Exploring Gender Through Education Abroad Programs: A Graduate Student Case Study

Squire, Dian; Williams, Terry E.; Cartwright, Matthew W.; Jourian, T. J.; Monter, Marie; Weatherford, Amy

doi:10.1080/19496591.2015.1035383

Cited by 4 publications

(4 citation statements)

References 22 publications

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“…Even for local Japanese students, such a transformational learning process can be provided through the efforts of internationalization at universities. As evidenced by research showing that effective educational interventions in short-term study-abroad programs may promote gender understanding (Jessup-Anger, 2008 ; Squire et al, 2015 ), active educational interventions may possibly improve college students’ understanding of gender, and short-term study-abroad programs and other forms of intercultural experiences can be effective means of broadening students’ understanding of others.…”

Section: Resultsmentioning

confidence: 99%

“…All three cases in this study had a relatively small number of participants in the program and the courses. The number of participants in university-sponsored, short-term, overseas programs is not large, as seen in the programs in western universities (e.g., Squire et al, 2015 , p. 266). Therefore, it is difficult to draw a conclusion to the findings as the entire student population of the Japanese universities is not represented in the study.…”

Section: Discussionmentioning

confidence: 99%

“…Research that focuses on students’ views on gender in the context of studying abroad has continued since the 1990s, although the number remains limited. There is a common trend among the previous studies; they are mostly case studies targeted for short study-abroad programs conducted by Western universities, and most of the participating students are Caucasian (e.g., Jessup-Anger, 2008 ; Phillion et al, 2009 ; Squire et al, 2015 ; Talburt & Stewart, 1999 ; Twombly, 1995 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…A short-term study-abroad program with activities related to gender issues was found to positively affect students’ understanding of their social identity, including gender (Squire et al, 2015 ). Based on the findings of the study, Jessup-Anger ( 2008 ) stated that comprehensive educational interventions by staff and teachers are necessary to bring educational benefits of gender understanding to study-abroad programs.…”

Section: Literature Reviewmentioning

confidence: 99%

See 3 more Smart Citations

How intercultural experience affects university students’ gender views: potential for transforming higher education in Japan

Uematsu-Ervasti

Kawachi

2022

Asia Pacific Educ. Rev.

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Reducing gender disparities in Japan is an urgent issue that requires the attention of multilevel stakeholders, including higher education institutions. Under Sustainable Development Goal 4, target 4.7 calls for educational institutions, including universities, to explore innovative approaches to tackle issues such as gender inequality. The transition from student life to adulthood is a crucial time for university students as they face and become aware of gender inequalities in society. This study examines various opportunities in higher education, such as short study-abroad programs and globalization-related coursework, that positively influence university students’ understanding of others and potentially broaden their gender perspectives. Historically, the impacts of studying abroad and intercultural experiences have only been subjectively assessed based on participants’ self-evaluation. However, by using the Beliefs, Events, and Values Inventory, quantified data can be used to evaluate the nature and form of depth-based growth and compare three cases for potential changes before, after, or during educational programs. The study’s findings shed light on opportunities and barriers to transforming students’ views especially on gender issues. The study reveals (1) signs of improvement in students’ gender perspectives after participating in a short study-abroad program, (2) that international students with diverse experiences tend to demonstrate lower gender traditionalism, and (3) that freshmen and sophomores have relatively moderate views on gender norms, indicating that further intervention could improve their gender perspectives. The results showcase the possibility of developing meaningful study-abroad programs and other coursework to drive the positive change in students’ perspectives, especially regarding gender.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%