Study Abroad as Self-Authorship: Globalization and Reconceptualizing College and Career Readiness

Zamani‐Gallaher, Eboni M.; Leon, Raul A.; Lang, J.F.

doi:10.1057/978-1-137-53336-4_8

Cited by 9 publications

(10 citation statements)

References 17 publications

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“…Students use their grit and achievement orientation goals to obtain and use new knowledges (Alhadabi & Karpinski, 2020). Agency becomes something that is intentional, malleable, and learnable (OECD, 2020) that supports study abroad by building personal identity (Zamani-Gallaher et al, 2016), using existing social and cultural capital to access information (Willis, 2016), enhancing sense of empowerment (Johnson, 2018), and acknowledging influencers that provide students with tools to be active agents shaping their own learning (Nasir & Hand, 2006).…”

Section: Theoretical Constructmentioning

confidence: 99%

“…First is intercultural learning in which there is "the acquisition of generalizable (transferrable) intercultural competence" (Bennett, 2012, p. 91). The second is personal growth (Chwialkowska, 2020) that includes creating a sense of belonging (Wick et al, 2019) and using agency to build personal identity (Zamani-Gallaher et al, 2016). The final is growth that emerges from uncovering hegemonic assumptions related to power and inequity that forces the student to reinterpret what they thought was the norm (Hartman et al, 2020, p. 76).…”

Section: Personal Growthmentioning

confidence: 99%

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Listening to the Voices of Students Who Studied Abroad

Raby

Ward

Rhodes

2021

jis

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This article learns from student voices about how their education abroad experiences was shaped by their agency. Interviews and focus groups were conducted with 22 United States community college and university students and with United States faculty and United Kingdom senior staff who worked at a study abroad Center in London. The study focuses on what the students said were the impact they had from studying abroad, what they said about institutional support that they needed prior to studying abroad, and what they said about their changing sense of being while studying abroad. Counter-Barrier construct and agency theories were used to ground the findings. The findings showed that these students used their agency to influence their decisions to study abroad, to find the strength to transcend weak institutional support services, and to recognize their own personal, social, and critical skills development as a result of studying abroad.

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Section: Theoretical Constructmentioning

confidence: 99%

Section: Personal Growthmentioning

confidence: 99%

Listening to the Voices of Students Who Studied Abroad

Raby

Ward

Rhodes

2021

jis

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“…Such resources include having knowledge about and motivation to study abroad. For example, community college students of color (Quezada & Cordeiro, 2016) and rural students (McKee, 2019) are aware of study abroad and know about its potential benefits, such as career readiness (Niser, 2010;Zamani-Gallaher, Lang, & Leon, 2016), and broadened intercultural awareness and increased identity development vectors (Brenner, 2016;Drexler & Campbell, 2011;Willis, 2016). In this century, community colleges have the opportunity to put into place institutional policies and practices that effectively serve students, build students' social capital, and promote student success (O'Banion, 2019).…”

Section: Institutional Policies and Practicesmentioning

confidence: 99%

Understanding Inclusion and Equity in Community College Education Abroad

Whatley

Raby

2020

Frontiers

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This study explores the extent to which community college study abroad is exclusive, meaning that opportunities are restricted only to certain students, or inclusive, meaning that education abroad is available to all that express interest. We administered a survey collecting both quantitative and qualitative data to leaders in community college education abroad to gain insight into inclusion in education abroad programming at their institutions. This survey was designed with an eye towards understanding how access is realized and the ways in which diversity in education abroad is supported (or not). Our results indicate that community college study abroad is neither entirely inclusive nor entirely exclusive. We conclude with a call to action for community college leaders to build a new, inclusive narrative surrounding education abroad.

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“…Under RttT, the state continued the seven grants begun in 2010 and expanded the CCR program to support participating high schools as they implemented STEM programs of study in Grades 9-14, drawing on the statewide longitudinal data system that was designed to facilitate data sharing across levels of the education system. These grants extended remedial education models that were pilot tested in the early years of CCR grant funding, including experimentation with high school-to-college bridge programs that offered accelerated remedial mathematics education (Zamani-Gallaher, Lang, Graham, & Baber, 2016). The three state agencies for education (ISBE, ICCB, Illinois Board of Higher Education), and three other state agencies also signed an intergovernmental agreement to establish the Illinois Pathways Interagency Committee to provide oversight to high school-to-college transition projects.…”

Section: Ccr Policy and Programming In Illinoismentioning

confidence: 99%

“…Varied funding mechanisms were used to support remedial education in both settings, with no clear evidence of funding approaches that advantage underserved student groups. As noted by Zamani-Gallaher et al (2016), while the focus on community college leadership may have facilitated college credit conferral on some level, the predominance of postsecondary education administration in the CCR efforts may have limited deeper change at the high school level.…”

Section: Ccr Policy and Programming In Illinoismentioning

confidence: 99%

College and Career Readiness and the Every Student Succeeds Act

Malin

Bragg

Hackmann

2017

Educational Administration Quarterly

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This study addressed the current policy push to improve students' college and career readiness (CCR) as manifested within the Every Student Succeeds Act (ESSA) and examined CCR policy in the state of Illinois as a case study, noting ways in which provisions for CCR programs prepare all students, including those historically underserved by higher education, to be prepared for education and employment post-high school. Research Methods: A critical analytic approach was undertaken, foregrounding equity. We conducted thematic content analysis of ESSA and Illinois policy, employing a CCR accountability paradigm. Findings: CCRrelated content was contained throughout ESSA. Although content varied, themes were identified. Dual enrollment provisions were prominent in ESSA but not the Illinois' CCR laws; however, science, technology, engineering, and mathematics was emphasized in both. ESSA introduced but did not fully clarify what constitutes a well-rounded education and did not identify particular reporting and accountability provisions, whereas two Illinois' CCR bills focused on remedial education and the third evidenced a more comprehensive and integrated CCR approach. These findings suggest distinct federal and Illinois' CCR visions. A more systematic equity focus was evident

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Study Abroad as Self-Authorship: Globalization and Reconceptualizing College and Career Readiness

Cited by 9 publications

References 17 publications

Listening to the Voices of Students Who Studied Abroad

Listening to the Voices of Students Who Studied Abroad

Understanding Inclusion and Equity in Community College Education Abroad

College and Career Readiness and the Every Student Succeeds Act

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