Exploring the Racial Gap in Study Abroad Participation at U.S. Colleges and Universities through a Mixed-Methods Analysis of Student Intention

Lei, Ming Michigan State University ProQuest Dissertations & 2022 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The study abroad experience is an important fixture of American higher education, with politicians, institutions, and mainstream media calling for increased participation. Participation in study abroad can potentially benefit students’ personal, academic, and career development. However, historical educational data have shown that some groups, such as Students of Color, have been underrepresented in study abroad participation at American colleges and universities. To better understand the racial gap in study abroad participation, this study combined the Theory of Planned Behavior and critical race theory to explore the intersections of race and racism with factors (i.e., attitude, subject norm, perceived behavioral control) that predict students’ intention to study abroad, and the role of social and non-social environmental influences on these factors (e.g., advertisements, advisers). The results indicated that for Students of Color and White students, racial identity and expected effects of racism were related in different ways to attitude (i.e., students’ evaluation of study abroad), subjective norm (i.e., their sense of social support), and perceived behavioral control (i.e., their sense of the ease of studying abroad). For attitude, Students of Color thought both their race and racism would affect their personal experience and viewed racism as a built-in aspect of the study abroad experience, where White students generally thought neither would affect them. For subjective norm, White students generally did not believe racism affected the kinds of support they received. In contrast, there was evidence of exclusion for Students of Color, such as being ignored by campus recruiters promoting study abroad and being ignored by academic advisers. Students of Color also evaluated the usefulness of information from supportive figures based to the racial identity of the source as a proxy for the ability to understand the nuance of race while studying abroad. For perceived behavioral control, White students thought their racial identity would make it easier to study abroad and did not think racism would affect their ease of studying abroad. Overall, the Theory of Planned Behavior accurately predicted White students’ intentions to study abroad, where their positive perceptions of study abroad, support to study abroad, and fewer barriers were generally correlated with their intentions to study abroad. In contrast, Students of Color demonstrated greater behavioral intention to study abroad even though they had negative expectations about their experience, especially with racism, a lack of support from advisers and greater expectations of racism as a potential barrier. In drawing on the lived experiences of Students of Color, these findings suggest that racism may not be well modeled by the traditional patterns described by decision-making theories like the Theory of Planned Behavior. Similarly, the framework does not address the potential moderating role of racial identity. For example, for subjective norm supportive figures like advisers engaged in supportive behaviors as theorized by the framework, but for Students of Color, they were served more as barriers. This study also found that students’ beliefs were found to be influenced by both social and nonsocial factors, such as social media and advertisements, the discovery of how race and racism may be intertwined with students’ decisions about study abroad creates potential opportunities to improve recruitment strategies that address the beliefs of diverse students. More research is needed to better understand how students make decisions despite potential barriers, as well as the ways in which sources influential to students’ beliefs about study abroad may be used to increase the accessibility of study abroad and increase the participation of underrepresented groups. The study abroad experience is an important fixture of American higher education, with politicians, institutions, and mainstream media calling for increased participation. Participation in study abroad can potentially benefit students’ personal, academic, and career development. However, historical educational data have shown that some groups, such as Students of Color, have been underrepresented in study abroad participation at American colleges and universities. To better understand the racial gap in study abroad participation, this study combined the Theory of Planned Behavior and critical race theory to explore the intersections of race and racism with factors (i.e., attitude, subject norm, perceived behavioral control) that predict students’ intention to study abroad, and the role of social and non-social environmental influences on these factors (e.g., advertisements, advisers).

An Analysis of the Decline in Long-Term Study Abroad Participation among Students at Elite U.S. Universities, with a Focus on Japan

