Where “Here” and “There” Intersect: The Role of Transnational Spaces in Civic Identity Development Among Educational Sojourners in the United States

Abstract

Background/Context: Few studies have examined civic identity development among international individuals on educational sojourns in the United States. This study broadens our understanding of processes that facilitate meaning making of sojourn experiences among socioeconomically diverse international students from Thailand. Specifically, I focus on examining transnational spaces as platforms for social interactions, exchange of ideas, and development of individual and collective practices, and their overall impact on the civic self. Research Design: Data for this study were collected through semi-structured individual interviews with 21 Royal Thai Scholars who pursued multiyear study in the United States and then returned to their home country to contribute their knowledge and skills. Participants were at different points of their educational sojourns at the time of the data collection; 16 were enrolled in boarding schools, colleges, or universities, and five completed their studies and returned to Thailand. Conclusions: Findings suggest that transnational spaces play three roles that contribute to the development of civic self: they afford opportunities for connection with other transnational individuals to process sojourn experiences and help develop strategies to navigate them; they serve as political socialization spaces in which youth become aware of and connected to their communities; and they serve as platforms where youth develop criticality, voice their opinions, and build empathy. The study highlights the importance of creating intentional opportunities for international students that help them develop cognitive, emotional, moral, and active engagement skills, process their experiences, and facilitate the formation of their transnational civic identities.