A catalyst for learning or reinforcement of inequities: Using a critical hope lens to understand the potential and limitations of short-term study abroad in fostering students’ ability to effectively interact across differences.

Abstract

Study abroad is often hailed as a unique and important learning experience that fosters students' ability to engage in effective and appropriate interactions in a variety of cultural contexts. Scholars, however, have not only questioned the learning that occurs in study abroad but have also highlighted problematic aspects such as the potential miseducation of participants and harm to host communities, particularly for short-term study abroad (STSA) experiences. Utilizing the lens of critical hope, the purpose of this study was to critically assess the potential of STSA in fostering cross-cultural learning, while also examining its limitations and potential harm. Based on interviews with 18 participants 1 and 2 years after their STSA, we found STSA has the potential to be a catalyst for learning and growth related to the attitudes, knowledge, and skills needed for effective cross-cultural interactions. However, when participants approached STSA with a colonial attitude and failed to connect learning to cross-cultural experiences after STSA, that learning was minimal and STSA reinforced ethnocentric viewpoints. Participants' race and ethnicity shaped their learning. Black, Indigenous, and People of Color participants who had positive experiences abroad felt inspired by STSA to seek out additional cross-cultural interactions, which led to further growth. The white participants who experienced more growth had passions and interests related to cultural learning prior to STSA and engaged in meaningful cross-cultural experiences after STSA. In our Implications section, we discuss ways to maximize the potential of STSA to foster cross-cultural learning and serve as a catalyst for social change.

Online + International: Utilizing Theory to Maximize Intercultural Learning in Virtual Exchange Courses

“…Similarly, research on interactions of international and domestic students has found that experiential learning courses, collaborative group projects, and the formation of friendships can lead to intercultural knowledge and skills as well as increased outgroup understanding for both domestic and international students (Parsons, 2010;Wilson-Forsberg et al, 2018). Similar to research on intergroup contact, research on internationalization highlights the potential for negative outcomes from contact across cultures (e.g., Nyunt et al, 2022). Scholars have argued that disparity in research findings may be due to differences in the design and execution of different study abroad programs (e.g., Niehaus & Wegener, 2017;Tuma, 2007) as well as differences in students' backgrounds and how they approach study abroad (e.g., Allen, 2010;Nyunt et al, 2022), much like the difference in other intergroup contact experiences in the broader contact literature (Pettigrew et al, 2011).…”

“…Intergroup contact undergirds many of the internationalization efforts on college campuses, including study abroad (Brajkovic & Matross Helms, 2018;Hudzik, 2015;Knight & de Wit, 2018) and interactions of domestic and international students (Parson, 2011;Wilson-Forsberg et al, 2018). Research on study abroad participation generally finds links between studying abroad -in particular interactions with host nationals -and the development of intercultural competence, global awareness, and interest in further intercultural engagement (Haupt & Ogden, 2019;Nyunt, 2021;Nyunt et al, 2022).…”

“…Similar to research on intergroup contact, research on internationalization highlights the potential for negative outcomes from contact across cultures (e.g., Nyunt et al, 2022). Scholars have argued that disparity in research findings may be due to differences in the design and execution of different study abroad programs (e.g., Niehaus & Wegener, 2017;Tuma, 2007) as well as differences in students' backgrounds and how they approach study abroad (e.g., Allen, 2010;Nyunt et al, 2022), much like the difference in other intergroup contact experiences in the broader contact literature (Pettigrew et al, 2011).…”

“…Just as with intergroup contact more broadly (Pettigrew et al, 2011) and study abroad (e.g., Nyunt et al, 2022), the potential for negative contact exists in VEs. Instructors thus need to be intentional in how they facilitate intergroup contact in their VEs.…”

Shaped by intersecting identities: BIPOC women’s stories of their study abroad experiences.

“…For example, Willis (2015) found that Black women encountered racialized sexual harassment and assault while abroad. BIPOC women have, however, also been found to make deeper connections with host nationals and engage in more intercultural learning than their White peers (Nyunt et al, 2022). More research is needed to understand the unique experiences of BIPOC women in study abroad.…”