What's the Subject of Study Abroad?: Race, Gender, and "Living Culture"

Talburt, Susan; Stewart, Melissa

doi:10.1111/0026-7902.00013

Cited by 201 publications

(131 citation statements)

References 16 publications

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“…I will also look in particular at what value Romanians attach to learning Hungarian, and in general, their relationship to the study of Hungarian at the DSS. Methodological similarities can be found with other SA studies that use discourse analysis (Hashimoto 1993), or ethnography (Talburt and Stewart 1999).…”

Section: Approachmentioning

confidence: 79%

“…Talburt and Stewart 1999) that are linked to teaching Hungarian to the titular speakers of the neighboring countries. Titular here means the dominant ethnolinguistic group of a country, typically after which the state has been named in East Central Europe, too, such as Slovaks (Slovakia), Serbs (Serbia), Croats (Croatia), and Romanians (Romania).…”

Section: Introductionmentioning

confidence: 99%

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Teaching the Romanian neighbors Hungarian: language ideologies and the Debrecen Summer School

Kiss

2016

Multilingua

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This article is a contribution to the hitherto scant literature on learning a historical minority language and on language ideologies in the context of a study abroad program in Hungary, Debrecen. I analyse the language ideologies of the decision makers in Hungary and in the Debrecen Summer School in relation to the teaching of Hungarian to the neighboring peoples. Drawing on interactional data of participants from Romania, the perspective of learning Hungarian as a historical minority language is examined. The present article combines a historical approach with language ideologies by focusing on an institution offering language education. Language ideologies are presented as they appear in the larger historical discourses, contemporary documents, and media interviews. I briefly outline the major turning points in the history of the institution which also reflects the changing language ideologies and cultural politics of Hungary. The qualitative discourse analysis of interviews and the conclusion of this ethnographic study demonstrate that language ideological positions in relation to the teaching and learning of Hungarian have been firmly located in historical and cultural contexts. Discourse analysis of various data demonstrates that, on the one hand, the course providers have espoused competing ideologies of who the learners should be as well as how to present the country and the culture, while, on the other hand, showing that the learners have had to negotiate prejudice and stereotype rooted in discourses about the often burdened history.

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Section: Approachmentioning

confidence: 79%

Section: Introductionmentioning

confidence: 99%

Teaching the Romanian neighbors Hungarian: language ideologies and the Debrecen Summer School

Kiss

2016

Multilingua

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“…Study abroad participation has been linked with aspects of psychosocial -often called personal -development (Gmelch, 1997;Gullahorn & Gullahorn, 1966;Kauffmann, 1983;Milstein, 2005), identity development (Dolby, 2004;Talburt & Stewart, 1999), moral or values development (Jurgens & McAuliffe, 2004;Lindsey, 2005;Ryan & Twibell, 2000), intellectual development (Barrutia, 1971;McKeown, 2009;Zhai & Scheer, 2002), and holistic development conceptualized as self-authorship (Braskamp, Braskamp, & Merrill, 2009;Du, 2007). Most prominent among the educational benefits claimed of an international educational experience, study abroad has long been considered a powerful mechanism for developing intercultural competence (Fulbright, 1989;Hoffa, 2007;Hoffa & DePaul, 2010;Lincoln Commission, 2005;NAFSA, 2003; National Task Force on Undergraduate Education Abroad, 1990).…”

Section: Study Abroad and Intercultural Competencementioning

confidence: 99%

The Effect of Study Abroad on Intercultural Competence Among Undergraduate College Students

Salisbury

Pascarella

2013

Journal of Student Affairs Research and Practice

145

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During the last decade higher education organizations and educational policy makers have substantially increased efforts to incentivize study abroad participation.These efforts are grounded in the longstanding belief that study abroad participation improves intercultural competence -an educational outcome critical in a globalized 21 st century economy. Yet decades of evidence that appear to support this claim are repeatedly limited by a series of methodological weaknesses including small homogenous samples, an absence of longitudinal study design, no accounting for potential selection bias, and the lack of controls for potentially confounding demographic and college experience variables. Thus, a major competing explanation for differences found between students who do and do not study abroad continues to be the possibility that these differences existed prior to participation.The current study sought to determine the effect of study abroad on intercultural competence among 1,593 participants of the 2006 cohort of the Wabash National Study on Liberal Arts Education. The Wabash National Study is a longitudinal study of undergraduates that gathered pre-and post-test measures on numerous educational outcomes, an array of institutional and self-reported pre-college characteristics, and a host of college experiences. The current study employed both propensity score matching and covariate adjustment methods to account for pre-college characteristics, college experiences, the selection effect, and the clustered nature of the data to both crossvalidate findings and provide guidance for future research.Under such rigorous analytic conditions, this study found that study abroad generated a statistically significant positive effect on intercultural competence; an effect 2 that appears to be general rather than conditional. Moreover, both covariate adjustment and propensity score matching methods generated similar results. In examining the effect of study abroad across the three constituent subscales of the overall measure of intercultural competence, this study found that study abroad influences students' diversity of contact but has no statistically significant effect on relativistic appreciation of cultural differences or comfort with diversity. Finally, the results of this study suggest that the relationship between study abroad and intercultural competence is one of selection and accentuation, holding important implications for postsecondary policy makers, higher education institutions, and college impact scholars. iii What we obtain too cheap, we esteem too lightly; it is dearness only that gives everything its value. These efforts are grounded in the longstanding belief that study abroad participation improves intercultural competence -an educational outcome critical in a globalized 21 st century economy. Yet decades of evidence that appear to support this claim are repeatedly limited by a series of methodological weaknesses including small homogenous samples, an absence of longitudinal study design, no accoun...

