TRAVEL ABROAD: A STUDY OF THE PERCEIVED INFLUENCE OF THE

EXPERIENCES OF HIGH SCHOOL STUDENTS ON A SHORT TERM TRAVEL OR

STUDY ABROAD PRIOR TO COLLEGE.

by

David M. Angwenyi

MARY RICE-CRENSHAW, PhD, Faculty Mentor and Chair

WILLIAM BROWN, PhD, Committee Member

SHELDON PRIDE, PhD, Committee Member

Feranda Williamson, EdD, Dean, School of Education

A Dissertation Presented in Partial Fulfillment

Of the Requirements for the Degree

Doctor of Philosophy

Capella University

January 2014

UMI Number: 3617506

All Rights reserved

UMI 3617506

Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author.

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© David Angwenyi, 2014

Abstract

Students who participate in a short term travel experience program develop a sense of

global citizenship. High school students who spend at least some part of their time

traveling abroad would seek to address global issues as they understand the realities that

may confront the world not only from a local perspective but rather from a global

perspective. The Troika Study provided significant guidance in the creation of this study.

Using qualitative phenomenology the Troika study explored the experience of college

students studying abroad. Thus this study examined the perceived influence of

experiences of high school students from a public high school in New Jersey who

traveled abroad on a short term program prior to college, with specific attention paid to

how they develop global perspectives, attitudes toward cultural diversity, and their

preparation for college responsibilities. The guiding research question of the study was,

“how do high school students describe the influence of experiences obtained after a short

term travel or study abroad program? This qualitative study surveyed high school

students who have traveled abroad for a period of four weeks or less during their high

school studies. In order to assess the influence of short term travel abroad on student

college preparation, global awareness and cultural sensitivity, the participants’ responses

were coded and then categorized into broad themes, which were analyzed to evaluate the

perceived influence of short term travel. The results showed several significant meanings

attached to the experience by the participants and the importance of such experiences to

the participants’ general outlook on life. For the research question of the study, there is

evidence to suggest that the perceived influence of the meaning of short term travel

examined in this study does appear to impact the student’s understanding of their college

preparedness, global issues awareness and cultural sensitivity toward those from other

cultures. It is recommended that a future study examine the extent to which students who

participate in short term travel abroad during high school pursue careers that are

international or global in nature compared to students that do not participate in such

experiences.

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Dedication

This study is dedicated to my wife Judith and our four children, Juliana,

Benjamin, Joshua and Jonathan, who have stood by me throughout my journey and

believed in me every step of the way. Your continuous support, encouragement, and

understanding gave me the strength to make it through this process. I love all of you and

thank you.

It is also dedicated to my late father Paul Angwenyi Mageka and especially my

mother Rebecca Nyabeta, who instilled the value of education in her children,

demonstrated the power of hard work, and always displayed great wisdom in solving

problems so that her twelve children would value diversity and embrace others. She

talked of education as a power that takes you beyond the ordinary so that you can see that

which others fail to see. Most important, my mother taught us the value of simplicity and

living life in a manner that inspires others. She never wavered in loving us, and indeed

taught us to love others because, as she often would say, the best life is lived when you

know and understand the hearts of others, not the physical traits, which like a flower, fade

over time.

To my brother Nelson, an intelligent man, who understood the meaning of success

and friendship and put aside his own educational pursuits so that his siblings would have

an opportunity to get an education. Nelson knew that he had to step in and find a job so

that his brothers and sisters could go to school. Nelson put off his pursuit of university

studies, which he had qualified for with a distinction, so that he could help our parents

who had used their meager resources to get him through high school and a teacher’s

college.

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My academic success is a direct result of Nelson’s unselfish attitude towards his

family and country. It is indeed impossible to find adequate words to express my

gratitude to a man of such dignity, and I can only hope that my accomplishment and

willingness to broaden other people’s perspectives provides some optimism of what

education can do in making the world a place of oneness where we all strive to make it

better for others. In doing so, we can say we have fought a good fight. There is light at

the end of the tunnel for those brave enough to walk beside others that have passed along

this way to become enlightened so they can become better human beings.

My colleagues at Hopewell Valley Central High School especially Lindsey and

Dr. Lillian Rankel, who became a source of encouragement through conversations and

implementation of educational activities at the high school where my interest in global

education was without a doubt strengthened greatly. Our conversations on how to bring

the world together and make it better enabled us to think of ways to offer students

opportunities to connect their learning to real world issues.

