Sistematik Derlemeler ve Meta Analiz
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Experiencing othering: A meta-synthesis of study abroad research

Yıl 2023, Cilt: 5 Sayı: 9, 519 - 532, 01.10.2023

Öz

Research suggests a great deal of benefits of study abroad programs for both students and the host communities. As a result, millions of students worldwide choose to study in an institution outside their own country each year in the hope of learning a foreign language, developing an awareness of foreign cultures, and acquiring skills that may assist them in global contexts. However, not all study abroad students seem to benefit from such programs at the same level due to various factors. The current meta-synthesis of study abroad research examines othering as one of the factors that impedes development process of international students by reviewing 15 studies that were published in various academic journals between 2021 and 2011. The results suggest that the most frequently experienced dimension of othering is racism, followed by stereotyping and discrimination in both academic and social contexts.

Kaynakça

  • Al-Rasheed, M. (2013). A most masculine state: Gender, politics and religion in Saudi Arabia. Cambridge, UK: Cambridge University Press.
  • * Amadasi S., & Holliday A. (2017). Block and thread intercultural narratives and positioning: Conversations with newly arrived postgraduate students. Language and Intercultural Communication, 17(3), 254-269.
  • Bittencourt, T., Johnstone, C., Adjei, M., & Seithers, L. (2019). “We see the world different now”: Remapping assumptions about international student adaptation. Journal of Studies in International Education, 25(1), 35–50.
  • * Bjork, C., Abrams, A., Hutchinson, L. S., & Kyrkjebo, N. I. (2020). “Don’t Change Yourselves”: International students’ concepts of belonging at a liberal arts college. Journal of International Students, 10(3), 553–570.
  • Coleman, J. A. (2015). Social circles during residence abroad: What students do, and who with. In R. Mitchell, N. Tracy-Ventura, & K. McManus (Eds.), Social interaction, identity and language learning during residence abroad (pp. 33–52). EuroSLA Monographs Series, 4. European Second Language Association.
  • Dervin, F., & Jackson, J. (2018). Language, identity and interculturality. In Jane Jackson (Ed.), Interculturality in International Education (pp. 63-81). Routledge.
  • DeVita, G. (2007). Taking stock: An appraisal of the literature on internationalising higher education learning. In E. Jones & S. Brown (Eds.), Internationalizing higher education (p. 154–167). Routledge.
  • * Doerr, N. M. (2020) ‘Global competence’ of minority immigrant students: Hierarchy of experience and ideology of global competence in study abroad. Discourse: Studies in the Cultural Politics of Education, 41(1), 83-97.
  • * Grant, C. (2018). Developing global citizenship in tertiary performing arts students through short-term mobility programs. International Journal of Education & the Arts, 19(15).
  • Grygiel, P., Switaj, P., Anczewska, M., Humenny, G., Rebisz, S., & Sikorska, J. (2013). Loneliness and depression among Polish university students: Preliminary findings from a longitudinal study. In N. Popov, C. Wolhuter, G.
  • Hilton, J. Ogunleye, & O. Chigisheva (Eds.), Education in one world perspectives from different nations (Vol. 11, pp. 286–292). Sophia, Bulgaria: Bulgarian Comparative Education Society (BCES).
  • Holliday, A., Hyde, M., & Kullman, J. (2004). Intercultural communication: An advanced resource book. New York, NY: Routledge.
  • * Goldoni F. (2017) Race, ethnicity, class and identity: Implications for study abroad. Journal of Language, Identity & Education, 16(5), 328-341
  • Isabelli-García, C., Bown, J., Plews, J. L., & Dewey, D. P. (2018). Language learning and study abroad. Language Teaching, 51(4), 439–484.
  • * Juyoung, S. (2020). Contesting and negotiating othering from within: A Saudi Arabian female student’s gendered experiences in the U.S. Journal of Language, Identity & Education, 19(3), 149-162
  • Kinginger, C. (2009). Language learning and study abroad: A critical reading of research. Basingstoke: Palgrave Macmillan.
  • Kinginger, C. (2011). Enhancing language learning in study abroad. Annual Review of Applied Linguistics, 31, 58–73.
  • Knight, J. (2011). Five myths about internationalisation. International Focus, 67, 1–2.
  • Knight, J., & de Wit, H. (1995). Strategies for internationalisation of higher education: Historical and conceptual perspectives. In H. de Wit (Ed.), Strategies for the internationalisation of higher education (pp. 1-29). EAIE Secretariat.
