Document Type

Article

Publication Date

2023

Journal Title

Frontiers: The Interdisciplinary Journal of Study Abroad

Volume Number

35

Issue Number

3

First Page

76

Last Page

96

DOI

https://doi.org/10.36366/frontiers.v35i3.777

Version

Publisher PDF: the final published version of the article, with professional formatting and typesetting

Creative Commons License

Creative Commons Attribution-No Derivative Works 4.0 License
This work is licensed under a CC BY-ND License.

Keywords

identity development, international experiences, meaning-making, pre-departure, sensemaking, student advising, study abroad

Abstract

Student experiences have long been discussed within the field of international education. Most studies focus on the overwhelming positive benefits students may have before, during, and after the study abroad experience. Not surprisingly, the percentage of undergraduate students who study abroad continues to increase. While there are certainly benefits to studying abroad, few studies have emerged that highlight the negative effects of study abroad. This study focuses on the potential adversity the study abroad experience may have on students, specifically in terms of identity-sense making prior to, during, and after their study abroad programs. This paper argues that by focusing on adversity with the study abroad experience, institutions can better prepare students for both the negative and positive outcomes of international education. The results of this study suggest that, with more resources that engage in identity sense-making, students will have the tools to mitigate negative international experiences.

Original Publication Citation

Grieb, B. (2023). Student Identity Sense-Making and the Study Abroad Experience . Frontiers: The Interdisciplinary Journal of Study Abroad, 35(3), 76–96. https://doi.org/10.36366/frontiers.v35i3.777

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