{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/109627"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/109627","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Narrative inquiries of African American women in international education: Etic and emic of race","abstract":"This research investigates the lived experiences of African American women in international educational contexts juxtaposed against the commonly understood journey of American students moving toward intercultural competence (IC). Based on narrative cases, I bring an evaluation of the African American woman’s study abroad experience, which presents Black subjects, paradoxically, not with an unimpeded travel experience, rather, one that is wrought by vectors of racialization in different societies. I explore their critical incidents and inquire across five dimensions: “finance, family, faculty, fear and awareness, (Washington, 1998), revealing how they overcame these barriers to accomplish intercultural competence while studying abroad. Narrative data were collected through interviews with African American women who studied in North Africa, East Asia, and Western Europe, revealing their adaptation to new societies, language acquisition, and their development of the skills, attitudes and knowledge to achieve their goals. Further exploration involved a twinning of the themes shared between the interviewees’ stories and the critical analysis of auto-ethnographic study abroad experiences. These expose the necessity of understanding local socio-historical definitions of race in order to better prepare and assist students in their study abroad endeavors. Themes grounded in the data include: • Mistaken identity/nationality • Emic (local) definitions of race • Not being viewed as American • Identification with local minorities • Racism & colorism • Intersectionality of gender and race • Invisibility/objectification • Faculty dismissal of race as an issue Findings problematize current U.S.-constructed understandings of race during study abroad. Particularly, they revealed practical manifestations of Stuart Hall’s theoretical discussions of race as a “floating signifier” with differing etic and emic interpretations. Educators are challenged to dispose of the common yet mis-informed practice of advising students that they will no longer be considered “Black” while abroad but seen only as “American.” Instead, they are encouraged to develop course and country-specific plans that will help American students be prepared for varied, locally negotiated, definitions of race in different study abroad destinations.","abstract_html":"This research investigates the lived experiences of African American women in international educational contexts juxtaposed against the commonly understood journey of American students moving toward intercultural competence (IC). Based on narrative cases, I bring an evaluation of the African American woman’s study abroad experience, which presents Black subjects, paradoxically, not with an unimpeded travel experience, rather, one that is wrought by vectors of racialization in different societies. I explore their critical incidents and inquire across five dimensions: “finance, family, faculty, fear and awareness, (Washington, 1998), revealing how they overcame these barriers to accomplish intercultural competence while studying abroad. Narrative data were collected through interviews with African American women who studied in North Africa, East Asia, and Western Europe, revealing their adaptation to new societies, language acquisition, and their development of the skills, attitudes and knowledge to achieve their goals. Further exploration involved a twinning of the themes shared between the interviewees’ stories and the critical analysis of auto-ethnographic study abroad experiences. These expose the necessity of understanding local socio-historical definitions of race in order to better prepare and assist students in their study abroad endeavors. Themes grounded in the data include: • Mistaken identity/nationality • Emic (local) definitions of race • Not being viewed as American • Identification with local minorities • Racism & colorism • Intersectionality of gender and race • Invisibility/objectification • Faculty dismissal of race as an issue Findings problematize current U.S.-constructed understandings of race during study abroad. Particularly, they revealed practical manifestations of Stuart Hall’s theoretical discussions of race as a “floating signifier” with differing etic and emic interpretations. Educators are challenged to dispose of the common yet mis-informed practice of advising students that they will no longer be considered “Black” while abroad but seen only as “American.” Instead, they are encouraged to develop course and country-specific plans that will help American students be prepared for varied, locally negotiated, definitions of race in different study abroad destinations.","abstract_has_math":false,"creators":["Armstead, Dinah Gladys"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educational Policy Studies","degree_department":null,"school":null,"contributors":["McCarthy, Cameron R","Accad, Evelyne","Haas Dyson, Anne","Trent, William T"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-03-05T21:47:30Z","date_published":"2021-03-05T21:47:30Z","updated_at":"2026-07-22T22:24:50Z","subjects":["Study Abroad","African