Inequities of Global Mobility: Socioeconomic Stratification in the Meanings of a University Education for International Students

Autor/inn/en	Glass, Chris R.; Streitwieser, Bernhard; Gopal, Anita
Titel	Inequities of Global Mobility: Socioeconomic Stratification in the Meanings of a University Education for International Students
Quelle	In: Compare: A Journal of Comparative and International Education, 51 (2021) 1, S.43-60 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Glass, Chris R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2019.1590180
Schlagwörter	Foreign Students; Social Mobility; Study Abroad; College Students; Educational Finance; Educational Experience; Social Networks; Socioeconomic Influences; Educational Quality; Global Approach; Social Differences; Barriers; Informal Education; Academic Achievement; Student Attitudes; International Education; Student Characteristics; Extracurricular Activities; Occupational Aspiration; Comparative Analysis; Financial Support; Family Financial Resources; Financial Needs + Suchen Sie Ihr Suchwort? Soziale Mobilität; Studies abroad; Auslandsstudium; Collegestudent; Bildungsfonds; Bildungserfahrung; Social network; Soziales Netzwerk; Sozioökonomischer Faktor; Quality of education; Bildungsqualität; Globales Denken; Sozialer Unterschied; Informelle Bildung; Nichtformale Bildung; Schulleistung; Schülerverhalten; Internationale Erziehung; Außerunterrichtliche Aktivität; Berufsneigung; Berufsziel; Finanzielle Förderung
Abstract	This study explores socioeconomic stratification in the experiences and relationships that international students identify as meaningful during their university education. Researchers used interview data from 40 international students to explore the role of funding in the qualities of their academic experiences and the support networks they accessed during their university studies. The authors describe how well-financed, single-resourced students took a more cosmopolitan, intrinsic approach to engagement in the formal and informal curriculum, whereas students who pooled funding from many sources described a more career-minded, utilitarian approach. They discuss how the underlying challenges faced by international students are localised reflections of global processes of socioeconomic stratification and inequality among individuals. They discuss the benefits of greater cross-border mobility and interconnectedness for international students from varied socioeconomic backgrounds, but also how the distribution of benefits remain chronically and unevenly distributed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01