Mason, Thomas ProQuest Dissertations & Theses The Ohio State Uni 2019 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The purpose of this study is to determine why students at U.S. elite universities prefer to study abroad in Japan in short-term (8 weeks or less) programs rather than the traditional mid-length (more than 8 weeks but no more than 1 semester) and long-term (longer than 1 semester or quarter) programs. Although participation in study abroad among U.S. students to all destinations has increased by approximately 45% over the last decade, almost all of the increase comes from short-term programs. Conversely, mid-length and long-term programs have experienced steep declines in enrollment, dropping from 41% of total number of students studying abroad to just 36.6% and from 5.3% to just 2.4%, respectively, over the same period. The decrease in enrollment is a problem because extended participation and experience in the foreign country where the language is spoken and culture practiced aids the journey to high cultural and linguistic competency in a foreign language and culture (Davidson, 2010; Dwyer, 2004; MacAloon, 2008; Medina-Lopez-Portillo, 2004; Kehl and Morris, 2008; Zorn, 1996). Using a mixed-methods approach, 112 1st- and 2nd-year Japanese-language students at elite U.S. universities and 22 Japanese-language instructors were surveyed on the study abroad decision process, followed by seven interviews with respondents who volunteered to participate in the subsequent qualitative phase. Study findings clearly show that Japanese-language students at elite U.S. universities (a) have a strong interest in studying abroad in Japan, (b) mainly wish to study abroad to improve their Japanese-language skills and gain proficiency in the Japanese culture, and (c) are hesitant to study abroad in Japan in mid-length and long-term programs because they fear they lack time in their undergraduate curriculum and worry that appropriate courses needed for an on-time graduation are unavailable abroad. Importantly, no significantly statistical difference emerged between science, technology, engineering and mathematics (STEM) majors and non-STEM majors in their reasons for hesitating to study abroad in mid-length and long-term programs, contrasting with a commonly held belief that the decline is, in part, due to the greater number of students majoring in STEM. Recommended future research includes a longitudinal study that would follow respondents to determine whether they ultimately studied abroad or spent time abroad in other forms, and then, determining if students who chose to study abroad and those who do not differ in engagement with Japan throughout their careers.

Understanding Differences in Study Abroad Administration Structures and Policies

Gunter, Rebecca E ProQuest Dissertations & Theses University of Geor 2019 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

A wide variety of organizational and fiscal structures and policies are utilized in the administration of postsecondary study abroad programs. This study sought to understand the reasons for and effects of these differences. Guided by Pfeffer and Salancik’s (1978/2003) resource dependency theory and Knight’s (1994) internationalization cycle, three research question were developed. The research questions were: 1) what organizational, fiscal, and administrative structures and policies do senior study abroad professionals perceive to differ across the study abroad programs of colleges and universities?; 2) what factors do senior study abroad professionals perceive to be relevant to decisions regarding organizational, fiscal, and administrative structures and policies for study abroad?; and 3) what do senior study abroad professionals perceive to be the outcome- and process-based effects of organizational, fiscal, and administrative structures and policies related to study abroad? Semi-structured interviews were conducted with 12 senior study abroad professionals from 12 different institutions. An analysis process that consisted of open and analytic coding of the data resulted in the identification of seven themes related to: 1) different study abroad structures and policies available to international educators and institutional leaders; 2) the ways in which students and institutional type, leadership, culture, and finances affect study abroad structures and policies; 3) the ways in which study abroad structures and policies affect student and faculty decisions about and opinions toward study abroad; and 4) the idea that there is no single set of best practices for study abroad administration. This study identifies key issues for college and university leaders and study abroad administrators to consider within the context of their own institutions when making decisions about study abroad structures and policies.

Why don’t African American Undergraduate Students Study Abroad? : Using Critical Race Theory and Black Nationalism to Understand factors of Influence

Kaylen Samuel 고려대학교 국제대학원 2023 국내석사

ABSTRACT This study was created in order to help increase the research on why African American students are not studying abroad. The increase in internationalization and globalization has created a new world order. Higher education institutions are now charged with the responsibility to provide the tools necessary for students to succeed in this internationally dependent world. Study abroad has been deemed a tool that is essential in equipping students with global skill sets. However; African American students study abroad at a disproportionately low rate compared to the majority. Employing Critical Race Theory and Black Nationalism, this study explores the factors that are the most influential in the study abroad choices of African American students in higher education in addition to resource deficits. In-depth interviews and surveys will be taken to provide a qualitative study on the personal and lived experiences of African American students and their perspective on study abroad. The findings of the study presented that although resource-deficit may be a barrier, other factors such as nationality, culture, race, and history are all heavy influencers as well regarding the choice to study abroad amongst African Americans.

