Open AccessThe “Authentic” Me
Author(s) -
Maureen VandermaasPeeler,
Olivia Jones Choplin,
Kirsten Doehler,
Amanda Sturgill,
Nimaste,
Matthew Buckmaster
Publication year - 2021
Publication title -
teaching and learning inquiry
Language(s) - English
Resource type - Journals
eISSN - 2167-4787
pISSN - 2167-4779
DOI - 10.20343/teachlearninqu.9.2.11
Subject(s) - context (archaeology) , sociocultural evolution , identity (music) , salient , construct (python library) , qualitative research , focus group , sociocultural perspective , psychology , intervention (counseling) , social psychology , sociology , public relations , pedagogy , political science , social science , physics , psychiatry , anthropology , acoustics , computer science , law , programming language , paleontology , biology
In this qualitative study, 26 university students reflected on their experiences in domestic or international study away programs. Utilizing a sociocultural developmental framework, we examined perceived changes in identity in relation to salient aspects of the sociocultural context and social interactions during and after study away. Students reported developing an enhanced understanding of who they really are. Their experiences navigating new environments served as a catalyst for personal growth, and, for some, participating in study away ignited new professional pathways and plans. Encountering different perspectives on policies and issues facing the United States (US) afforded opportunities to co-construct new understandings of national identities. Reentry posed particular challenges in communicating with family and friends, and some found it hard to communicate unique personal experiences within an institutional context in which the majority of students study away. The process of reflecting on questions related to identity and reentry in the focus groups was reportedly a unique and valuable intervention. The findings support the need for enhanced opportunities for guided reflection experiences before, during, and after study away.