American","International","Race","Black","Women","Intercultural competence","Etic and Emic","Globalization"],"languages":["en"],"rights":["Copyright 2020 Dinah Armstead"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/109627","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["McCarthy, Cameron R","Accad, Evelyne","Haas Dyson, Anne","Trent, William T"]},{"key":"dc:creator","label":"Author","values":["Armstead, Dinah Gladys"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2021-03-05T21:47:30Z","2023-03-05T21:47:41Z","2020-12-04","2020-12"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Study Abroad","African American","International","Race","Black","Women","Intercultural competence","Etic and Emic","Globalization"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2020 Dinah Armstead"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/109627"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This research investigates the lived experiences of African American women in international educational contexts juxtaposed against the commonly understood journey of American students moving toward intercultural competence (IC). Based on narrative cases, I bring an evaluation of the African American woman’s study abroad experience, which presents Black subjects, paradoxically, not with an unimpeded travel experience, rather, one that is wrought by vectors of racialization in different societies. I explore their critical incidents and inquire across five dimensions: “finance, family, faculty, fear and awareness, (Washington, 1998), revealing how they overcame these barriers to accomplish intercultural competence while studying abroad. Narrative data were collected through interviews with African American women who studied in North Africa, East Asia, and Western Europe, revealing their adaptation to new societies, language acquisition, and their development of the skills, attitudes and knowledge to achieve their goals. Further exploration involved a twinning of the themes shared between the interviewees’ stories and the critical analysis of auto-ethnographic study abroad experiences. These expose the necessity of understanding local socio-historical definitions of race in order to better prepare and assist students in their study abroad endeavors. Themes grounded in the data include: • Mistaken identity/nationality • Emic (local) definitions of race • Not being viewed as American • Identification with local minorities • Racism & colorism • Intersectionality of gender and race • Invisibility/objectification • Faculty dismissal of race as an issue Findings problematize current U.S.-constructed understandings of race during study abroad. Particularly, they revealed practical manifestations of Stuart Hall’s theoretical discussions of race as a “floating signifier” with differing etic and emic interpretations. Educators are challenged to dispose of the common yet mis-informed practice of advising students that they will no longer be considered “Black” while abroad but seen only as “American.” Instead, they are encouraged to develop course and country-specific plans that will help American students be prepared for varied, locally negotiated, definitions of race in different study abroad destinations.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2022-12-01","The student, Dinah Armstead, accepted the attached license on 2020-12-02 at 20:51.","The student, Dinah Armstead, submitted this Dissertation for approval on 2020-12-02 at 21:28.","This Dissertation was approved for publication on 2020-12-04 at 13:46.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16049 on 2021-03-04 at 16:33:25","Made available in DSpace on 2021-03-05T21:47:30Z (GMT). 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These expose the necessity of understanding local socio-historical definitions of race in order to better prepare and assist students in their study abroad endeavors. Themes grounded in the data include: • Mistaken identity/nationality • Emic (local) definitions of race • Not being viewed as American • Identification with local minorities • Racism & colorism • Intersectionality of gender and race • Invisibility/objectification • Faculty dismissal of race as an issue Findings problematize current U.S.-constructed understandings of race during study abroad. Particularly, they revealed practical manifestations of Stuart Hall’s theoretical discussions of race as a “floating signifier” with differing etic and emic interpretations. Educators are challenged to dispose of the common yet mis-informed practice of advising students that they will no longer be considered “Black” while abroad but seen only as “American.” Instead, they are encouraged to develop course and country-specific plans that will help American students be prepared for varied, locally negotiated, definitions of race in different study abroad destinations.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2022-12-01","The student, Dinah Armstead, accepted the attached license on 2020-12-02 at 20:51.","The student, Dinah Armstead, submitted this Dissertation for approval on 2020-12-02 at 21:28.","This Dissertation was approved for publication on 2020-12-04 at 13:46.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16049 on 2021-03-04 at 16:33:25","Made available in DSpace on 2021-03-05T21:47:30Z (GMT). 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