  • * Laufer, M., Gorup, M. (2018) The invisible others: stories of international doctoral student dropout. High Education, 78, 165–181.
  • * Lee, J. J. (2017) Neo-nationalism in higher education: Case of South Africa. Studies in Higher Education, 42(5), 869-886.
  • Llurda, E. (2004). Non-native-speaker teachers and English as an international language. International Journal of Applied Linguistics, 14, 314–323.
  • Motha, S. (2006). Racializing ESOL teacher identities in U.S. K-12 public schools. TESOL Quarterly, 40, 495–518. OECD. (2015). Education at a glance 2015: OECD indicators. Paris. OECD. http://www.oecdilibrary.org/education/education-at-a-glance_19991487
  • * Omeni E. (2016). Troubling encounters: Exclusion, racism and responses of male African students in Poland. Cogent Social Sciences, 2(1).
  • Page, A. G., & Chahboun, S. (2019). Emerging empowerment of international students: How international student literature has shifted to include the students’ voices. Higher Education, 78(3), 871–885.
  • Powell, John A., and Stephen Menendian. (2016). The problem of othering: Towards inclusiveness and belonging. Othering and Belonging: Expanding the Circle of Human Concern, 1(1), 14–39.
  • Priest, N., Perry, R., Ferdinand, A., Paradies, Y., & Kelaher, M. (2014). Experiences of racism, racial/ethnic attitudes, motivated fairness and mental health outcomes among primary and secondary school students. Journal of Youth and Adolescence, 43(10), 1672–1687.
  • * Rawlins R. (2012) “Whether I'm an American or Not, I'm Not Here So You Can Hit on Me”: Public harassment in the experience of U.S. women studying abroad. Women's Studies, 41(4), 476-497.
  • * Rebisz S., & Grygiel P. (2018) Fears and difficulties experienced by Ukrainian nationals during their period of study in Poland. European Education, 50(4), 336-352.
  • * Rhein, D., Jones, W. (2020). The impact of ethnicity on the sociocultural adjustment of international students in Thai higher education. Educational Research for Policy and Practice, 19, 363–388
  • Rizvi, F. (2000). International education and the production of global imagination. In N. Burbules & C. A. Torres (Eds.), Globalization and Education (pp. 205–226). New York: Routledge.
  • Rosenstreich, E., & Margalit, M. (2015). Loneliness, Mindfulness, and academic achievements: A moderation effect among first-year college students. The Open Psychology Journal, 8, 138-145.
  • Ryan, M. E., & Twibell, R. S. (2000). Concerns, values, stress, coping, health and educational outcomes of college students who studied abroad. International Journal of Intercultural Relations, 24(4), 409–435.
  • * Sharma, S., Phillion, J., & Malewski, E. (2011) Examining the practice of critical reflection for developing pre-service teachers’ multicultural competencies: Findings from a study abroad program in Honduras. Issues in Teacher Education, 20(2), 9-22.
  • Shin, H. (2012). From FOB to cool: Transnational migrant students in Toronto and the styling of global linguistic capital. Journal of Sociolinguistics, 16, 184–200.
  • * Smith-Augustine, S., Dowden, A., Wiggins, A. (2014). International immersion in Belize: Fostering counseling students’ cultural self-awareness. International Journal for the Advancement of Counselling, 36, 468–484.
  • Skelly, J. M. (2009). Fostering engagement: The role of international education in the development of global civil society. In R. Lewin (Ed.), The handbook of practice and research in study abroad: Higher education and the quest for global citizenship (pp. 21–32). New York: Routledge.
  • Spivak, G. C. (1985). Can the subaltern speak? Wedge, 7(8), 120–130.
  • Talmy, S. (2010). Forever FOB: The cultural production of ESL in a high school. Pragmatics, 14(2/3), 149–172.
  • Udah, Hyacinth. (2017). Not by default accepted: The African experience of othering and being othered in Australia. Journal of Asian and African Studies, 53(3), 384–400.
  • Volet, S. E., & Ang, G. (1998). Culturally mixed groups on international campuses: An opportunity for inter-cultural learning. Higher Education Research & Development, 17(1), 5-23.
  • Walton, Jessica, Naomi Priest, and Yin Paradies. (2013). “It depends how you’re saying it": The complexities of everyday racism. International Journal of Conflict and Violence 7(1), 75.
  • Weis, L. (1995). Identity formation and the processes of bothering: Unraveling sexual threads. The Journal of Educational Foundations, 9(1), 17–33.
  • * Xie T., Jacobs L., & Muller M. (2019). The experiences of East Asian students studying at English medium universities: A South African case study. BCES Conference Books.

