Centering Equity in Community College Virtual International Exchange

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of International Students Pub Date : 2022-09-09 DOI:10.32674/jis.v12is3.4621

M. Whatley, S. LaVenture, Nadine Russell

引用次数: 1

Abstract

Using data from two community colleges in the US southeast, this study uses an equity-focused research lens to address two complementary purposes. First, it situates community college virtual exchange programs within a pre-existing program typology to explore how well these programs are represented. Second, it examines demographic characteristics of community college students who participate in virtual exchange and compares them to students who study abroad to provide insight into the extent to which community college virtual exchange programs improve access to international education. Results indicate that while community college virtual exchange programs often fit well within the typology, broad, open-access exchanges were not as well-described, nor were programs that were not explicitly connected to a cost. Regarding access, findings suggested that some demographic groups, particularly Black students, were less likely to access virtual exchange. Institutional structures related to a student’s degree program offer a potential explanation for this finding.

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以公平为中心的社区大学虚拟国际交流

本研究使用美国东南部两所社区学院的数据，采用以股票为重点的研究视角来解决两个互补的目的。首先，它将社区大学虚拟交换项目置于已有的项目类型中，以探索这些项目的表现情况。其次，研究了参与虚拟交换的社区大学学生的人口特征，并将他们与出国留学的学生进行比较，以深入了解社区大学虚拟交换项目在多大程度上改善了获得国际教育的机会。结果表明，虽然社区大学的虚拟交流项目通常很符合这一类型，但广泛的、开放的交流项目没有得到很好的描述，也没有明确与成本挂钩的项目。关于访问，调查结果表明，一些人口统计群体，特别是黑人学生，不太可能访问虚拟交换。与学生学位课程相关的制度结构为这一发现提供了一个潜在的解释。

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.