Developing Intercultural Competency in a Public Health Study Abroad Program: What Does Cultural Learning Mean for Undergraduate Chinese Students?

Autor/inn/en	Bano, Sara; Xia, Qing; Dirkx, John
Titel	Developing Intercultural Competency in a Public Health Study Abroad Program: What Does Cultural Learning Mean for Undergraduate Chinese Students?
Quelle	In: Journal of Comparative and International Higher Education, 14 (2022) 4, S.6-21 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2151-0393
Schlagwörter	Public Health; Cultural Awareness; Study Abroad; Undergraduate Students; Asians; Student Attitudes; Learning Experience; Social Behavior; Social Attitudes; English (Second Language); Second Language Learning; Knowledge Level; Foreign Students; Outcomes of Education; Foreign Countries; China; United States + Suchen Sie Ihr Suchwort? Gesundheitswesen; Cultural identity; Kulturelle Identität; Studies abroad; Auslandsstudium; Asian; Asiat; Asiatin; Asiaten; Asiate; Schülerverhalten; Lernerfahrung; Social behaviour; Soziales Verhalten; Social attidude; Soziale Einstellung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Wissensbasis; Lernleistung; Schulerfolg; Ausland; USA
Abstract	In this study, we explored the notions of cultural learning from non-western perspectives by focusing on the experiences of Chinese undergraduate students from the field of Public Health in the United States of America. We used Weick's (1995) Sensemaking theory to understand how Chinese undergraduate students made sense of their experiences of learning about other cultures in both personal and professional spaces. We applied a qualitative research design and used interviews, a focus group, and reflection papers for data collection. We found that Chinese undergraduate students focused on social behaviors and attitudes. They used comparison as a tool to make sense of new experiences. Their sensemaking process shifted from simple to complex concepts, and guided learning helped them understand complex social issues related to public health in the U.S. They did not consider learning related to public health knowledge, English language, or life skills as cultural learning. (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