Building on Successes: Reflections from Two Approaches to Study Abroad for Undergraduate and Graduate Students

Study Abroad Programs for Intercultural Competence, Equity Pedagogy, and Social Justice in US Educational Leadership Students: An Example from Ireland and Northern Ireland

“…What are the goals for study abroad?) are valuable as well (Linder & McGaha, 2013). Linder and McGaha (2013) reinforced the critical nature of reflection, both during and after study abroad, for the students.…”

“…Unfortunately, currently teachers are not prepared for this responsibility. They lack experience with other cultures and live within 100 miles of their hometown, few (less than 10%) have a desire to work in urban or multicultural schools, and less than 5% are fluent in a second language (Cushner & Mahon, 2009;Linder & McGaha, 2013). This situation is not likely to change in the near future as most student teachers report having an isolated social circle (i.e., do not socialize outside of their ethnicity and race), and they do not believe that students who have a low socioeconomic status and minority students are able to comprehend the more complex material that they will be teaching (Cherng, 2017;Cushner & Mahon, 2009).…”

“…The largest cities in the United States now have a "majority minority" student population, but the teacher population is not meeting that demand (Marx & Moss, 2011, p. 36). The majority of teachers are White, middle class, and monolingual in English, while the students they teach are much more diverse (Linder & McGaha, 2013;Marx & Moss, 2011). This culture gap results in a constant achievement gap for these students (Marx & Moss, 2011).…”

“…Marx and Moss (2011) stated that cultural reflection, supported by a cultural translator or intercultural guide, was essential during the immersion experience to assist with intercultural development. As a result, programs need to emphasize critical cultural reflection throughout the experience (Linder & McGaha, 2013;Marx & Moss, 2011). Programs cannot rely on students to find a cultural support system during the study abroad experience.…”

“…This point is further reinforced by Cushner and Mahon (2009), who discussed the need for intercultural learning to include the cognitive and affective domains linked together in an immersive experience. Linder and McGaha (2013) demonstrated examples of a short-term, 3-week study abroad in Italy and a semester-long study abroad program in Belgium and essential ideas to consider when establishing these programs. While logistics are important pre-departure (i.e., creation of the program, budgeting, enlisting students, meetings, and packing), building beneficial and collaborative relationships, both locally and abroad, and students' viewpoints (e.g., Why study abroad?…”