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A 2nd Look: Study Abroad Programs and African American Student's Involvement, Benefits, and Perceptions

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Abstract:

The Institute of International Education Open Doors Report (2012) states that in the academic year 2010 & 2011, 283,332 participated in study abroad programs,subsequently, over the last academic year, the number of US students studying abroad has increased by 3.4 percent from 2009/2010, 82% are Caucasian, leaving other student groups underrepresented. Overall, students of color comprise only 24 percent of the U.S. study abroad population, according to a May 2012 publication on trends in study abroad from the (IIE, 2012). Presented is a narrative inquiry approach to studying African American college students’ study abroad experiences. Explored are study abroad programs that teach important intercultural skills, with transformation occurring within students when they realize that they can see the world from a different cultural viewpoint. Types of study abroad programming are defined with a subsequent discussion of African American students’ is the highest underrepresented participation rate in study abroad involvement. Study abroad programs are explored in three areas: Involvement, benefits, and transformation. Through the use of interviews, study abroad experiences were collected from African American college study abroad participants. Ten essential themes emerged as central to African American students’ participation in study abroad programs: (a) preparation, (b) finance, (c) recruitment, (d) language acquisition, (d) global perspectives, (e) identity, (f) race, (g) host families, (h) class, and (i) influence (faculty, student, and media). Conclusions, limitations, and implications for further research are also discussed.
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Association:
Name: 38th Annual NCBS National Conference
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http://www.ncbsonline.org


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URL: http://citation.allacademic.com/meta/p724524_index.html
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MLA Citation:

Holmes, Tammy. "A 2nd Look: Study Abroad Programs and African American Student's Involvement, Benefits, and Perceptions" Paper presented at the annual meeting of the 38th Annual NCBS National Conference, Miami Marriott Dadeland Hotel, Miami, Florida, Mar 05, 2014 <Not Available>. 2014-12-10 <http://citation.allacademic.com/meta/p724524_index.html>

APA Citation:

Holmes, T. L. , 2014-03-05 "A 2nd Look: Study Abroad Programs and African American Student's Involvement, Benefits, and Perceptions" Paper presented at the annual meeting of the 38th Annual NCBS National Conference, Miami Marriott Dadeland Hotel, Miami, Florida <Not Available>. 2014-12-10 from http://citation.allacademic.com/meta/p724524_index.html

Publication Type: Individual Abstract
Review Method: Peer Reviewed
Abstract: The Institute of International Education Open Doors Report (2012) states that in the academic year 2010 & 2011, 283,332 participated in study abroad programs,subsequently, over the last academic year, the number of US students studying abroad has increased by 3.4 percent from 2009/2010, 82% are Caucasian, leaving other student groups underrepresented. Overall, students of color comprise only 24 percent of the U.S. study abroad population, according to a May 2012 publication on trends in study abroad from the (IIE, 2012). Presented is a narrative inquiry approach to studying African American college students’ study abroad experiences. Explored are study abroad programs that teach important intercultural skills, with transformation occurring within students when they realize that they can see the world from a different cultural viewpoint. Types of study abroad programming are defined with a subsequent discussion of African American students’ is the highest underrepresented participation rate in study abroad involvement. Study abroad programs are explored in three areas: Involvement, benefits, and transformation. Through the use of interviews, study abroad experiences were collected from African American college study abroad participants. Ten essential themes emerged as central to African American students’ participation in study abroad programs: (a) preparation, (b) finance, (c) recruitment, (d) language acquisition, (d) global perspectives, (e) identity, (f) race, (g) host families, (h) class, and (i) influence (faculty, student, and media). Conclusions, limitations, and implications for further research are also discussed.


Similar Titles:
Perceptions of study abroad among African American undergraduates at historically Black colleges and universities

The Influence of Secondary Education on Black American Student Participation in Post-Secondary Study Abroad Programs

Cultural Skills Acquisition through Acculturation: Student Teachers’ Perceptions of a Multicultural International Study Abroad Program

Effects of Studying Abroad on the Perceptions of African-American Students


 
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