Narrative threads, exploring identity formation through cultural immersion: A qualitative study into the experiences of U.S. University Students Abroad

Abstract

This study examines how U.S. university students construct and reconstruct their identities through storytelling during study abroad experiences. Drawing on narrative identity theory, cultural pluralism, and identity fragmentation frameworks, we analyze student experiences at two crucial points: pre-departure (T1) and eight weeks into cultural immersion (T2). Our participants (n = 11) were selected due to their enrollment in a semester long study abroad program in Maastricht, Netherlands. The sample primarily consisted of women (n = 8), most aged 20 years, with participants identifying as White/Caucasian (n = 8), Hispanic/Latino (n = 2), and Black/African American (n = 1). Our analysis produced three key themes: 1) processes of self-narration, 2) group dynamics as cultural construction, and 3) narratives within new cultural contexts. Results demonstrate how students use varying narrative strategies to navigate identity challenges, with some actively documenting their experiences while others draw upon established frameworks. The findings contribute to our understanding of identity development during cultural transitions and suggest practical implications for study abroad programs seeking to foster adaptive narrative identity development. This research extends theoretical work on identity formation in intercultural contexts while offering insights for educational practice.