My friends Gene Squeo and Chris Isinta, men of God, who were placed in my

path ever since I arrived in the United States, and have guided me through friendship so

that I have been able to succeed and become the person I am today. They have silently

and lovingly been beside each of my undertakings from college, getting married, children

baptisms, and family re-unions that make life memorable.

This dedication would not be complete if I did not thank my numerous

friends who have supported and encouraged me along the way in a variety of ways.

xv

Acknowledgments

I would like to acknowledge my mentor and chair, Dr. Mary Rice-Crenshaw, for

providing the support that I needed to complete my studies. The help I received from Dr.

Michael Worthington with regard to the methodology that would work best for my study

was invaluable and his dedication to see me improve my work is commendable. I would

also like to acknowledge and thank Dr. William Brown and Dr. Sheldon Pride, for

providing me continuous support, suggestions on how to go about collecting data and

encouragement to make it through the difficult times. I appreciate my team’s

commitment to ensuring my success.

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Table of Contents

Acknowledgments x

List of Tables xiv

List of Figures xv

CHAPTER 1. INTRODUCTION 1

Introduction to the Problem 1

Background, Context, and Theoretical Framework 2

Statement of the Problem 5

Purpose of the Study 5

Research Questions 6

Rationale, Relevance, and Significance of the Study 6

Nature of the Study 7

Definition of Terms 8

Assumptions, Limitations, and Delimitations 10

Organization of the Remainder of the Study 10

CHAPTER 2. LITERATURE REVIEW

Introduction to the Literature Review 12

Theoretical Framework 12

Review of Research Literature and Methodological Literature 15

Review of the Research Regarding Influence of the experience 16

Synthesis of the Research Findings 22

Critique of Previous Research 23

Chapter 2 Summary 23

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CHAPTER 3. METHODOLOGY

Introduction to Chapter 3 26

Purpose of the proposed study 26

Research Questions 27

Research Design 27

Target Population, Sampling Method, and Related Procedures 29

Instrumentation 30

Data Collection 32

Data Analysis Procedures 35

Limitations of the Research Design, Methodology 37

Reliability and Validity 38

Ethical Issues 38

Ethical Issues related to the study 39

Chapter 3 Summary 40

CHAPTER 4. DATA ANALYSIS AND RESULTS

Introduction 41

Description of the Sample 42

Demographic Profile 42

Results and Detailed Analysis 43

Chapter 4 Summary 68

CHAPTER 5. CONCLUSIONS AND DISCUSSION

Introduction 82

Summary of the Results 83

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Discussion of the Results 84

Discussion of the Results in Relation to the Literature 94

Limitations 94

Implication of the Results for Practice 95

Recommendations for Further Research 96

Conclusion 98

REFERENCES 101

APPENDIX A. INTERVIEW QUESTIONS 106

APPENDIX B. STUDY QUESTIONS SURVEY 108

APPENDIX C. RESEARCH PARTICIPANTS ARTIFACTS 110

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List of Tables

Table 1. Interview question 12 open coding: How life outlook/global Awareness affected.

Table 2. Interview question 4 Open Coding: Biggest surprise during the travel.

Table 3. Interview question 20 Open Coding: Summary of short term travel experience.

Table 4. Interview question 19 Open Coding: Change of outlook of other cultures.

Table 5. Interview question 8 Open Coding: Development of meaningful friendships.

Table 6. Interview question 13 Open Coding: What was learned about own culture.

Table 7. Interview question 17 Open Coding: Personal qualities possessed after travel.

Table 8. Interview question 18 Open Coding: Perspectives of college preparedness.

Table 9. Interview question 6 Open Coding: What to tell someone planning to travel.

Table 10. Interview question 13 Open Coding: Axial coding comparison.

xv

List of Figures

Figure 1. Duration of Study Abroad

1

CHAPTER 1. INTRODUCTION

Introduction to the Problem

To grasp why studying abroad is such a novel idea to high school students, one

first needs to understand who today’s students are and how they perceive the world. The

profile of a “typical” high school student (if there is such a thing as typical in a diverse

country as the United States) across the country is an 18-year-old, 12th grade student.

