Racial identity and intercultural communicative competence outcomes of study abroad experiences

Davies, Rachel

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https://hdl.handle.net/2142/120128 Copy

Description

Title

Racial identity and intercultural communicative competence outcomes of study abroad experiences

Author(s)

Davies, Rachel

Issue Date

2023-04-27

Director of Research (if dissertation) or Advisor (if thesis)

Witt, Allison M

Doctoral Committee Chair(s)

Witt, Allison M

Committee Member(s)

• Pak, Yoon
• Hood, Denice
• Huang, Wenhao

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• study abroad
• language learning
• intercultural communicative competence
• international education
• race
• identity

Abstract

Previous literature has established that participants’ racial identity impacts their study abroad experience in a variety of ways, positively and/or negatively informing their experience (see, e.g., Lee & Green, 2016; Morgan et al., 2002; Goldoni, 2017). The current project examines the impact of racial identity on study abroad students’ experiences at the University of Illinois Urbana-Champaign. To understand the impact of racial identity on study abroad outcomes, the framework of intercultural communicative competence (ICC) is measured through the Assessment of Intercultural Communicative Competence (AICC) survey (Fantini, 2015) with modifications. Results were compared between White and POC students. Semi-structured interviews were also performed for further insight into students’ study abroad experiences. ICC outcomes were similar between White and POC groups for many areas including relationships abroad, career and academic outcomes, motivation, communication styles, and intercultural abilities (attitude/affect, skills, knowledge, and awareness). However, White and POC groups differ in that POC participants reported having more cultural immersion experience than White participants. White participants potentially made greater improvements to their ICC outcomes as they lacked as much previous cultural immersion experience as POC participants. Both groups experienced new awareness about their identity. For White participants, this awareness was most frequently about their American identity while for POC participants, this awareness was frequently about their racial and American identity.

Graduation Semester

2023-05

Type of Resource

Thesis

Copyright and License Information

Copyright 2023 Rachel Davies

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