{"title":"体验式学习与种族偏见的认知:一项质性研究","authors":"M. S. Hughes, Victor O. Popoola","doi":"10.1177/10283153221105325","DOIUrl":null,"url":null,"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.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"27 1","pages":"741 - 759"},"PeriodicalIF":2.8000,"publicationDate":"2022-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Perceptions of Experiential Learning and Racial Bias Following International Study Abroad in East Africa: A Qualitative Study\",\"authors\":\"M. S. Hughes, Victor O. Popoola\",\"doi\":\"10.1177/10283153221105325\",\"DOIUrl\":null,\"url\":null,\"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.\",\"PeriodicalId\":47802,\"journal\":{\"name\":\"Journal of Studies in International Education\",\"volume\":\"27 1\",\"pages\":\"741 - 759\"},\"PeriodicalIF\":2.8000,\"publicationDate\":\"2022-06-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Studies in International Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/10283153221105325\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Studies in International Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/10283153221105325","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Perceptions of Experiential Learning and Racial Bias Following International Study Abroad in East Africa: A Qualitative Study
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.
期刊介绍:
To broaden the discourse on the role of international cooperation and exchange in developing the human capacity to work in a global setting, the Journal of Studies in International Education provides a forum combining the research of scholars, models from practitioners in the public or private sector, and essays. The journal publishes research, essays, and reviews on international education. Articles place issues at the primary, secondary, higher education, professional exchange, and lifelong learning levels in a global context. Topics include: study abroad; curriculum reform; faculty development; and development assistance. Articles on related topics such as public policy and internationalization strategies also appear in the Journal.