This cohort and event-based case study sought to evaluate the cultural experiences and development of cross cultural intersectionalities in U.S. students of culture participating in a study abroad program to Argentina. Current study abroad outcomes consistently show travel abroad experiences lead to improved cultural awareness, knowledge, understanding and competency. Study abroad programming appears to be an overlooked opportunity for creating positive, long-lasting, transformative change, particularly for under-represented students (Milsen, 2005; Mondard-Weissman, 2003; Hadis, 2005; Van Hoff & Verbee, 2005). Over the last 30 years, international educators have reported positive changes in students after learning abroad; improved in self-awareness, respect for other cultures than their own, maturation, and global-mindedness (Hadis, 2005). Educators who have been focused on service-learning have advanced much in their social justice-related thinking. Research focusing on the intersectionality of U.S. students of color, with different levels of travel experience, going abroad to countries with very different cultures has been almost non-existent. Too often, since the inception of travel abroad work, the participants and the research on them have focused on more economically privileged white students from the United States. Yet the voices and experiences of underrepresented students, who arguably may even benefit more from broader exposure to different cultural systems, have not been hitherto looked at in the literature (Mitchell, 2012).
","abstract_html":"<p>This cohort and event-based case study sought to evaluate the cultural experiences and development of cross cultural intersectionalities in U.S. students of culture participating in a study abroad program to Argentina. Current study abroad outcomes consistently show travel abroad experiences lead to improved cultural awareness, knowledge, understanding and competency. Study abroad programming appears to be an overlooked opportunity for creating positive, long-lasting, transformative change, particularly for under-represented students (Milsen, 2005; Mondard-Weissman, 2003; Hadis, 2005; Van Hoff & Verbee, 2005). Over the last 30 years, international educators have reported positive changes in students after learning abroad; improved in self-awareness, respect for other cultures than their own, maturation, and global-mindedness (Hadis, 2005). Educators who have been focused on service-learning have advanced much in their social justice-related thinking. Research focusing on the intersectionality of U.S. students of color, with different levels of travel experience, going abroad to countries with very different cultures has been almost non-existent. Too often, since the inception of travel abroad work, the participants and the research on them have focused on more economically privileged white students from the United States. Yet the voices and experiences of underrepresented students, who arguably may even benefit more from broader exposure to different cultural systems, have not been hitherto looked at in the literature (Mitchell, 2012). </p>","abstract_has_math":false,"creators":["Norman, Jessica"],"institution":null,"degree_name":"Ph.D. Doctor of Philosophy","degree_level":"Dissertation - Public Access","degree_discipline":"Community Psychology","degree_department":null,"school":null,"contributors":["Brad Olson","Tiffeny Jimenez","Judah Viola"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-05-01T07:00:00Z","date_published":"2017-05-01T07:00:00Z","updated_at":"2026-07-24T03:20:32Z","subjects":["Study Abroad; University programs; travel abroad; service learning","Community Psychology","Curriculum and Social Inquiry","Outdoor Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/243","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Brad Olson","Tiffeny Jimenez","Judah Viola"]},{"key":"dc:creator","label":"Author","values":["Norman, Jessica"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-09-19T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Community Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D. Doctor of Philosophy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Study Abroad; University programs; travel abroad; service learning","Community Psychology","Curriculum and Social Inquiry","Outdoor Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/243"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This cohort and event-based case study sought to evaluate the cultural experiences and development of cross cultural intersectionalities in U.S. students of culture participating in a study abroad program to Argentina. Current study abroad outcomes consistently show travel abroad experiences lead to improved cultural awareness, knowledge, understanding and competency. Study abroad programming appears to be an overlooked opportunity for creating positive, long-lasting, transformative change, particularly for under-represented students (Milsen, 2005; Mondard-Weissman, 2003; Hadis, 2005; Van Hoff & Verbee, 2005). Over the last 30 years, international educators have reported positive changes in students after learning abroad; improved in self-awareness, respect for other cultures than their own, maturation, and global-mindedness (Hadis, 2005). Educators who have been focused on service-learning have advanced much in their social justice-related thinking. Research focusing on the intersectionality of U.S. students of color, with different levels of travel experience, going abroad to countries with very different cultures has been almost non-existent. Too often, since the inception of travel abroad work, the participants and the research on them have focused on more economically privileged white students from the United States. Yet the voices and experiences of underrepresented students, who arguably may even benefit more from broader exposure to different cultural systems, have not been hitherto looked at in the literature (Mitchell, 2012).
"]},{"key":"dc:title","label":"Title","values":["Experiences among U.S. Students of Color, Travel Background, and Cultural Attunement to Intersectionalities in Study Abroad Programs."]}]}],"canonical_facts":{"dc:contributor":["Brad Olson","Tiffeny Jimenez","Judah Viola"],"dc:creator":["Norman, Jessica"],"dc:date.available":["2017-09-19T07:00:00Z"],"dc:description.abstract":["This cohort and event-based case study sought to evaluate the cultural experiences and development of cross cultural intersectionalities in U.S. students of culture participating in a study abroad program to Argentina. Current study abroad outcomes consistently show travel abroad experiences lead to improved cultural awareness, knowledge, understanding and competency. Study abroad programming appears to be an overlooked opportunity for creating positive, long-lasting, transformative change, particularly for under-represented students (Milsen, 2005; Mondard-Weissman, 2003; Hadis, 2005; Van Hoff & Verbee, 2005). Over the last 30 years, international educators have reported positive changes in students after learning abroad; improved in self-awareness, respect for other cultures than their own, maturation, and global-mindedness (Hadis, 2005). Educators who have been focused on service-learning have advanced much in their social justice-related thinking. Research focusing on the intersectionality of U.S. students of color, with different levels of travel experience, going abroad to countries with very different cultures has been almost non-existent. Too often, since the inception of travel abroad work, the participants and the research on them have focused on more economically privileged white students from the United States. Yet the voices and experiences of underrepresented students, who arguably may even benefit more from broader exposure to different cultural systems, have not been hitherto looked at in the literature (Mitchell, 2012).
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/243"],"dc:subject":["Study Abroad; University programs; travel abroad; service learning","Community Psychology","Curriculum and Social Inquiry","Outdoor Education"],"dc:title":["Experiences among U.S. Students of Color, Travel Background, and Cultural Attunement to Intersectionalities in Study Abroad Programs."],"thesis:degree_discipline":["Community Psychology"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ph.D. Doctor of Philosophy"]},"updated_at":"2026-07-24T03:20:32Z"}