단기 해외 어학연수가 대학생의 자기조절학습 능력 및 성취만족도에 미치는 영향

윤영숙 충남대학교 교육대학원 2011 국내석사

The purpose of this research are to investigate the effects of short-term study abroad on self-regulated learning ability and satisfaction, furthermore to suggest ways of improving them. With those objectives a survey was conducted on 160 students from 5 different universities in Daejeon. 82 students among them have taken part in study abroad program and 78 students haven't. A total of 52 questions were asked in the survey questionnaire focusing 4 issues: a)self regulated learning ability consist of 3 components, motivation, cognitive, and behavioral; b)viewpoint to study abroad; c)satisfaction after studying abroad; d)general information. The SPSS 12.0 program was used for data analysis and the driven results are as follows: First, the analysis of self regulated learning ability in motivation factor between two groups showed that the students who have been studying abroad are comparatively more motivated than those who are inexperienced. It revealed that the students have self esteem and positive attitude after studying abroad and it has beneficial effect on their self confidence. The analysis of self regulated learning ability in cognitive factor, there were no significant difference between groups in comparison with motivation and behavioral factors. The result of the behavioral factor analysis showed that the students with an experience of studying abroad are having better learning strategies than the inexperienced students. Second, the analysis of students' viewpoint on studying abroad revealed that the students, in general, think the studying abroad program as helpful one to improve their English ability. Third, in the analysis of students' satisfaction on studying abroad, students showed high degree of contentment since they have more interest in English and use effective learning strategies after studying abroad. According to these findings, it reveals that for students study abroad has a beneficial effect on self regulated learning and satisfaction to provide motivation and use effective learning strategies. In order to enhance the positive effect of studying aborad, it is suggested that students should consider studying abroad carefully in advance and try to continue to use learning strategies upon their returns. Also instructional method for students' self regulated learning and educational program should be provided at government level as well.

중국 부모들 단기 해외유학 동기 조사

맹레이 우송대학교 일반대학원 2021 국내박사

With momentous numbers of mainland Chinese students participating in international study abroad, education providers are continuously pursuing to develop an improved understanding of the primary factors that motivate students to search for study overseas and that attract the students. As there is a paucity of literature examining study abroad travel motivations from parents’ view. This study utilizes a means-end chain technique to delve into Chinese parents’ motivation on sending children to short-term study abroad tours. In-depth interviews (n=20) using a soft-laddering method with Chinese parents who have been send their children to short-term study abroad tours, followed by a hard-laddering survey (n=100) with Chinese parents who have intentions. The research produced a summary chart called a hierarchical value map that characterizes the key linkages associated with the particular motivation domain of Chinese parents. Core values include success, happiness, self-worth, and dream, all of which affected by the Chinese cultural values and parent academic expectations. This study’s findings have implications for MEC theory and practitioners interested in developing education tourism.

코로나 19 상황에서 재한 중국 유학생의 유학 결정요인 연구

WANG SIYI 충북대학교 2022 국내석사

The education of international students is one of the important components of the internationalization of higher education, which affects the level and quality of the internationalization of higher education. With the outbreak of the new crown pneumonia worldwide, it has had a great impact on international students, and the reduction of international students has become a common phenomenon in various countries. Correctly guide international students' decision to study abroad, so that international students can acquire more professional knowledge through study abroad, and contribute to creating win-win results for Chinese students studying in Korea and Korean universities or society. This study focuses on Chinese students studying in South Korea to study the factors that affect the decision-making of international students to study abroad in the context of COVID-19. The research content is mainly divided into the following five parts. The first part explains the research background and purpose of the thesis, and explains the scope and method of the research. The second part is theoretical analysis and conceptual analysis. The third part puts forward the relevant hypotheses that affect the determinants of studying abroad, and designs a questionnaire. Including questionnaire design instructions and analysis methods. In the research model, personal background, economic factors, traffic factors, environmental factors, and school factors are used as independent variables, which have an impact on the decision of Chinese students studying in Korea to study abroad, and a causal relationship is established. The fourth section analyzes the survey results. According to the survey, in terms of personal background, according to different majors, family income, teaching methods, etc., there are differences in the decision of international students to study abroad. Among the resistance factors, according to the economic factors and traffic factors, the students' decision to study abroad is different. Among the attractive factors, according to school factors and environmental factors, international students' decision to study abroad is different. The fifth part is the conclusion of the study. Provide a summary of the findings of the study and indicate the relevance of the findings. Under the situation of the novel coronavirus epidemic, more attention should be paid to the decision of international students to study abroad, and more Chinese students should be allowed to study in South Korea to cope with the decrease in Chinese students.