Experiencing othering: A meta-synthesis of study abroad research

Yıl 2023, Cilt: 5 Sayı: 9, 519 - 532, 01.10.2023

Öz

Araştırmalar, yurtdışında eğitim programlarının hem öğrenciler hem de ev sahibi topluluklar için çok sayıda fayda sağladığını göstermektedir. Sonuç olarak, dünya çapında milyonlarca öğrenci, yabancı bir dil öğrenme, yabancı kültürler hakkında farkındalık geliştirme ve küresel bağlamlarda kendilerine yardımcı olabilecek beceriler edinme umuduyla her yıl kendi ülkeleri dışındaki bir kurumda eğitim almayı seçiyor. Ancak, çeşitli faktörler nedeniyle, yurtdışında okuyan tüm öğrencilerin bu tür programlardan aynı düzeyde yararlanmadığı görülmektedir. Yurtdışında eğitim araştırmasının mevcut meta-sentezi, 2021 ile 2011 yılları arasında çeşitli akademik dergilerde yayınlanan 15 çalışmayı gözden geçirerek uluslararası öğrencilerin gelişim sürecini engelleyen faktörlerden biri olarak ötekileştirmeyi incelemektedir. Sonuçlar, ötekileştirmenin en sık yaşanan boyutunun ırkçılık olduğunu göstermektedir.

