African-American Undergraduate Students' Perceptions of and Attitudes Toward Study Abroad Programs
Author | : Donald D. Washington |
Publisher | : |
Total Pages | : 326 |
Release | : 1998 |
Genre | : Foreign study |
ISBN | : |
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Author | : Donald D. Washington |
Publisher | : |
Total Pages | : 326 |
Release | : 1998 |
Genre | : Foreign study |
ISBN | : |
Author | : Quiana Shawan Preston |
Publisher | : |
Total Pages | : 170 |
Release | : 2006 |
Genre | : African American college students |
ISBN | : |
Author | : Devin L. Walker |
Publisher | : Springer Nature |
Total Pages | : 333 |
Release | : 2022-11-14 |
Genre | : Study Aids |
ISBN | : 3031130561 |
This book examines how the unique perspectives of BIPOC faculty and students must be integrated into the undergraduate curriculum to expose students of color to education abroad experiences, enhance cultural awareness and sensitivity, and lend to a broader diversity and inclusion perspective. This edited volume, written by authors of color, argues that education abroad programs not only provide essential academic and cultural enrichment but can also be an important nexus of innovation. When approached within a creative, interdisciplinary, and holistic framework, these programs are ripe with opportunities to engage various constituencies and a potent source of strategies for bolstering diversity, recruitment, retention, and graduation. Despite a tendency to view study abroad as a luxurious option for persons with wealth and means, the editors and their authors argue that global education should be thought of as a fundamental and integral part of higher education, for all students, in a global era.
Author | : Denise M. Campbell |
Publisher | : |
Total Pages | : 118 |
Release | : 1981 |
Genre | : African American college students |
ISBN | : |
Author | : Nykia D. Gaines |
Publisher | : |
Total Pages | : |
Release | : 2012 |
Genre | : African American college students |
ISBN | : |
International education helps students become more engaged within the United States and abroad. Black undergraduates continue to be underrepresented in study abroad despite two decades of increased enrollment by Black students in higher education in the United States. This study had three purposes: (1) to explore how Black undergraduates attending historically Black colleges and universities (HBCUs) perceived study abroad programs, (2) to understand how individual and institutional characteristics related to the desire of Black undergraduates at HBCUs to study abroad, and (3) to determine to what degree individual and institutional variables predicted Black undergraduates' desire to participate in study abroad.
Author | : Benjamin McKay Williams |
Publisher | : |
Total Pages | : |
Release | : 2006 |
Genre | : African Americans |
ISBN | : |
Abstract: This dissertation explored the ways in which White, African American and Biracial American undergraduate and graduate students made meaning of race and other aspects of identity. Using a constructivist grounded methodology this study revealed a new way to conceptualize the processes by which students' perceptions of self and other were shaped through a course on the culture and society of Southern Africa and by studying abroad on a short-term program to that region: the dynamics of integrating lenses. In the U.S. classroom, students moved from ignorance about the continent of Africa and the region of Southern Africa to an initial understanding. Through the combined course and study abroad program, the White undergraduate students' unexamined White privilege was surfaced and examined. At the same time, Black students' pride in being Black and their connection to their histories was deepened. Their assumptions about race and identification with Africa were also broadened. The result of the group cohesiveness and support was that White and Black students who had never had friends of the "other" race expanded their relationships to incorporate new people who they may never have interacted with otherwise. Through personal stories students were exposed to new perspectives and experiences, first, in the U.S. classroom, later in Southern Africa, and also in the comfort and security of the group itself. Through personal relationships with the instructor, the tour guides and fellow students, participants became engaged. Through learning about Southern Africa: its history, the society, and its many cultures, students became invested in the stories and the people who told them. As a result, they felt compelled to confront the reality they were facing. Through reflecting on those experiences in the support of the group, students were able to grapple with the dissonance between their earlier assumptions, perceptions, and beliefs and the new experiences they were having. This led to a greater complexity of thinking around issues of race, community, and globalization, and an expansion of the lenses they used to perceive themselves and others.
Author | : Dan Landis, Janet Bennett |
Publisher | : SAGE |
Total Pages | : 532 |
Release | : 2004 |
Genre | : Business & Economics |
ISBN | : 9780761923329 |
This handbook deals with the question of how people can best live and work with others who come from very different cultural backgrounds. Handbook of Intercultural Training provides an overview of current trends and issues in the field of intercultural training. Contributors represent a wide range of disciplines including psychology, interpersonal communication, human resource management, international management, anthropology, social work, and education. Twenty-four chapters, all new to this edition, cover an array of topics including training for specific contexts, instrumentation and methods, and training design.
Author | : Tafadzwa Ray Chirowamangu |
Publisher | : |
Total Pages | : 0 |
Release | : 2021 |
Genre | : Student adjustment |
ISBN | : |
Author | : Stevon Walker |
Publisher | : |
Total Pages | : 12 |
Release | : 2011 |
Genre | : |
ISBN | : |
The objective of this paper is to explore students' perceptions of globalization and the study abroad programs at HBCUs (historically black colleges and universities). Recent statistics reveal that in spite of the current growth in the number of US students receiving academic credit for their overseas academic experience, less than one percent of undergraduate minority students participate in a study abroad program during their degree program. The analysis is based on survey questionnaires administered to 263 undergraduate minority students at AAMU (Alabama A & M University). The questionnaire contained questions related to respondents' demographic characteristics and Likert-scale questions pertaining to students' perceptions of globalization and studying abroad programs. The data are analyzed using factor analysis and binary logistic regression. The results of the regression model suggest that while a number of variables, such as major and classification are found to have statistically significant relationships with globalization, demographic variables and information source variables are not good indicators of students' perceptions of globalization. One interesting finding is that with a global mindset, business students seem to be more favorably inclined toward globalization than non-business students. (Contains 6 tables, 1 figure, and 6 footnotes.).
Author | : Bista, Krishna |
Publisher | : IGI Global |
Total Pages | : 390 |
Release | : 2016-02-26 |
Genre | : Education |
ISBN | : 1466697504 |
Cross-cultural experiences in university settings have a significant impact on students’ lives by enriching the learning process and promoting cultural awareness and tolerance. While studying abroad offers students unique learning opportunities, educators must be able to effectively address the specific social and academic needs of multicultural learners. Exploring the Social and Academic Experiences of International Students in Higher Education Institutions is a pivotal reference source for the latest research on the issues surrounding study abroad students in culturally diverse educational environments. Featuring various perspectives from a global context on ensuring the educational, structural, and social needs of international students are met, this book is ideally designed for university faculty, researchers, graduate students, policy makers, and academicians working with transnational students.