Academics as Arbiters: Promoting Equity and Cultural Responsibility in Group-Based Study Abroad

Autor/inn/en	Johnstone, Christopher; Smith, Tiffany Lachelle; Malmgren, Jodi
Titel	Academics as Arbiters: Promoting Equity and Cultural Responsibility in Group-Based Study Abroad
Quelle	In: Frontiers: The Interdisciplinary Journal of Study Abroad, 32 (2020) 2, S.120-144 (25 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Johnstone, Christopher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-4568
DOI	10.36366/frontiers.v32i2.470
Schlagwörter	College Faculty; Equal Education; Experiential Learning; Study Abroad; Cultural Awareness; Student Participation; Disproportionate Representation; Self Concept; Teacher Student Relationship; Groups; Inclusion; Student Diversity; Student Attitudes; Undergraduate Students; First Generation College Students; Minority Group Students; Grants; Hispanic American Students; Asian American Students; African American Students + Suchen Sie Ihr Suchwort? Fakultät; Experiental learning; Erfahrungsorientiertes Lernen; Studies abroad; Auslandsstudium; Cultural identity; Kulturelle Identität; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Selbstkonzept; Teacher student relationships; Lehrer-Schüler-Beziehung; Inklusion; Schülerverhalten; Grant; Finanzielle Beihilfe; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; African Americans; Afroamerikaner
Abstract	Study abroad is a high impact practice, touted as a tool for developing global and intercultural awareness. In 2017/18, of the nearly 350,000 U.S. students who studied abroad, sixty-five percent participated in "short-term" programs (IIE, 2018). Short-term programs are often administered as group opportunities, in which students undertake experiential education activities with fellow classmates in a host country. In this study, students from populations that have been historically under-represented in study abroad reflected on their experiences within group programs by centering their unique identities and analyzing how particular identities influenced their experiences within the group and host country. Experiences ranged from agentic and empowering to prejudicial and isolating. For example, some students relied on faculty members to mediate interactions among and between the group and host society. In some cases, instructors provided supportive facilitation while, in others, instructors avoided challenging confrontations and difficult conversations. The group itself, and the group leader, are critical units of analysis for understanding the educational and cross-cultural dimensions of study abroad. (As Provided).
Anmerkungen	Frontiers Journal. Dickinson College P.O. Box 1773, Carlisle, PA 17013. Tel: 717-254-8858; Fax: 717-245-1677; Web site: https://www.frontiersjournal.org/index.php/Frontiers
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01