High schools across the country must consider alternative ways of delivering enriched

global experiences without making it too expensive or difficult for students to participate.

This study examined the experiences of eleven high school students who

participated in short term travel or study abroad programs at a public high school to gain

an understanding of the impact a program of this nature can have on a typical high school

student. The challenges of implementing a study abroad program place high schools in a

dilemma, given the logistical planning and safety considerations for students who are not

yet fully independent. The need for a broad global perspective is increasingly being

acknowledged as an important component of a student’s education, but there is generally

little time and money available to support a traditional study abroad experience. A

solution or alternative that could provide such an enriched experience is therefore needed.

2

Background, Context, and Theoretical Framework

The framework of this study is based on the American Institute of Foreign Study

report (AIFS, 2009) that showed that the number of American students taking a year off

to travel abroad prior to college is growing to record numbers. The report details the

benefits for students traveling or studying abroad, and claims that students tend to be

better prepared for college after taking these short travel experiences abroad.

Theoretical perspective is the philosophical stance that informs a methodology

(Crotty, 2003). This perspective provides the researcher with a clear context for

processing data and the rationale for how the data will be evaluated. Another way to put

it is to say that, whenever one examines a particular methodology, one discovers a

complex set of assumptions buried within it. It is these assumptions that constitute one’s

theoretical perspective and they largely have to do with the world that the methodology

envisages. Different ways of viewing the world shape different ways of researching the

world (Crotty, 2003, p. 66).

The idea of having students take a gap year prior to college has been gaining

ground among universities and colleges (Meara, 2007), with some offering scholarship

initiatives to students to participate in some kind of service learning programs abroad

prior to joining college. University admissions processes also appear to be favoring

students who have participated in a travel or study abroad program. LeVine (2007)

proposes that a child’s exposure to a foreign environment prior to college could have an

influence on the kind of specialization they pursue. Sange (2000) discusses the notion of

building schools that learn by providing students with an opportunity to undertake lessons

that go beyond their walled classrooms, and this could include short term travel abroad in

3

well-organized educational programs that high schools facilitate or organize for their

students.

The study will use Experiential Learning Theory (ELT) (Kolb, 1984) as a model

for educational interventions in study abroad programs because of its holistic approach to

human adaptation through the transformation of experience into knowledge, and will

focus on the value of such experiences to the schools that participate in short term travel

or study abroad programs. The assertion that traveling or studying abroad improves

intercultural competence is grounded in the Contact Hypothesis. Allport (1954) proposed

that prejudice held by one group toward another group could be reduced if individuals

from both groups participated in sustained interpersonal contact. Subsequent research

testing this hypothesis under a variety of conditions identified several conditions under

which intergroup relations were most likely to reduce prejudice (Hewstone & Brown,

1986; Nesdale & Todd, 2000), which includes equality of status during contact, a social

context that supports equality between groups, and collaborative engagement toward a

shared goal.

The research tradition that will be utilized to guide this study is a basic

interpretive approach. The goal of an interpretive study is to understand how participants

order, classify, structure, and interpret their world and then use their interpretation as they

live (Prasad, 2005). Describing this type of study, Merriam (2002) stated that,

+The researcher is interested in understanding how participants make meaning of

a situation or phenomenon, this meaning is mediated through the researcher as

instrument, the strategy is inductive, and the outcome is descriptive. In conducting

a basic interpretive qualitative study, you seek to discover and understand a

4

phenomenon, a process, the perspectives and worldviews of the people involved,

or a combination of these. (p. 6).

Meanings, however, “are constructed by human beings as they engage with the world

they are interpreting” (Crotty, 2003, p. 43). Thus, this study sought to engage participants

in order to determine how they made meaning of their experience in a short term travel or

study abroad program at a New Jersey public High School.

Opponents of travel or study abroad programs for high school students believe

short term travel or study abroad programs are not significant learning experiences

(Prasad, 2005), and argue that the longer one spends in a different culture or country the

deeper the experience is (Taylor & Bogdan, 1998). It is difficult to measure whether

duration is directly related to meaning, as the impact of these experiences may not

become apparent until years after the conclusion of the program. Nevertheless, it was not

the goal of this study to assess the effect of the duration of a travel or study abroad

program on the experiences of students taking part in them.

