Social Inclusion of German Students Who Complete an Academic Stay Abroad

Autor/inn/en	Resch, Katharina; Nusser, Lena; Schwab, Susanne
Titel	Social Inclusion of German Students Who Complete an Academic Stay Abroad
Quelle	In: European Journal of Educational Research, 10 (2021) 2, S.945-955 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Social Integration; Study Abroad; Cultural Awareness; Student Placement; Peer Relationship; Teacher Student Relationship; Longitudinal Studies; Social Capital; Educational Experience; Cultural Capital; Educationally Disadvantaged; Family Characteristics; Students with Disabilities; Immigrants; Correlation; Intervention; Foreign Countries; Student Mobility; Social Differences; Undergraduate Students; Student Attitudes; Germany + Suchen Sie Ihr Suchwort? Soziale Integration; Studies abroad; Auslandsstudium; Cultural identity; Kulturelle Identität; Schülerpraktikum; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sozialkapital; Bildungserfahrung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Immigrant; Immigrantin; Immigranten; Korrelation; Ausland; Mobility; Mobilität; Sozialer Unterschied; Schülerverhalten; Deutschland
Abstract	More and more student trajectories involve an academic stay abroad. To achieve the intercultural, personal or linguistic objectives associated with such placements, social inclusion with peers and faculty in the place of study is needed. This paper applies Bourdieu's theory of capital as a conceptual framework to examine the experiences of students who have competed a placement abroad, in particular students from educationally disadvantaged families, students with disabilities, and migrant students. Longitudinal data were taken from the German National Education Panel Study (NEPS) with N=8.469 students. The findings show the interrelatedness of social inclusion and a placement abroad: students who experience high social inclusion with peers and faculty at the beginning of their studies are more likely to study abroad. Social capital with faculty increases after such a placement, in particular for at-risk student groups, while no difference in the increase in social inclusion is observed between student groups. The findings imply a need for early interventions as some of the effects already take place in the first semester. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01