Embracing Disruptions of Identity: How Can Sociology Enhance the Experiences of Students of Color in Study Abroad?

Autor/inn/en	Madhavan, Sangeetha; Dlamini, Vusumuzi G.
Titel	Embracing Disruptions of Identity: How Can Sociology Enhance the Experiences of Students of Color in Study Abroad?
Quelle	In: Teaching Sociology, 49 (2021) 2, S.123-135 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Madhavan, Sangeetha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0092-055X
DOI	10.1177/0092055X20987294
Schlagwörter	Minority Group Students; Study Abroad; Self Concept; Journal Writing; Student Attitudes; Blacks; Sociology; Foreign Countries; Global Approach; Student Participation; Disproportionate Representation; Cultural Differences; Social Differences; Undergraduate Students; Educational Experience; Teaching Methods; College Faculty; Social Change; Racial Segregation; African Languages; Barriers; English (Second Language); Language Variation; Tourism; Racial Differences; Parks; Immigrants; South Africa + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Selbstkonzept; Zeitschriftenaufsatz; Schülerverhalten; Black person; Schwarzer; Soziologie; Ausland; Globales Denken; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kultureller Unterschied; Sozialer Unterschied; Bildungserfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Sozialer Wandel; Rassentrennung; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachenvielfalt; Tourismus; Rassenunterschied; Freizeitpark; Immigrant; Immigrantin; Immigranten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Efforts are underway to globalize sociology in the United States through study abroad experiences. At the same time, there is a push to extend the reach of such programs to students of color. We use student journal entries and fieldnotes from trips to South Africa to analyze how students of color grapple with a disruption of identity in a Black majority setting. Findings reveal that students were challenged by new axes of identity, namely, language and place, and were confronted with their own relative privilege. Sociology can play a critical role in helping students maximize benefit from such experiences if undergraduate curricula incorporate additional axes of intersectionality and include more scholarship from Africa and the Diaspora. Moreover, study abroad programs need to devote significant time to structured debriefings in all pedagogical activities. This would provide faculty and students a space to productively manage and even embrace the disruption of identity. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01