This study revealed, using student articulated experiences, whether short term

travel or study abroad programs may indeed provide students with deep and meaningful

cultural experience that could inform their interaction with people from other cultural

backgrounds. Another practical implication of this study is to challenge the notion that

only long term travel or study abroad programs impact the worldview of students, as well

as to reveal through the students’ own words that the experiences gained from the

participation in short term travel or study abroad program can never be duplicated in the

classroom. Ultimately, the study showed that high school students recognize the value of

short term travel or study abroad programs prior to attending college.

5

Statement of the Problem

Students’ perceptions of the influence of short term travel or study abroad

experiences on developing global perspectives, attitudes toward cultural diversity, and

preparation for college responsibilities are not fully known. The research problem

explored in this study is how high school students articulate the meaning of their

experiences following a short term travel or study abroad and the extent to which the

experiences help them to develop global perspectives, attitudes toward cultural diversity,

and college preparation responsibilities.

Purpose of the Study

The purpose of this study was to examine the experiences of 11 students who

participated in a short term travel or study abroad program at a public high school in New

Jersey. The short term study participants were encouraged to share the meanings they

derived from their trip experiences and how they believe that meaning shaped their lives

socially, academically, and in preparation for college responsibilities. For the purposes of

this study, short term travel or study abroad programs are defined as those lasting less

than weeks. The participants in this research study spent 14 days in a foreign country.

The meanings shared by the participants provided insights into the influence this

program had on students and what they gained from their experiences. These newly

acquired insights will provide future researchers with information and an understanding

of the significance of short term travel or study abroad programs.

6

Research Questions

Students’ perceptions of the influence of short term travel or study abroad

experiences on the development of global perspectives, attitudes toward cultural

diversity, and preparation for college responsibilities are not fully known therefore the

main research question explored by this study was how do high school students describe

the influence of experiences obtained after a short term travel or study abroad program?

The research sub-questions are: a) how does a short term travel or study abroad

experience influence a student’s preparation for college responsibilities? b) In what

way(s) does a short term travel or study abroad program influence the thinking of a high

school student with regard to global awareness issues? c) In what way(s) does a short

term travel or study abroad program influence the thinking of a high school student with

regard to global awareness and cultural diversity issues?

Rationale, Relevance, and Significance

The rationale for this study is based on the fact that global education has become

an important and necessary topic in today’s classroom, and the increase in the use of

social media such as Facebook has allowed students to mentally travel beyond the four

walls of their classrooms and interact with students of different cultures, and they hence

now understand the world differently. The idea of flat classrooms that is classrooms

where student scan easily communicate with other beyond their classroom walls has

created unprecedented opportunities for schools in the United States to collaborate with

students in various other parts of the world. This study seeks to broaden our

understanding of the role of short term travel or study abroad programs and their

7

effectiveness in preparing students for college as well as the extent to which they can

help students appreciate foreign cultures and the impediments they can place on bilateral

relations among countries.

As the United States and the rest of the world grapples with the problem of global

terrorism, it is important and necessary that high school students be exposed to foreign

cultures so as to enhance their understanding of them. This study sought to ascertain the

extent to which such travel experiences are perceived to influence the student’s

understanding of the world as they prepare to study in college. High school students are

at a prime age of exploring global issues and a study that seeks to understand how they

respond to such experiences is of value to policy makers and educators interested in the

way high school education shapes young people.

Nature of the Study

The methodological approach chosen for this study is qualitative. This

methodology allowed me to achieve the purpose of the study by soliciting the

participants’ stories of their lived experiences. These stories provided rich descriptions of

the participants’ experience about a particular phenomenon within a specific theme, such

as cultural diversity awareness. The majority of Qualitative research rest on the idea that

meaning is socially constructed by individuals as they interact with their environment

(Merriam, 2002).

Taylor and Bogdan (1998) stated that qualitative methodology “refers in the

broadest sense to research that produces descriptive data—people’s own written or

spoken words and observable behavior” (p. 7). Merriam (2002) goes on to state that the

8

world, or reality, is not the fixed, single agreed upon or measurable phenomenon that it is

assumed to be in positivist, quantitative research. Instead, there are multiple constructions

and interpretations of reality that are in flux and that change over time.

Qualitative researchers are interested in understanding what those interpretations

are at a particular point in time and in a particular context (Merriam, 2002, pp. 3-4).

