Perceptions of Experiential Learning and Racial Bias Following International Study Abroad in East Africa: A Qualitative Study

Autor/inn/en	Hughes, Micah S.; Popoola, Victor O.
Titel	Perceptions of Experiential Learning and Racial Bias Following International Study Abroad in East Africa: A Qualitative Study
Quelle	In: Journal of Studies in International Education, 27 (2023) 5, S.741-759 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Popoola, Victor O.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/10283153221105325
Schlagwörter	Racism; Study Abroad; Student Attitudes; Racial Identification; Family Environment; Rural Areas; Experiential Learning; Racial Relations; Undergraduate Students; Curriculum Development; Foreign Countries; Social Work; Public Health; College Housing; Interdisciplinary Approach; College Faculty; Whites; Blacks; North Americans; Family Relationship; Interpersonal Relationship; Racial Differences; Uganda + Suchen Sie Ihr Suchwort? Rassismus; Studies abroad; Auslandsstudium; Schülerverhalten; Familienmilieu; Rural area; Ländlicher Raum; Experiental learning; Erfahrungsorientiertes Lernen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Soziale Arbeit; Gesundheitswesen; Studentenunterkunft; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Fakultät; White; Weißer; Black person; Schwarzer; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Rassenunterschied
Abstract	This study explored the racial bias perceptions of study abroad alumni following international learning experiences in East Africa. Ninety-seven participants, who completed a semester-long study abroad between Fall 2016-Spring 2019, were recruited into the study. Open-ended survey questions evaluated perceptions of racial bias, racial prejudice, and racial identity development. Six themes emerged, following thematic analysis: (1) integration of race-conscious curriculum and experiential learning, (2) mutuality in local relationships, (3) immersive experiences with rural host families, (4) U.S. faculty in the study abroad context, (5) exposure to implications of racism in a field study, and (6) student reflections of racial majority/minority dynamics. Student perceptions of how and why study abroad experiences influenced implicit racial bias, racial colorblindness, critical consciousness, and racial identity development could inform higher education curricula. Implications for future study abroad practice include empowerment of students of color, opportunities for anti-racism learning, and the relevance of race-conscious curricula in study abroad programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01