'It Just Had to Settle': A Longitudinal Investigation of Students' Developmental Readiness to Navigate Dissonance and Experience Transformation through International Service Learning

Autor/inn/en	Taylor, Kari B.; Jones, Susan; Massey, Rachel; Mickey, Jasmine; Reynolds, Danyelle J.
Titel	'It Just Had to Settle': A Longitudinal Investigation of Students' Developmental Readiness to Navigate Dissonance and Experience Transformation through International Service Learning
Quelle	In: Journal of Higher Education, 89 (2018) 2, S.236-260 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
DOI	10.1080/00221546.2017.1368817
Schlagwörter	Service Learning; Longitudinal Studies; Self Concept; Transformative Learning; Case Studies; Graduate Students; Undergraduate Students; Student Participation; Student Adjustment; Course Descriptions; Foreign Countries; Student Attitudes; Student Development; Culture Conflict; Psychological Patterns; Cultural Differences; Educational Experience; Interpersonal Relationship; Ecuador + Suchen Sie Ihr Suchwort? Service-Learning; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Selbstkonzept; Pädagogische Transformation; Case study; Fallstudie; Case Study; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Adjustment; Schüler; Schülerin; Adaptation; Kursstrukturplan; Ausland; Schülerverhalten; Kulturkonflikt; Kultureller Unterschied; Bildungserfahrung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	The purpose of this longitudinal study was to investigate students' developmental readiness to navigate dissonance and experience transformation as they engaged in an international service-learning program. Using case-study methodology, researchers collected data from a diverse group of 7 graduate students and 5 undergraduate students who participated in a predeparture course and 3-week program in Ecuador. Data were collected at 4 points in time: before the trip, during the trip, immediately after participants' return to the United States, and 1 year later. The findings emphasize 2 main narratives that describe the longitudinal nature of participants' developmental readiness. These 2 narratives include remaining unsure how to do "good service" and reexamining what social identities mean. Collectively, the longitudinal narratives demonstrate that participants continued to consider and, in some cases, made new meaning of experiences in Ecuador that sparked dissonance; however, the transformative potential of international service learning took time to materialize. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01