Because of the fluid nature of qualitative research there is no uniform set of techniques or

procedures for collecting and analyzing data (Prasad, 2005). However, there are

commonly accepted procedures to ensure quality in qualitative research.

This study utilizes Merriam’s (2002, p. 23) guide for assessing the quality of a

research project. In this section the components of the methods for this research project

are presented. Each qualitative research project has four basic elements: epistemology,

theoretical perspective, methodology, and methods (Crotty, 2003). These elements are

unique to each study and are used to guide the researcher through the process leading

from the development of the research question to the writing of the conclusions.

Definition of Terms

Throughout this study the terms below will be used as defined.

High school: Schools educating students in the 9th to 12th grade.

Short term travel: Travel abroad for a period not less than 10 days but not more

than 28 days.

Internationalization: Centered on “the development of understanding,

consideration and respect for others, their beliefs, values and cultures” (Cambridge &

Thompson, 2004), internationalization is a process that produces a well-rounded citizen

9

with a global perspective. Cambridge and Thompson (2004) also claimed

internationalization to be a “progressive view of education … concerned with the moral

development in the individual … [and] the formation of positive attitudes towards peace,

international understanding and responsible world citizenship” (p. 164).

International education: Any type of experience that is conducted outside the

home country and sponsored by an educational institution (Kitsantas, 2004).

Study abroad: Defined as all education programs that take place outside the

geographical boundaries of the country of origin (Kitsantas, 2004), these programs vary

among institutions. For this study a distinction between long-, mid-, and short term

programs is made. This dissertation focuses on the short term travel or study abroad

programs in high school.

Long term study abroad program: Programs of an “academic or calendar year”

(Institute of International Education, 2008b, p. 2).

Short term travel or study abroad program: Programs of “summer that last

between 10 days to 30 days during the school academic year” (Institute of International

Education, 2008b, p. 2).

Troika study abroad model: The dictionary defines the noun troika as “any group

of three persons, nations, etc., acting equally in unison to exert influence, control, or the

like” (Ask.com, 2009). The program model is nicknamed "Troika" because a minimum

of three CCID colleges collaborate on each international program. The primary objective

of this model is to provide community college students with greater access to study

abroad opportunities.

10

Assumptions, Limitations, and Delimitations

This research study proceeds on the basis of the following research assumptions:

The perceived influence and meaning of short term travel by the students in

this study can be generalized.

The responses of the study participants were honest and objective.

The students’ responses to the survey questionnaires were complete and

thorough.

The memorable photos shared by the students were taken as part of their

travel abroad experiences.

The students participated in the program at their school.

This research study was subject to the following limitations:

This study was limited to the perceptions of the students in regards to the

travel abroad experience.

The survey questionnaires measured only the perceptions of the students.

The sample of the study is limited to students from Hopewell Valley School

district in Mercer County, New Jersey.

Students’ perceptions of the influence of the experience may have been

impacted by variables other than short term travel as claimed.

Organization of the Remainder of the Study

This study is divided up into five chapters. Chapter one provides background information

11

about the study, including the problem statement, background and significance of the

study, purpose, rational, conceptual/theoretical framework, research questions, study

variables, definition of terms, assumptions, limitations, and the nature of the study.

Chapter two presents the literature review. This chapter is divided into the following

major sections: an overview of the U.S. High School system, the history of

internationalism in higher education, how the community college mission and education

abroad intertwine, the current state of study abroad programs, study abroad typologies,

the community college student and barriers they face when trying to study abroad,

institutional barriers facing study abroad programs, and outcomes of international

programs. Exploring international programs, including study abroad programs, and how

they relate to community colleges provides the foundation of knowledge for the topic

under study.

Chapter three discusses the research methodology, wherein the research

instruments will be described as well as methodology/design of the study, population,

instrumentation, data collection, data analysis, and ethical considerations. This chapter

reviews the epistemology framing the study, the methodology utilized, the methods,

goodness and trustworthiness in qualitative research, and the researcher’s position. The

methods and procedures described in this chapter are the guidelines for how data were

collected for the study. Chapter four presents the survey data and provides an analysis of

the general emerging themes that are then used to create or develop categories that are

used for analysis. Chapter five provides the conclusions of the study and provides

recommendations for further research.