The Impacts of International Service Learning on a Host Community in Kenya: Host Student Perspectives Related to Global Citizenship and Relative Deprivation

Autor/inn/en	Mogford, Elizabeth; Lyons, Christopher J.
Titel	The Impacts of International Service Learning on a Host Community in Kenya: Host Student Perspectives Related to Global Citizenship and Relative Deprivation
Quelle	In: Frontiers: The Interdisciplinary Journal of Study Abroad, 31 (2019) 2, S.86-104 (19 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-4568
Schlagwörter	Service Learning; Study Abroad; Student Attitudes; Foreign Countries; Citizenship Responsibility; Developing Nations; Disadvantaged; Intercultural Communication; Institutional Cooperation; Program Effectiveness; Cultural Influences; State Universities; Boarding Schools; Single Sex Schools; Females; Stereotypes; Parochial Schools; School Community Relationship; College Students; Secondary School Students; Rural Areas; Kenya; United States + Suchen Sie Ihr Suchwort? Service-Learning; Studies abroad; Auslandsstudium; Schülerverhalten; Ausland; Developing country; Developing countries; Entwicklungsland; Interkulturelle Kommunikation; Institute; Co-operation; Cooperation; Institut; Kooperation; Cultural influence; Kultureinfluss; Staatliche Universität; Boarding school; Internat; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Weibliches Geschlecht; Klischee; Konfessionsschule; Collegestudent; Sekundarschüler; Rural area; Ländlicher Raum; Kenia; USA
Abstract	Despite recent calls, research on ISL has focused almost exclusively on learning outcomes for global North students. We know comparatively less about how ISL programs may impact the knowledge and perceptions of student participants from host countries in the global South. We examine learning outcomes for Kenyan students who interact with visiting students from a U.S. university. Using an original survey and a case-control design, we compare the responses of students from an ISL partner school with those of students in a nearby control school to explore how program participation influences ideas about global citizenship, viewpoints about the United States, and feelings of relative deprivation. Results point to the complexity of ISL programs and their impact on host country participants. On the one hand, we find that ISL partner students show higher levels of global citizenship than control group students. On the other hand, ISL partner students are more likely than the control group to agree with unrealistically positive views of the United States and report greater feelings of relative deprivation. We apply Allport's intergroup contact theory to interpret these findings and reflect on future directions. (As Provided).
Anmerkungen	Frontiers Journal. Dickinson College P.O. Box 1773, Carlisle, PA 17013. Tel: 717-254-8858; Fax: 717-245-1677; Web site: http://www.frontiersjournal.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06