Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2010 Student perspectives on study abroad: the case of Louisiana State University's summer internships in the French Alps Terri Lee Schroth Louisiana State University and Agricultural and Mechanical College Follow this and additional works at: https://digitalcommons.edu/gradschool_dissertations Part of the French and Francophone Language and Literature Commons Recommended Citation Schroth, Terri Lee, "Student perspectives on study abroad: the case of Louisiana State University's summer internships in the French Alps" (2010). LSU Doctoral Dissertations.edu/gradschool_dissertations/1375 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please contactgradetd@lsu.
STUDENT PERSPECTIVES ON STUDY ABROAD: THE CASE OF LOUISIANA STATE UNIVERSITY’S SUMMER INTERNSHIPS IN THE FRENCH ALPS A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of French Studies by Terri Lee Schroth B., Arizona State University, 2002 Ed., Louisiana State University, 2007 May 2010 ©Copyright 2010 Terri Lee Schroth All rights reserved ii ACKNOWLEDGEMENTS I wish to give my sincere thanks to the members of my doctoral dissertation committee. Thank you all for your support and mentorship during my years at LSU. A huge amount of gratitude must be given to my major professor and dissertation Co-Chair, Dr. Denise Egéa- Kuehne.
You have been a mentor to me in every sense of the word and have consistently supported me ever since my first days at LSU. You encouraged me to pursue my interdisciplinary interests in research and you reinforced my passion for teaching. Your commitment to education is heartwarming and an inspiration. You have been there for me through every turn, and for that, my sincere thanks.
Jack Yeager, my dissertation Co- Chair, I offer my respect for your personal integrity and for your passion for Francophone literature. Thank you for your commitment to my success. I also wish to thank Dr. Margaret Parker and Dr.
Alexandre Leupin, for their continued support of my doctoral studies. Whenever I have reached out to either one of you, you have offered me wonderful advice and encouragement. Parker, you and I met several years ago when I was envisioning this study; you were incredibly gracious and enthusiastic. Leupin, in addition to always making me smile, your love of literature and brilliant work have always been admirable.
I would also like to thank the members of LSU’s Department of French Studies and their support of my goals. Granting me permission to study the “LSU in the French Alps” program in such an interdisciplinary manner was very generous and is greatly appreciated. A special thank you goes to the participants of this study. Thank you for spending many hours filling out questionnaires, doing interviews and for letting me follow you around on many occasions.
You put forth your best effort to help me and provide me with information about your experiences abroad. I also thank the multiple residents of the Ubaye Valley who welcomed me into their iii homes and helped me understand more about the history of their beloved Ubaye. I wish to extend much gratitude to Mrs. Seola Arnaud-Edwards.
Seola, I sit in awe of all the research you have done on your family’s history. From the moment I met you, you have been so very gracious and positive about my project. You and your husband Dick have supported and encouraged me on so many occasions. Without the two of you, this project would not have been completed.
I also send a special thank you to my friends and colleagues who have helped me through many moves across the country and many years of graduate school. Logan Connors, Dr. Steven Wallace, Dr. Byrant Smith, Dr.
Heather Olson-Beal, Dr. Sarah Mosher, Dr. Melissa Bailar, Dr. Marianne Bessy, Dr.
Carole Salmon, Addie Olsen-Andrews, Lynsay Fontenot, Todd Jacobs, Sandra Cowan and so many others—I will never forget how much all of you have helped me through this process. I have made so many lifelong friends along this journey and each of you has a special place in my heart. Finally, the most heartfelt thank you must go to my parents, Robert and Sharon Schroth. You have never once waivered in your support of my academic, professional and personal goals.
You have been constant sources of love, support and strength. I know it was not always easy watching your only child move by herself to different regions of the United States or fly away to far away lands, but you kept encouraging me and it means more to me than you will ever know. Especially to my mom: you have had high expectations of me from the very beginning and you instilled in me a quality work ethic, sense of humor and kindness. You are and always will be my best friend.
iv TABLE OF CONTENTS ACKNOWLEDGEMENTS. iii LIST OF TABLES. viii LIST OF FIGURES. 1 The Current State of Study Abroad in the United States.
1 Trends toward Short-term Programs. 4 Emergent Programs Abroad. 7 Historical Ties of Ubaye-Mexico-Louisiana. 8 The Location of the Village of Barcelonnette and the Ubaye Valley of France.