Using Autobiographical Memory to Understand the Development of Pro-Environmental Behaviors and Global Citizenship in the Context of Study Abroad

Zhang, Hongping ProQuest Dissertations & Theses University of Flor 2020 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The purpose of this study was to explain how educational tourism experiences impact emerging adults’ (age of 18 to 35) development over time. Specifically, this study examined 1) the impact of study abroad experiences on students’ development of pro-environmental consumer behavior and global citizenship and 2) the role of autobiographical memory in students’ long-term development after participating in study abroad programs. An exploratory sequential mixed methods approach and grounded theory were used for study design and data analysis. Three studies were conducted: a preliminary qualitative study (one-on-one semi-structured interviews, n = 20), an exploratory quantitative study (online self-administered questionnaire, n = 115), and a follow-up qualitative study (one-on-one semi-structured interviews, n = 31). All of the participants were former participants of study abroad programs to Australia, New Zealand, and/or Fiji operated each summer between 2007 and 2019. The programs were university sponsored, short-term, faculty-led, field-based study abroad.The findings from the three studies demonstrated the alumni were impacted by their study abroad experiences on their pro-environmental behaviors and global citizenship development. Their changes regarding pro-environmental behaviors were found in three domains: everyday life, professional, and travel domains. Their changes about sustainable awareness and behaviors could be linked to three aspects of the study abroad programs: emotion, cognition, and practice. In terms of global citizenship, the results showed the alumni emphasized the cross-cultural understanding, international mobility, and sustainability elements of global citizenship. However, there was a gap between their global citizen identity and global engagement. Also, global citizenship development was found to differ among alumni with an undergraduate degree in sustainability-related majors and business majors. Regarding autobiographical memory, the findings revealed patterns of consolidating and forgetting memories post program. Additionally, four major functions of the memories generated by study abroad were identified: social, directing task-oriented behaviors, directing life choice, and nostalgia.

(The) effects of studying abroad on employment : the case study of Erasmus programme

이소림 Graduate School of International Studies, Korea Un 2012 국내석사

Due to a fast changing global economy and very high unemployment rates, the role of international higher education (IHE) became responsible for training highly skilled people to stay competitive in globalized economy. As studying abroad is a prominent activity in IHE, there is vast research on the effects of studying abroad. However, little is known about what effects studying abroad actually have on employment in individual perspectives. This study is aimed at providing an answer as to what extent studying abroad affects employment. This goal will be reached by conducting a case study on ERASMUS programme. In doing this, this study will attempt to show how other factors also have influence on studying abroad and employment. This study will show that the benefits of studying abroad are somewhat less effective than students’ expectations when entering a job market because employers view studying abroad not as a credential but as international experience. However, the effects on students’ self-development can be beneficial to employment as well as the international experiences have influence on job assignments. Additionally, other influencing factors such as socio-background, field of study, and cultural differences all influence overall transition from studying abroad to employment

