Advancing Global Citizenship of Underrepresented and Hypersegregated U.S. Students in Higher Education through Virtual Exchange

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of International Students Pub Date : 2022-09-09 DOI:10.32674/jis.v12is3.4634

J. Poe

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引用次数: 1

Abstract

The celebration of diversity is at the heart of global education initiatives. Yet, participation in study abroad and related programs in the United States – a purported ‘melting pot’ of races and cultures – remains, disproportionately, the domain of affluent whites. Against this background, this study seeks to learn from the experiences of underrepresented and hypersegregated students in international virtual exchange, an educational experience involving sustained interaction between geographically separated participants using technology and trained facilitators. Using a survey, semi-structured interviews, exchange field notes, and the researcher’s own abroad experiences, the data revealed five main themes: ‘Virtual connections beyond the classroom,’ ‘Bias reduction,’ ‘Color matters,’ ‘Equality in digital space,’ and ‘One step closer to abroad.’ Findings suggest that U.S. universities and other educational institutions serving underrepresented groups can increase student international experiences by promoting IVE on their campuses and encouraging professors to include exchange as a component in their courses.

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通过虚拟交换促进代表性不足和高度隔离的美国高等教育学生的全球公民意识

庆祝多样性是全球教育倡议的核心。然而，在美国——一个所谓的种族和文化的“熔炉”——参与海外留学和相关项目仍然不成比例地属于富裕白人。在这种背景下，本研究试图从国际虚拟交流中代表性不足和过度分散的学生的经历中学习，这是一种教育体验，涉及地理位置不同的参与者之间使用技术和训练有素的辅导员进行持续互动。通过调查、半结构化访谈、交流现场笔记和研究人员自己的海外经历，数据揭示了五个主要主题：“课堂之外的虚拟联系”、“减少偏见”、“颜色很重要”、“数字空间中的平等”和“离国外更近一步”研究结果表明，美国大学和其他为代表性不足群体服务的教育机构可以通过在校园内推广IVE并鼓励教授将交流作为课程的一部分来增加学生的国际体验。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of International Students EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

25.00%

发文量

审稿时长

30 weeks

期刊介绍： The journal publishes scholarly peer-reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of education worldwide. We encourage the submission of manuscripts from researchers and practitioners around the world from a myriad of academic fields and theoretical perspectives, including international education, comparative education, human geography, global studies, linguistics, psychology, sociology, communication, international business, economics, social work, cultural studies, and other related disciplines. We are especially interested in submissions which mark a new and demonstratively significant advancement in research on international students on topics such as: Cross-cultural studies of acculturation, intergroup relations, and intercultural communication Career preparation, employability, and career outcomes of short- and long-term mobility Development of international student social networks Emerging trends related to the mobility of international students and scholars English-mediated instruction (EMI) and second language acquisition (L2) Experiences of globally mobile LGBTQ+ students and other student populations Geopolitical perspectives and policies related to international students and other immigrants seeking education Global learning involving diverse people collaboratively analyzing and addressing complex problems that transcend borders International faculty, teaching assistants, and postdoctoral researchers Multicultural, intercultural, and cross-cultural engagement New educational contexts that involve the use of emerging technologies and online learning International student experiences in transnational higher education providers and programs.

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