Kaynakça

  • Al-Rasheed, M. (2013). A most masculine state: Gender, politics and religion in Saudi Arabia. Cambridge, UK: Cambridge University Press.
  • * Amadasi S., & Holliday A. (2017). Block and thread intercultural narratives and positioning: Conversations with newly arrived postgraduate students. Language and Intercultural Communication, 17(3), 254-269.
  • Bittencourt, T., Johnstone, C., Adjei, M., & Seithers, L. (2019). “We see the world different now”: Remapping assumptions about international student adaptation. Journal of Studies in International Education, 25(1), 35–50.
  • * Bjork, C., Abrams, A., Hutchinson, L. S., & Kyrkjebo, N. I. (2020). “Don’t Change Yourselves”: International students’ concepts of belonging at a liberal arts college. Journal of International Students, 10(3), 553–570.
  • Coleman, J. A. (2015). Social circles during residence abroad: What students do, and who with. In R. Mitchell, N. Tracy-Ventura, & K. McManus (Eds.), Social interaction, identity and language learning during residence abroad (pp. 33–52). EuroSLA Monographs Series, 4. European Second Language Association.
  • Dervin, F., & Jackson, J. (2018). Language, identity and interculturality. In Jane Jackson (Ed.), Interculturality in International Education (pp. 63-81). Routledge.
  • DeVita, G. (2007). Taking stock: An appraisal of the literature on internationalising higher education learning. In E. Jones & S. Brown (Eds.), Internationalizing higher education (p. 154–167). Routledge.
  • * Doerr, N. M. (2020) ‘Global competence’ of minority immigrant students: Hierarchy of experience and ideology of global competence in study abroad. Discourse: Studies in the Cultural Politics of Education, 41(1), 83-97.
  • * Grant, C. (2018). Developing global citizenship in tertiary performing arts students through short-term mobility programs. International Journal of Education & the Arts, 19(15).
  • Grygiel, P., Switaj, P., Anczewska, M., Humenny, G., Rebisz, S., & Sikorska, J. (2013). Loneliness and depression among Polish university students: Preliminary findings from a longitudinal study. In N. Popov, C. Wolhuter, G.
  • Hilton, J. Ogunleye, & O. Chigisheva (Eds.), Education in one world perspectives from different nations (Vol. 11, pp. 286–292). Sophia, Bulgaria: Bulgarian Comparative Education Society (BCES).
  • Holliday, A., Hyde, M., & Kullman, J. (2004). Intercultural communication: An advanced resource book. New York, NY: Routledge.
  • * Goldoni F. (2017) Race, ethnicity, class and identity: Implications for study abroad. Journal of Language, Identity & Education, 16(5), 328-341
  • Isabelli-García, C., Bown, J., Plews, J. L., & Dewey, D. P. (2018). Language learning and study abroad. Language Teaching, 51(4), 439–484.
  • * Juyoung, S. (2020). Contesting and negotiating othering from within: A Saudi Arabian female student’s gendered experiences in the U.S. Journal of Language, Identity & Education, 19(3), 149-162
  • Kinginger, C. (2009). Language learning and study abroad: A critical reading of research. Basingstoke: Palgrave Macmillan.
  • Kinginger, C. (2011). Enhancing language learning in study abroad. Annual Review of Applied Linguistics, 31, 58–73.
  • Knight, J. (2011). Five myths about internationalisation. International Focus, 67, 1–2.
  • Knight, J., & de Wit, H. (1995). Strategies for internationalisation of higher education: Historical and conceptual perspectives. In H. de Wit (Ed.), Strategies for the internationalisation of higher education (pp. 1-29). EAIE Secretariat.
  • * Laufer, M., Gorup, M. (2018) The invisible others: stories of international doctoral student dropout. High Education, 78, 165–181.
  • * Lee, J. J. (2017) Neo-nationalism in higher education: Case of South Africa. Studies in Higher Education, 42(5), 869-886.
  • Llurda, E. (2004). Non-native-speaker teachers and English as an international language. International Journal of Applied Linguistics, 14, 314–323.
  • Motha, S. (2006). Racializing ESOL teacher identities in U.S. K-12 public schools. TESOL Quarterly, 40, 495–518. OECD. (2015). Education at a glance 2015: OECD indicators. Paris. OECD. http://www.oecdilibrary.org/education/education-at-a-glance_19991487
  • * Omeni E. (2016). Troubling encounters: Exclusion, racism and responses of male African students in Poland. Cogent Social Sciences, 2(1).
