Integrating Study Abroad Research and Practice: First-Generation Students in Focus

Autor/inn/en	Brunsting, Nelson; McGlynn, Sean
Titel	Integrating Study Abroad Research and Practice: First-Generation Students in Focus
Quelle	In: Frontiers: The Interdisciplinary Journal of Study Abroad, 35 (2023) 2, S.52-57 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-4568
Schlagwörter	Study Abroad; Educational Research; Theory Practice Relationship; First Generation College Students; Student Experience; Program Length; Summer Programs; Cultural Background; Learner Engagement; Minority Group Students; Reflection + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Bildungsforschung; Pädagogische Forschung; Theorie-Praxis-Beziehung; Studienerfahrung; Sommerkurs
Abstract	Research focused on first-generation students' experiences studying abroad is nascent, with all five extant studies published since 2019 (Brunsting, Chiles, et al., 2023). There is strong overlap between first-generation, students of color, and community college students for study abroad participation, as participants in studies were first-generation students of color (Blake et al., 2020; Pai & Wilson, 2019; Wick et al., 2019; Willis et al., 2019) or first-generation community college students (Whatley & Canché, 2022). Taken as a whole, the findings are positive: first-generation students experience similar positive benefits of study abroad as other students, including in their academic performance (Whatley & Canché, 2022), intercultural competence (Pai & Wilson, 2019; Willis et al., 2019), and identity development (Blake et al., 2020; Wick et al., 2019). However, access to longer duration programs still appears to be a challenge for first-generation students (Brunsting, Dietrich, et al., 2023); all five studies focused on short-term (Blake et al., 2020; Pai & Wilson, 2019), summer programs (Wick et al., 2019; Willis et al., 2019), or both (Whatley & Canché, 2022). The reviewed studies yielded four key findings with respect to access, program types, and activities to enhance first-generation students' identity development while abroad. (ERIC).
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