Study Abroad in a Developing and a Developed Country PDF
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East Tennessee State University Digital Commons @ East Tennessee State University Electronic Theses and Dissertations Student Works 8-2012 Study Abroad in a Developing and a Developed Country: A Comparison of American Undergraduate Students’ Experiences in Ghana and England Maria Costa East Tennessee State University Follow this and additional works at:https://dc.etsu.edu/etd Part of theEducational Sociology Commons Recommended Citation Costa, Maria, "Study Abroad in a Developing and a Developed Country: A Comparison of American Undergraduate Students’ Experiences in Ghana and England" (2012).Electronic Theses and Dissertations.Paper 1462. https://dc.etsu.edu/etd/1462 This Dissertation - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ East Tennessee State University. 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Study Abroad in a Developing and a Developed Country: A Comparison of American Undergraduate Students’ Experiences in Ghana and England __________________ A dissertation presented to the faculty of the Department of Educational Leadership and Policy Analysis East Tennessee State University In partial fulfillment of the requirements for the degree Doctor of Education in Educational Leadership __________________ by Maria Costa August 2012 __________________ Dr. Catherine Glascock, Chair Dr. Cecil Blankenship Dr. Virginia Foley Dr. Pamela Scott Keywords: England, Ghana, developed country, developing country, study abroad ABSTRACT Study Abroad in a Developing and a Developed Country: A Comparison of American Undergraduate Students’ Experiences in Ghana and England by Maria Costa This qualitative study examined the differences among the experiences of 7 American undergraduate students; 4 who studied for a semester in Ghana, a developing country, and 3 who studied for a semester in England, a developed country. Using phenomenology as its guiding framework, transcribed interviews were analyzed and the focal phenomenon of the experience was sought. In addition, examination of the literature suggested that study abroad in less developed countries had the potential to impact the experience of students at a deeper level because of the potential for what Jean Piaget termed “constructive disequilibrium” (Blake & Pope, 2008, p. 61). The data indicated that both student groups had significant experiences abroad but that each group’s significant experiences were linked to the nature of their host country. In Ghana, 3 students discussed their sometimes shocking experience as a minority while 1 participant, a 1st generation African-American, discussed the confusing experience of identifying with the racial majority there, but only until she was identified as an American when she spoke. In England, students were appalled to find the English people so openly expressing racism. They encountered people who were considered liberal by American standards and found they were identified in England as conservatives by English standards; a shock of sorts. The phenomenon 2 encompassing all these experiences was of the students discovering they were part of a particular culture and starting to understand why they had certain values and attitudes. Findings of this research merely scratch the surface of the issue at hand and other researchers are encouraged to replicate the study with a larger number of participants, using a combination of qualitative and quantitative research methods, and making sure that the shortcomings of this study in regards to validity are avoided. 3 Copyright© 2012 by Maria Costa All Rights Reserved. 4 DEDICATION To John Daniel, Daniel Henry, and Laura and Hélio Costa 5 ACKNOWLEDGMENTS I wish to acknowledge the help and support of the members of my dissertation committee and cherished teachers Dr. Catherine Glascock, Dr. Cecil Blankenship, Dr. Virginia Foley, and Dr. Pamela Scott. To my husband John and our son Daniel, thank you for your support and unconditional love; I love you. To my best friend Janice Howell for her ever present encouragement, to my dean Rebecca Pyles, my colleagues in International Programs and Services, and those in the Honors College, thank you for all you have done in support of me during this journey. To the brilliant, accomplished, and kind student participants in this study who welcomed me into their lives with open hearts and arms; thank you and I wish you the best in life. To my parents who, despite having only a 4th grade education, have a messianic belief in the social equalization power of education. I finally finished it, Mom and Dad, at 53! 6 CONTENTS Page ABSTRACT ........................................................................................................................... 2 DEDICATION ....................................................................................................................... 5 ACKNOWLEDGEMENTS ................................................................................................... 6 Chapter 1. INTRODUCTION ......................................................................................................... 11 Context Setting and Historical Outline ...................................................................... 11 The United States Internationalism vs. Isolationism Policies Impact on Study Abroad............................................................................................................ 13 Study Abroad Development ....................................................................................... 14 The Role of the US Government in International Education ..................................... 15 Emerging Issues in Study Abroad.............................................................................. 18 Statement of Purpose ................................................................................................. 20 Research Questions .................................................................................................... 22 Significance of the Study ........................................................................................... 22 Definition of Terms for the Study .............................................................................. 23 Delimitations and Limitations .................................................................................... 24 Phenomenology.......................................................................................................... 25 Theoretical Framework for the Study ........................................................................ 26 Chapter Summary ...................................................................................................... 26 2. LITERATURE REVIEW .............................................................................................. 28 Context Setting........................................................................................................... 28 Study Abroad and International Education Research ................................................ 28 Study Abroad Outcomes Assessment ........................................................................ 30 7 Multiple Assessment Studies ..................................................................................... 32 Single Assessment Studies ......................................................................................... 38 Site of Program and its Impact on Study Abroad Outcomes ..................................... 41 Making the Case for Study Abroad in Nontraditional Sites ...................................... 43 Constructive Disequilibrium ...................................................................................... 46 Literature Review Summary and Conclusion ............................................................ 48 Chapter Summary ...................................................................................................... 48 3. RESEARCH METHODS .............................................................................................. 50 The Qualitative Method of Research and Phenomenology ....................................... 50 Intuition and Phenomenology .................................................................................... 51 Research Questions .................................................................................................... 52 Researcher’s Role ...................................................................................................... 52 Sampling Criteria ....................................................................................................... 53 The Countries ............................................................................................................. 55 Data Collection Methods ........................................................................................... 56 Data Analysis Methods .............................................................................................. 58 Validity and Reliability in Qualitative Research Designs ......................................... 60 Internal Validity or Credibility ...................................................................... 60 Reliability or Dependability ........................................................................... 63 External Validity or Transferability ............................................................... 63 Triangulation or Crystallization ..................................................................... 64 Ethical Considerations ............................................................................................... 65 Chapter Summary ...................................................................................................... 67 4. FINDINGS ..................................................................................................................... 69 Dana’s Ghana Experience .......................................................................................... 70 Seth’s Ghana Experience ........................................................................................... 73 Kelly’s Ghana Experience ......................................................................................... 75 8 John’s Ghana Experience ........................................................................................... 78 Mary’s England Experience ....................................................................................... 82 Nancy’s England Experience ..................................................................................... 86 Kevin’s England Experience...................................................................................... 89 Summary of Findings ................................................................................................. 92 Research Question 1 ...................................................................................... 92 Research Question 2 ...................................................................................... 94 Research Question 3 ...................................................................................... 95 Research Question 4 ...................................................................................... 97 Research Question 5 ...................................................................................... 98 Phenomenology.......................................................................................................... 98 Validity Issues ............................................................................................................ 99 Chapter Summary ...................................................................................................... 100 5. DISCUSSION, IMPLICATIONS FOR PRACTICE, AND FURTHER RESEARCH . 101 Introduction ................................................................................................................ 101 Summary of the Experiences ..................................................................................... 101 Ghana Comparative Analysis .................................................................................... 103 Reversal of Racial Status ............................................................................... 104 Questioning Materialism ................................................................................ 106 Reverse Culture Shock ................................................................................... 107 Impact of Experience on Career .................................................................... 109 Personal Changes ........................................................................................... 110 England Comparative Analysis.................................................................................. 110 Racism............................................................................................................ 111 Reverse Culture Shock ................................................................................... 112 Personal Changes ........................................................................................... 113 Subordinate Themes....................................................................................... 113 9
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