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“…However, students do not learn about other cultures simply by being exposed to different cultural milieus and experiencing intercultural communication with host nationals. On the contrary, simple exposure to differences risks reinforcing prejudice and stereotypical views (Bochner, 1982;Keller, 1990;Talburt & Stewart, 1999). Hence, in order to prevent such negative effects, and ensure positive effects, the right kinds of scaffolding and support become vital (Vande Berg, Quinn & Menyhart, 2012).…”

Section: Significance and The Original Contribution Of The Studymentioning

confidence: 99%

“…Students can suffer from negative cross-cultural encounters, which generate hostile perceptions towards host cultures (e.g., Ayano, 2006;Laubscher, 1994;Talburt & Stewart, 1999). If fostering cross-cultural understanding is one valued outcome from SA programs, it is crucial to ensure a positive attitudinal change.…”

Section: Sa Experience and Its Effects On Attitudinal Change Towards mentioning

confidence: 99%

Australian university students and their Japanese host families in short-term homestays: perceptions, intercultural issues and relational dynamics

Parry¹

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Study Abroad (SA) is increasingly promoted by Australian universities and undertaken by students. SA places students in direct contact with other cultures, which can be an opportunity for language and culture learning, fostering intercultural friendships and understanding. Among Australian students studying in Japan, a popular option is a short-term program that includes a homestay: two or three weeks staying in the home of a local family.Although considerable literature is available investigating SA for one or two semesters, relatively few studies have examined short-term homestays. Similarly, the literature on Australians on SA programs in Japan is scarce, and does not focus on short-term homestays.However, the length of stay, the accommodation situation, and the particular combination of cultures involved are crucial components that determine students' experiences abroad and affect adjustment and learning. For these reasons, short-term homestay by Australian students in Japan warrants a dedicated study examining this particular SA context.The present study therefore investigates the specific ways in which being immersed in a new family situation for a short, concentrated period shapes the intercultural experiences of both Australian university students and the Japanese hosts of such students. It is a qualitative exploratory study examining the relational dynamics arising from this quite particular situation, and their effect on communication and expectations both during and after the homestay.The present project also differs from previous studies of SA in its focus on accounts of the homestay experience rather than on SA outcomes, and in the equal weight it gives to the perceptions of students and host families, rather than privileging student perceptions, in order to provide insights into the different beliefs, assumptions and expectations underlying misunderstandings and/or conflicts.Qualitative data were collected from three sources. Semi-structured in-depth interviews were conducted with nine Australian university students and nine host families (10 host parents) who participated in short-term Japanese homestays in 2009. These data were supplemented by diaries that the students kept about their intercultural experiences during their stay. In addition, the information provided to students and host families by the homestay organisers was examined. Content analysis of all data was undertaken to discover the ways in which ii both the students and host families assumed their roles and the expectations they held of each other and of homestay more generally. Three main themes emerged: expectations regarding the roles of family members during the stay, expectations of post-homestay relationships, and expectations of what intercultural learning should consist of. Some differences were evident in these expectations between host families and students, which also varied according to the gender, age and background of the interviewees.The analysis shows that both the students and their host families expected to...

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What's the Subject of Study Abroad?: Race, Gender, and "Living Culture"

Cited by 201 publications

References 16 publications

Teaching the Romanian neighbors Hungarian: language ideologies and the Debrecen Summer School

Teaching the Romanian neighbors Hungarian: language ideologies and the Debrecen Summer School

The Effect of Study Abroad on Intercultural Competence Among Undergraduate College Students

Australian university students and their Japanese host families in short-term homestays: perceptions, intercultural issues and relational dynamics

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