International Graduate Students' Positionality in a U.S. Critical Multicultural Education Course

Autor/inn/en	Amatullah, Tasneem; Aronson, Brittany A.; Gul, Rind M.
Titel	International Graduate Students' Positionality in a U.S. Critical Multicultural Education Course
Quelle	In: Journal of Comparative and International Higher Education, 13 (2021) 3, S.180-205 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2151-0393
Schlagwörter	Foreign Students; Graduate Students; Student Experience; Multicultural Education; Institutional Characteristics; Prior Learning; Student Attitudes; Self Concept; Cultural Background; Family Characteristics; Educational Experience; Socialization; Race; Ethnicity; Religion; Sex; Sexuality; Social Class; Culture Conflict + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Studienerfahrung; Multikulturelle Erziehung; Vorkenntnisse; Schülerverhalten; Selbstkonzept; Bildungserfahrung; Socialisation; Sozialisation; Rasse; Abstammung; Ethnizität; Geschlecht; Geschlechtsverkehr; Sexualität; Social classes; Soziale Klasse; Kulturkonflikt
Abstract	This study describes the experience of four international students after taking a class in critical multicultural education at a predominantly white institution in the Midwest, U.S. Utilizing narrative inquiry and narrative coding to analyze students' positionality papers, the researchers found two overarching themes: (1) Prior Experiences; and (2) Perspectives on multicultural identities, with several sub-themes. The first overarching theme, prior experiences, has three subthemes that reflect students' identities in relation to their sociocultural backgrounds: (1) origin and national identity; (2) family background and exposure; and (3) education and sociocultural experiences. The second overarching theme, perspectives on multicultural identities has five sub-themes that emerged from students' personal learning and through socialization: (1) race and ethnicity; (2) religion; (3) gender and sexuality; (4) class and privilege; and (e) culture shock. We conclude with a discussion of the findings and implications for this work. (As Provided).
Anmerkungen	Journal of Comparative and International Higher Education. 3107 B Hampton Highway, Yorktown, VA 23693. e-mail: oic213@lehigh.edu; Web site: https://www.ojed.org/index.php/jcihe/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01