  • Page, A. G., & Chahboun, S. (2019). Emerging empowerment of international students: How international student literature has shifted to include the students’ voices. Higher Education, 78(3), 871–885.
  • Powell, John A., and Stephen Menendian. (2016). The problem of othering: Towards inclusiveness and belonging. Othering and Belonging: Expanding the Circle of Human Concern, 1(1), 14–39.
  • Priest, N., Perry, R., Ferdinand, A., Paradies, Y., & Kelaher, M. (2014). Experiences of racism, racial/ethnic attitudes, motivated fairness and mental health outcomes among primary and secondary school students. Journal of Youth and Adolescence, 43(10), 1672–1687.
  • * Rawlins R. (2012) “Whether I'm an American or Not, I'm Not Here So You Can Hit on Me”: Public harassment in the experience of U.S. women studying abroad. Women's Studies, 41(4), 476-497.
  • * Rebisz S., & Grygiel P. (2018) Fears and difficulties experienced by Ukrainian nationals during their period of study in Poland. European Education, 50(4), 336-352.
  • * Rhein, D., Jones, W. (2020). The impact of ethnicity on the sociocultural adjustment of international students in Thai higher education. Educational Research for Policy and Practice, 19, 363–388
  • Rizvi, F. (2000). International education and the production of global imagination. In N. Burbules & C. A. Torres (Eds.), Globalization and Education (pp. 205–226). New York: Routledge.
  • Rosenstreich, E., & Margalit, M. (2015). Loneliness, Mindfulness, and academic achievements: A moderation effect among first-year college students. The Open Psychology Journal, 8, 138-145.
  • Ryan, M. E., & Twibell, R. S. (2000). Concerns, values, stress, coping, health and educational outcomes of college students who studied abroad. International Journal of Intercultural Relations, 24(4), 409–435.
  • * Sharma, S., Phillion, J., & Malewski, E. (2011) Examining the practice of critical reflection for developing pre-service teachers’ multicultural competencies: Findings from a study abroad program in Honduras. Issues in Teacher Education, 20(2), 9-22.
  • Shin, H. (2012). From FOB to cool: Transnational migrant students in Toronto and the styling of global linguistic capital. Journal of Sociolinguistics, 16, 184–200.
  • * Smith-Augustine, S., Dowden, A., Wiggins, A. (2014). International immersion in Belize: Fostering counseling students’ cultural self-awareness. International Journal for the Advancement of Counselling, 36, 468–484.
  • Skelly, J. M. (2009). Fostering engagement: The role of international education in the development of global civil society. In R. Lewin (Ed.), The handbook of practice and research in study abroad: Higher education and the quest for global citizenship (pp. 21–32). New York: Routledge.
  • Spivak, G. C. (1985). Can the subaltern speak? Wedge, 7(8), 120–130.
  • Talmy, S. (2010). Forever FOB: The cultural production of ESL in a high school. Pragmatics, 14(2/3), 149–172.
  • Udah, Hyacinth. (2017). Not by default accepted: The African experience of othering and being othered in Australia. Journal of Asian and African Studies, 53(3), 384–400.
  • Volet, S. E., & Ang, G. (1998). Culturally mixed groups on international campuses: An opportunity for inter-cultural learning. Higher Education Research & Development, 17(1), 5-23.
  • Walton, Jessica, Naomi Priest, and Yin Paradies. (2013). “It depends how you’re saying it": The complexities of everyday racism. International Journal of Conflict and Violence 7(1), 75.
  • Weis, L. (1995). Identity formation and the processes of bothering: Unraveling sexual threads. The Journal of Educational Foundations, 9(1), 17–33.
  • * Xie T., Jacobs L., & Muller M. (2019). The experiences of East Asian students studying at English medium universities: A South African case study. BCES Conference Books.
Toplam 44 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Kültürel çalışmalar (Diğer)
Bölüm Araştırma Makaleleri
Yazarlar

Vedat Kızıl 0000-0003-0589-0877

Yayımlanma Tarihi 1 Ekim 2023
Gönderilme Tarihi 5 Haziran 2023
Kabul Tarihi 11 Temmuz 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 5 Sayı: 9

Kaynak Göster

APA Kızıl, V. (2023). Experiencing othering: A meta-synthesis of study abroad research. Uluslararası Sosyal Bilimler Ve Eğitim Dergisi, 5(9), 519-532.

 https://dergipark.org.tr/usbed

Baş Editör: Prof. Dr. Aytekin Demircioğlu

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