To See the World or Stay at Home: Applying an Integrated Student Choice Model to Explore the Gender Gap in the Intent to Study Abroad

Salisbury, Mark H.; Paulsen, Michael B.; Pascarella, Ernest T.

doi:10.1007/s11162-010-9171-6

Cited by 121 publications

(196 citation statements)

References 37 publications

Supporting

Mentioning

160

Contrasting

Unclassified

Order By: Relevance

“…In addition to supporting the idea of capital resource and a habitus of comparable privilege, the three studies lend support to the ideas of social class factors as an important aspect of the predominate class of students who are predisposed to study abroad, and in most cases, with confidence and ease (Green et al, 2014). Additionally, although levels of capital may effect students differently along gender lines (Salisbury, Paulsen, Pascarella, 2010) and between white and minority students (Salisbury et al, 2011), the similar findings transnationally demonstrate the significance of class -at least in regards to intent and participation.…”

Section: Research On Study Abroad and The Influence Of Social Classsupporting

confidence: 54%

World Class(ed) Talk

Hospod¹

2016

Preprint

View full text Add to dashboard Cite

As American higher education proceeds with the internationalization process of the undergraduate curriculum, college and university campuses continue to advocate for higher levels of study abroad participation among the student population.Originating from a tradition that perceived involvement as a luxury for a select few, these experiences are now commonly viewed as a means for the general student body to develop the knowledge and the 21 st century skills required to fully engage the global context in which we live. Despite the continued expansion in the number of students participating, the general profile of participants has remained stubbornly similar, with individuals of "lower" socioeconomic standing and social class origins consistently identified as being underrepresented in these programs.This investigation aims to better understand this low-income segment of the student population by researching the experience of Pell Grant recipients who did study abroad to determine what factors supported their decision to proceed with participation. The study also seeks to better understand these students' experience while abroad and upon reentry into their domestic social networks. Employing Seidman's (2006) structure for in-depth, phenomenological interviewing as a guide, a three-interview series was used to explore the experience of 17 students at a public flagship university in the northeast region of the U.S. Theoretical concepts of social and cultural capital developed by Pierre Bourdieu are utilized to frame the study and to analyze the constructed discourse, as well as to foreground issues of social class and status.The analysis revealed two groups of low-income participants roughly distinguished by parents' educational levels and associated social and cultural capital of their families. By examining the discourse of these study abroad alumni, the objective is to produce knowledge that can be used to gain a more robust understanding of these participants to better inform international educators how to encourage and support participation, to expand these opportunities to this population, and to gain deeper insight into how to effectively support them throughout the study abroad process. Recommendations for international educators and further research are suggested.iv ACKNOWLEDGMENTS

show abstract

Section: Research On Study Abroad and The Influence Of Social Classsupporting

confidence: 54%

World Class(ed) Talk

Hospod¹

2016

Preprint

View full text Add to dashboard Cite

show abstract

“…146 students completed the online survey in Spanish or English two weeks after beginning classes; however several failed to participate again two weeks before classes finished, leaving a sample consisting of 105 international students, 81 (77%) were female and 24 (23%) were male. Research shows that a higher ratio of females to male, nearly 2 to 1, tends to study abroad for a variety of reasons [62]. Participants reported an av- …”

Section: University Breakdown and Participantsmentioning

confidence: 99%

Insights into New Media Use by International Students: Implications for Cross-Cultural Adaptation Theory

Hendrickson¹,

Rosen²

2017

View full text Add to dashboard Cite

The current study uses a longitudinal, mixed-method approach to investigate the role that new media, such as social networking sites and video chat, play in cross-cultural adaptation and international student friendship network development. Results indicate that international students significantly increase and adapt their new media use while abroad to communicate globally with their friends and family, and locally with their newly formed relationships. Furthermore, social networking site host national friends do not necessarily lead to the development of face-to-face host national friends; however, interaction with established face-to-face host national friends and friend groups via new media platforms leads to an increased understanding of host communication patterns. Finally, this study proposes that researchers who apply Kim's [1] cross-cultural adaptation theory consider incorporating Host New Media Communication as a principal concept.

show abstract

“…In addition, there is a stable relationship between completed studies abroad and gender. Women study abroad much more frequently than men (Stroud 2010;Salisbury et al 2010), with likely confoundings with the discipline or foreign language skills. Furthermore, the design of the exchange program (Festervand and Tillery 2001), the exchange in groups (Doyle et al 2010) or attitudes towards the host country (Van Hoof and Verbeeten 2005) play a role.…”

Section: Literature Reviewmentioning

confidence: 99%

The social norm to study abroad: determinants and effects

Petzold

Peter

2014

High Educ

View full text Add to dashboard Cite

The acquisition of intercultural skills by studies abroad is often considered as desirable. But although we can observe a steady increase of studies abroad in the last two decades, the vast majority of students can, obviously, compete on the labor market also without study abroad experience. This leads to the consideration that it could be increasingly a socially expected and thus normative behavior to study abroad, which develops only in specific social and professional contexts. In this paper, both the conditions and effects of a social norm to study abroad are discussed theoretically and empirically. Data of a cross-sectional survey among students of economics and engineering at a German university are used. The direct mobility experience is the strongest predictor of a social norm to study abroad and this norm, in turn, determines the intention to study abroad most, compared to expected personality development and career success. The results are finally discussed in terms of possible effects on individual mobility biographies and social inequality.

show abstract

To See the World or Stay at Home: Applying an Integrated Student Choice Model to Explore the Gender Gap in the Intent to Study Abroad

Cited by 121 publications

References 37 publications

World Class(ed) Talk

World Class(ed) Talk

Insights into New Media Use by International Students: Implications for Cross-Cultural Adaptation Theory

The social norm to study abroad: determinants and effects

Contact Info

Product

Resources

About