ERIC Number: EJ1071100
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 42
Intercultural Wonderment and Study Abroad
Engberg, Mark E.; Jourian, T. J.
Frontiers: The Interdisciplinary Journal of Study Abroad, v25 p1-19 Spr 2015
Although many findings related to study abroad point to the myriad benefits of such experiences, these studies focus more exclusively on direct effects (Engberg, 2013; Vande Berg, Connor-Linton, & Paige, 2009), overlooking a number of process-oriented variables that mediate the development of different outcomes associated with study abroad (Pascarella & Terenzini, 2005). Further, more recent publications have questioned whether study abroad experiences are ubiquitous in their benefits to all students (Salisbury, An, & Pascarella, 2013; Twombly, Salisbury, Tumanut, & Klute, 2012), suggesting a more nuanced approach is needed in identifying which aspects of the study abroad experience (e.g., program design, pedagogy, interactions with the host country) are most influential in predicting student learning and developmental outcomes. In this study, we introduce and examine the role of intercultural wonderment in fostering students' development of a global perspective during a one semester study abroad experience. Intercultural wonderment encapsulates the underlying curiosity in individuals to seek out new and different experiences while studying abroad and involves a willingness and capacity to deal with discomfort and disequilibrium.
Descriptors: Cultural Awareness, Study Abroad, Educational Benefits, Outcomes of Education, Student Development, Role, Global Approach, World Views, Teacher Role, Factor Analysis, Student Characteristics, Current Events, Learner Engagement, Student Participation, Leadership Training, Service Learning, Teamwork, College Students, Regression (Statistics)
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
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A