students about their personal identities and values as it relates to their experiences abroad and in their future careers. Recommendations include providing more structured reflection upon re-entry.
University of Minnesota M.A. thesis. May 2015. Major: Organizational Leadership, Policy, and Development. Advisor: Frances Vavrus. 1 computer file (PDF); vi, 120 pages.
Self-Awareness of Identity for Social Justice: A Case Study of a Pre-medical Study Abroad Program.
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