Immersive Intercultural Learning Experiences in High School: Reflections From Independent School Alumni

Abstract

Many educators are considering ways to increase student intercultural competence and support student identity development as they seek to create more inclusive and equitable schools and contribute to more just societies. This study provides analysis of one type of learning experience intentionally designed around intercultural engagement—independent high school programs that immerse students in international contexts for short-term learning experiences. This mixed-method study included 191 young alumni from six different independent schools in North America and focused on better understanding how these learning experiences have lived with their participants over time. Due in part to adolescent neuroplasticity, the study demonstrates that intercultural experiences that immerse students in relational learning beyond their home culture can influence them over time, including in their intercultural and identity development. The study specifically demonstrates that participants self-report continued influence of the program on their intercultural communication and perspective-taking skills and behavior frequency. The study identified two areas of limitations, namely that participants reported a conflicted or negative response to community service-focused programs over time and that participants with a transnational identity reported limited influence. These limitations and the participant reflections on the importance of relational learning suggest a dialectic approach as an effective way to reach the full potential of immersive learning for adolescents. Educators who strive to teach essential intercultural competencies that support school or districtwide efforts to create more inclusive and equitable school cultures might gain insights from this study's findings on the power of relational intercultural engagement for student learning.