African-American Undergraduate Students' Perceptions of and Attitudes Toward Study Abroad Programs PDF Download

Author: Donald D. Washington
Publisher:
ISBN:
Category : Foreign study
Languages : en
Pages : 326

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Author: Quiana Shawan Preston
Publisher:
ISBN:
Category : African American college students
Languages : en
Pages : 170

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Author: Devin L. Walker
Publisher: Springer Nature
ISBN: 3031130561
Category : Study Aids
Languages : en
Pages : 333

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Book Description
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:
ISBN:
Category : African American college students
Languages : en
Pages : 118

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Author: Nykia D. Gaines
Publisher:
ISBN:
Category : African American college students
Languages : en
Pages :

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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:
ISBN:
Category : African Americans
Languages : en
Pages :

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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
ISBN: 9780761923329
Category : Business & Economics
Languages : en
Pages : 532

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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:
ISBN:
Category : Student adjustment
Languages : en
Pages : 0

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Author: Stevon Walker
Publisher:
ISBN:
Category :
Languages : en
Pages : 12

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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: Terence Hicks
Publisher: University Press of America
ISBN: 0761857796
Category : Education
Languages : en
Pages : 309

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Book Description
This groundbreaking book edited by Terence Hicks, a quantitative research professor, and Abul Pitre, a qualitative research professor, builds upon the usefulness of each research method and integrates them by providing valuable findings on a diverse group of college students. This book provides the reader with a mixture of quantitative and qualitative research studies surrounding nine chapters on African American, first-generation, undecided, and non-traditional college students. Drawing from major quantitative and qualitative theoretical research frameworks found in multicultural education, Research Studies in Higher Education is a must-read. The chapter authors provide important recommendations for university administrators, faculty, and staff in supporting the academic, personal, and social adjustment of college life for African American, first-generation, undecided, and non-traditional college students. The book contributes greatly to the research literature regarding the role that educational leaders have in educating multicultural college students.