한일 대학 간 한국어 교육과정 연계 연구

사카와 야스히로 경희대학교 일반대학원 2015 국내박사

This study aims to seek a solution to articulate bothKorean and Japanese curriculum of Korean language so that Japanese students cannaturally overcome the adversities they face, like learning and living in Korea,when studying abroad in the country. This study contains the followingcontents. Firstly, inthe first chapter the necessity and purpose of this study was discussed and, in succession,the previous studies and approaches have been taken into consideration. In a real class situation, Korean language education approaches and teaching methods essentiallyfocused on learners, and, following this point of view, the curriculum mightalso be developed as a suitable one for learners. Despite the fact thatuntil recently the curriculum that have been developed usually containedgeneral learning or academic and business purposes among others, the curriculumregarded in this work will be developed according to students each purposewhile studying abroad in Korea. This study takes into account students thatcome from Japanese universities for local training in Korean national institutionsto learn Korean language, and just as a matter of fact, similarstudies developing curriculums involving both institutions were rarely found. 4years of study is an important period for students during university life, especially,when they come to study abroad since it can open a range of possibilities likethe change of values among others. The aim of this study is to show thenecessity of this kind of research and the possibility of increasing moreeducational effectiveness during the process of transferring from one educationalinstitution to another. In the second chapter, afterhaving a look at the theoretical basis of the curriculum that lies behind thiswork and the definition of curriculum as a foreign language, the concept of curriculumarticulation according to pedagogical perspectives and foreign languageteaching implementation was discussed and classified. From a pedagogical pointof view, a case of articulation between an American education in middle schooland high school was given to show the historical flow in which articulation of curriculumbecame necessary; meanwhile, as an example of foreign language teaching implementation,the case of articulation of Japanese language teaching between domestic andoverseas’ universities was examined. Also, the principles and requiredconditions of curriculum articulation were also discussed in this chapter. Itcan be said that the required conditions for articulation are established when eachinstitution, the original educational institution from where a student transferredand the new one, is either specialized in that or when both institutions feelthe necessity to mutually complement each other’s weaknesses. Moreover, necessaryprinciples were studied under these curriculum required conditions. Theseprinciples are the prominent result that stood out from the differences gained fromthe comparison of both educational institutions. Though they are established throughthe inspection, among the differences and weaknesses of both educational institutions,the really important thing is that both educational institutions’ teachers who designthe curriculum might share the same concern. It is not just a matter of findingan institution’s problems but finding both educational institutions reciprocal concerns,in other words, it is an idea of actually having these two educationalinstitution’s language program running under the same curriculum. This is whatcould be called as a learner curriculum composition and designfocused ona student’s perspective and this aspectis also a principle of articulation. In the third chapter, a comparison was made between the Korean language curriculum designedbyboth Korean and Japanese universities. The features of each curriculum componentas teacher and learner, teaching material, teaching method and evaluation werecarefully studied. The most contrasting differences among the observed featuresof each component can be described as the following. In the point of view of alearner, as an example, learning motivation is more visible when a studentlearns Korean language in Korea, in contrast to this, most of students learningKorean language in Japan lack motivation hence continuous learning becomes adifficult task. The rest of the components such as the teacher, teachingmaterial and teaching methods among others when compared with what happens inKorean classrooms in Korea, in all aspects show an inadequate learningenvironment. If the responsible teacher for Korean language teaching is not completelyawareof the differences between the curriculum the implementation of theirarticulation will hardly develop a curriculum that would satisfactorily respondto learners needs. In the fourth chapter, somepractical cases were mentioned for the sake of articulation betweencurriculums. In order to establish articulation, student situations have beendivided into three phases: before going to study abroad (before transference),while studying abroad (during transference), after coming back from studiesabroad (after transference). This work focused on before transference and aftertransference phases, presenting the teaching contents carried out in the periodprevious to studying abroad in Korea and the teaching contents carried out inthe period posterior to studying abroad. More importantly, in the after transferencephase, whilst there were some elements that were difficult to be implemented inthe curriculum, a way to develop a curriculum was proposed according toteaching contents and teaching experiences gained from a study meeting wherelearners enthusiastically participated. In the fifth chapter, a survey concerning curriculum was realized by inquiringopinion of learners who had experiences learning abroad in Korea and opinion ofresponsible teachers for Korean language teaching. The results revealed theimportant fact that the implementation of curriculum articulation beforetransference should constitute the establishment of a connection between thecontents students learned before transferring and the contents practiced inspeaking/listening activities in Korea. Teachers as well revealed they areaware of the importance of speaking/listening practice activities andrecognized the importance of being aware of the contents learnt in Japan. Also,based on these results, it was realized that each educational institution needsto systematically arrange teaching content and the field of which it isresponsible. In the sixth chapter, a model ofcurriculum articulation was being proposed on the basis of practical cases mentionedin chapter 4 and the results of the survey realized in chapter 5. Firstly, followingthe principle of curriculum articulation, the product of learners knowledgeof whatwas learnt during the study course before transference should be preceded andalso, in this work it was proposed the necessity of creating a way of sharinginformation on learners between educational institutions. Besides that, it wasalso proposed from a comparison between an analysis of learning topicsfromteaching materials of each educational institution and teacher’s syllabus, thatit is necessary to verify the teaching contents that should be mutuallycomplemented. Concerning the articulation of both Korean curriculum and studycourse’s curriculum before transference plus the articulation between studycourse’s curriculum after transference and Japanese curriculum, it wassuggested teaching contents contain three fields of study, language education,culture education and academic education. Lastly, in the seventh chapter,the whole research was summarized and, as a conclusion, it was suggested aproposal of new problems to be solved in the future and the necessity of developinga continuous curriculum was highlighted.