College student identity formation and negotiation in the context of study abroad.

The distinct structure and environment of institutions of higher learning directly influence and validate the identities, roles, and statuses of students. Study abroad programs represent one such sub-environment of colleges and universities, wherein the conceptualization and negotiation of students' identities may be affected by distinct actors and experiences. Studying abroad, then, has the potential to influence the ways in which students make sense of themselves, those around them, and the world at large. This research study sought to answer the following question: How does the transitional experience of studying abroad affect how college students conceptualize and negotiate their identities, roles, and statuses? Ultimately, students' backgrounds, language skills, connections to program faculty, and efforts at integration shaped identity formation in the context of study abroad.

Name thesis:degree_name

M.S.Ed.

Level thesis:degree_level

Masters

Grantor

Baylor University.

Year dc:date.issued

2017

Author dc:creator

• Madsen, Sarah E., 1993-

Advisor dc:contributor.advisor

• Scales, T. Laine.

• Study abroad.
• Identity.

Statement dc:rights

• Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission.

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/2104/10053

OAI identifier oai:identifier

oai:baylor-ir.tdl.org:2104/10053