One Year Later: The Influence of Short-Term Study Abroad Experiences on Students

Using transformational learning as a framework and a case study approach, this study explored how students make meaning of their experiences 1 year after a weeklong study abroad experience and examined how they integrate their study abroad experience into their lives. The findings include that students who had engaged in subsequent learning opportunities continued to find meaning in their study abroad experience. The experience had faded into a distant memory for students who did not integrate the experience into their lives in some way

One Year Later: The Influence of Short-Term Study Abroad Experiences on Students

Using transformational learning as a framework and a case study approach, this study explored how students make meaning of their experiences 1 year after a weeklong study abroad experience and examined how they integrate their study abroad experience into their lives. The findings include that students who had engaged in subsequent learning opportunities continued to find meaning in their study abroad experience. The experience had faded into a distant memory for students who did not integrate the experience into their lives in some way

One Year Later: The Influence of Short-Term Study Abroad Experiences on Students

Using transformational learning as a framework and a case study approach, this study explored how students make meaning of their experiences 1 year after a weeklong study abroad experience and examined how they integrate their study abroad experience into their lives. The findings include that students who had engaged in subsequent learning opportunities continued to find meaning in their study abroad experience. The experience had faded into a distant memory for students who did not integrate the experience into their lives in some way

Contextual Influences on Parental Involvement in College Going: Variations by Socioeconomic Class

College enrollment rates vary systematically based on income and socioeconomic status (SES), with lower enrollment rates for lower-income students and students with lower SES than for their higher-income and SES peers (Cabrera & La Nasa, 2001). Although college enrollment rates increased for all groups over the past three decades, the gap in these rates between students from low-income families and those from high-income families was the same size in 1997 as in 1970 (32 percentage points; Fitzgerald & Delaney, 2002). Using data from the National Educational Longitudinal Study (NELS), Cabrera and La Nasa (2001) found that, after controlling for relevant variables, college application rates were 26 percentage points lower for students with low socioeconomic status than for those with high socioeconomic status. These differential application and enrollment rates are especially disconcerting at a time when there are widening gaps in income and health insurance benefits between high school and college graduates (Baum & Ma, 2007)

College Knowledge of 9th and 11th Grade Students: Variation by School and State Context

While college enrollment rates have increased over the last 40 years, gaps still exist across groups. College enrollment rates are lower for high school graduates whose parents have not attended college, those with low-incomes, as well as Black and Latino/a students than for other high school graduates (Baum & Ma, 2007; Ellwood & Kane, 2000; NCES, 2007; Thomas & Perna, 2004). Widening gaps in income and health insurance coverage between high school and college graduates (Baum & Ma, 2007) suggest the economic and social imperative of working to increase college-going rates among these underrepresented groups

The Meaning Students Make as Participants in Short-Term Immersion Programs

The purpose of this article is to present the results of a multi-site case study designed to investigate students’ experiences as participants in four week-long immersion programs (New York City, Peru, the Czech Republic, Chicago). Results highlight the significance of the context of the trips and specific characteristics of the trip (e.g., getting out of the bubble, boundary crossing, and personalizing), which served as the springboard for learning and meaning making. In particular, meaning making focused on developing new understandings of social issues, privilege, and stereotypes, reframing experiences upon participants’ return, and shifting sense of purpose and career planning