Chinese students studying in American high schools: international sojourning as a pathway to global citizenship

Cheng, Baoyan; Yang, Po

doi:10.1080/0305764x.2019.1571560

Cited by 21 publications

(6 citation statements)

References 43 publications

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“…Studies covering these two topics tend to draw from TL theory directly. In contrast, the rest of the qualitative studies reference TL literature in support of other topics such as conception of international experience (Streitwieser & Light, 2018), development of global citizenship, cultural awareness and intercultural competence (Batey & Lupi, 2012; Cheng & Yang, 2019; Fortune et al., 2022; Mason & Thier, 2018; Root & Ngampornchai, 2013a), and multicultural practices and collaboration (Uzum et al., 2019).…”

Section: Findings Of Systematic Reviewmentioning

confidence: 99%

“…Specifically, IE is discussed as rife with opportunities for “disorienting dilemmas” and “critical reflection” that can lead to changes in a student's “frame of reference.” Only a few qualitative pieces minimally acknowledged alternative voices in TL theory, such as emotional transformation from intercultural learning in teacher education (Chiocca, 2021; Jokikokko, 2016) and social emancipatory transformation from studying abroad (Intolubbe‐Chmil et al., 2012). Some qualitative studies did not integrate TL as part of the theoretical framework, rather referencing it to support the positive learning outcomes from IE, such as intercultural sensitivity and immersion (Barden & Cashwell, 2014), intercultural competence and leadership development (Lyons, Buddie, & Purcell, 2018), decolonialism and reflexivity (Castell et al., 2018), global citizenship (Cheng & Yang, 2019), and social justice (Cho, 2021).…”

Section: Findings Of Systematic Reviewmentioning

confidence: 99%

“…Qualitative research focuses on making sense of the international learning experience, perspective change and transformation from participants’ perspectives. Highlighted examples include: Lived international experiences of traveling abroad for a short‐term for academic purposes (Baecher & Chung, 2020; Barden & Cashwell, 2014; Cheng & Yang, 2019; Coryell, 2013; Coyer et al., 2019; Dunn et al., 2014; Johan et al., 2019; Qin & Yumei, 2015; Liu, 2021; Root & Ngampornchai, 2013; Streitwieser & Light, 2018); Impacts of international experience on learning and participant perceptions (Asenso et al., 2013; Intolubbe‐Chmil et al., 2012; Poag & Sperandio, 2015; Brown et al., 2020; Mason & Thier, 2018); Transformation processes and outcomes (Arshavskaya, 2017; Baecher & Chung, 2020; Chiocca, 2021; Coryell, 2013; Dunn et al., 2014; Johan, Sadler‐Smith, & Tribe, 2019; Qin & Yumei, 2015; Monaghan & Hartmann, 2014; Nada et al., 2018; Vatalaro et al., 2015; Hu & Wang, 2017); and Specific program features that promote desired learning (Brown et al., 2020; Mason & Thier, 2018). …”

Section: Findings Of Systematic Reviewmentioning

confidence: 99%

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Assessing transformative learning in international education: Critiques and new directions based on a systematic review of literature

Pang

Cox

Acheson

2023

New Dir Adult Contin Educ

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Using a bibliographic approach that employs a systematic literature review, this paper analyzes the state of the field for assessing transformative learning (TL). Assessing TL has always been challenging. Using the field of international education (IE) as a case study, this article leverages findings from the assessment of TL in IE to illustrate overall strengths and limitations of TL assessment instruments and techniques within the larger arc of TL theory. The field of IE exemplifies the challenges of TL assessment generally. This article reinforces distinctions between TL and “good learning,” recommends better alignment between scholarship and the needs of institutional administrators, considers current uses and limitations of instruments grounded in cognitive approaches, and concludes with new directions possible through the inclusion of extra‐rational perspectives in the assessment of TL.

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Section: Findings Of Systematic Reviewmentioning

confidence: 99%

Section: Findings Of Systematic Reviewmentioning

confidence: 99%

Section: Findings Of Systematic Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Assessing transformative learning in international education: Critiques and new directions based on a systematic review of literature

Pang

Cox

Acheson

2023

New Dir Adult Contin Educ

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“…According to Distelhorst and Fu (2019), studying citizenship in China is ideal for countries with authoritarian regimes so that they can live side by side in one country with diversity. Research in American high schools shows that international students can enhance their global competencies (knowledge, understanding, and skills) and global awareness through global citizenship (values and attitudes) (Cheng & Yang, 2019). The country's citizens must know the rights and obligations, laws, values, and procedures related to conditions of existence together in a comprehensive, peaceful, and dignified manner.…”

Section: Introductionmentioning

confidence: 99%

Actualization of Civic Literacy in the Learning of Citizenship in High School

Anditasari

Sutrisno

Nur’aini

et al. 2023

IJE-QQR

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Citizenship literacy is an essential thing in shaping the character of students. The low literacy of students regarding civic literacy will have a significant impact and cause various national problems. This study aims to determine the actualization of civic literacy in the learning process of citizenship education in schools. Qualitative research methods with a case study approach. Data collection techniques with observational interviews, notes, and documentation as the primary source of information. The research was conducted at SMA N 1 Babatan, Ponorogo, Indonesia. The results of this study indicate that the actualization of civic literacy in learning citizenship education is carried out through several learning approaches, including 1) the learning model is applied to support the student's understanding process through citizen project activities. 2) Students are asked to discuss citizenship issues with the problem-solving system, then students are asked to write them down in the form of a resume. 3) democratic practice activities in the form of selecting student council presidents as a means of learning citizenship. 4) literacy program 20 minutes before learning. Before entering class, students read books for one hour, be it learning packages, novels, term papers, etc. 5) giving assignments regarding civic insight. This research contributes to improving the quality of civics learning and providing motivation.

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“…However, younger international students are at a different stage of development and for many students, most of whom are legally minors, it is their first experience of living away from their parents and peers. Their limited life experience, and levels of maturity and development intertwine with immediate demands for learning in a new environment (Cheng & Yang, 2019), compounded by the lack of local social support and particularly the lack of peer connections (Kim & Okazaki, 2014; Walsworth et al, 2021). Some students do not have appropriate preparation for navigating local secondary educational systems, leading to challenges for academic and psychosocial adaptation (Deschambault, 2018; Kuo & Roysircar, 2006).…”

Section: Introductionmentioning

confidence: 99%

From Near and Afar: International Secondary School Students’ Career Influences

Arthur

Lei

Woodend

2022

Journal of Career Development

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During the previous decade, growth in the numbers of internationally mobile students included international high school students. Prior research on international students’ career development in higher education may not account for the unique context of younger international students in secondary schools. The current study investigated career influences for international secondary students, using the Systems Theory Framework ( Patton & McMahon, 2021 ). International students in senior years completed written, open-ended surveys and in-person interviews regarding their career aspirations, plans and key influences on their decision-making. International student coordinators and school staff also offered their perspectives about these influences. Results indicate the inter-related systemic influences of individuals, significant relationships, location and country contexts, the secondary school environment, and perceived characteristics of occupations and future career pathways. Implications for supporting international high school students in the school setting and future research directions are discussed.

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Chinese students studying in American high schools: international sojourning as a pathway to global citizenship

Cited by 21 publications

References 43 publications

Assessing transformative learning in international education: Critiques and new directions based on a systematic review of literature

Assessing transformative learning in international education: Critiques and new directions based on a systematic review of literature

Actualization of Civic Literacy in the Learning of Citizenship in High School

From Near and Afar: International Secondary School Students’ Career Influences

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