9 Stories of Emigration from the Ubaye Valley. 13 Emergent Stories of Immigration: The Louisiana Connection. 20 Development of the “LSU in the French Alps” Program. 27 A Study on the “LSU in the French Alps” Abroad Program.
32 Potential Audience and the Organization of Chapters. 35 CHAPTER 2: THE REVIEW OF LITERATURE. 38 Recent Initiatives and Trends in Study Abroad. 38 Emerging Study Abroad Research Centers and Publications.
45 Study Abroad “Training”. 57 Issues of Program Duration. 60 The Effects of Study Abroad: In Search of Student Perspectives. 65 Research Implications of the “LSU in the French Alps” Program.
70 CHAPTER 3: RESEARCH METHODOLOGY. 73 An Introduction to the Research Methodology. 73 Qualitative Research Methodology. 76 Rationale for the Case Study Approach.
76 Aspects of Ethnography. 80 Challenges to Case Study Research. 82 Development of the Prospective Questions. 84 Choice of Site.
87 Procedures for Student Participation. 93 Role of the Researcher. 94 Methods of Data Collection. 111 Documents and Other Artifacts.
114 Writing the Report. 119 Criteria of Soundness. 126 Participants’ Perspectives: Pre-departure Orientation. 127 Participants’ Perspectives: Experiences in France.
136 Perceived Language Acquisition. 140 Perceived Cultural Acquisition. 146 Perceived Academic and Professional Development. 148 General Reactions to Returning Home.
149 Participants’ Perspectives: Re-entry to the United States. 152 Reverse Culture Shock. 153 Re-entry Challenges. 155 Perceived Effects on Participants’ Lives.
158 Participants’ Suggestions for the Re-entry Phase. 160 Participants’ Reflections and Overall Reactions. 161 A Look Back at Pre-departure Orientation. 166 Participants’ Perspectives: Reflective Papers.
176 Participants’ Perspectives: The Final Video Project. 180 Participants’ Perspectives: The Post-Study Phase. 182 Perceived Influence on Cultural Acquisition. 183 Perceived Influence on Personal Development.
185 Perceived Influence on Linguistic Development. 186 Summary of the Perceived Effects of Study Abroad. 188 Unexpected Follow-ups with the Participants. 195 Recent Perspectives on the “LSU in the French Alps” program.
202 CHAPTER 5: RESEARCH IMPLICATIONS AND CONCLUSION. 206 Participants’ Perspectives on Pre-departure Orientation. 206 Participants’ Motivation and Goals. 208 vi Culture Shock.
211 Emerging Aspects of the Experiential Learning Theory. 218 The Effects of Study Abroad. 224 The Limitations of This Study. 226 Emergent Topics in Study Abroad Programs—Implications for Future Research.
228 The Future of Study Abroad: Concluding Remarks. 237 APPENDIX A: INFORMED CONSENT FORM. 253 APPENDIX B: INTERVIEW PROTOCOLS. 262 APPENDIX D : THE COLLOQUIUM OF 2006.
282 vii LIST OF TABLES Table 1.1 Upward Trend of U. Students Studying Abroad, 1985-2005 .2 The Duration of Study Abroad Percent Change .3 Declining Population of the Ubaye Valley, 1713-2006 .1 Fields of Study of U.2 Participants’ Reported Development as a Result of Study Abroad .3 Participants’ Reported Development as a Result of Study Abroad (Continued) .1 Summary of Data Collection Procedures in Each Phase of the Program. 103 viii LIST OF FIGURES Figure 1.1 Map of the Ubaye Valley of France………………………………………………….2 Map of France with Overlay of the Provence-Alps-Côte d’Azur Region .3 Map of the Departments and Regions of France .4 Map of Mexico (State of Veracruz Highlighted) .5 Map of the State of Veracruz, Mexico .6 Map of Mexico Highlighting the State of Mexico .7 Map of the State of Mexico .8 United States Map Highlighting Arnaudville, Louisiana .9 Map of Gulf Coast Highlighting Arnaudville, Louisiana .10 Map of Louisiana Highlighting St.1 American Students Abroad—Fields of Study Percentage Point Change 1993/1994- 2001/2002 .2 American Students Abroad—Field of Study (Continued) Percentage Point Change 1993/1994-2001/2002 .3 Kolb’s Experiential Learning Cycle .4 The Experiential Learning Cycle.1 Line Graph of Participants’ Perceived Degree of Effect .2 Individual Pie Chart of Perceived Effect (Catherine).3 Individual Pie Chart of Perceived Effect (Dorothy) .4 Individual Pie Chart of Perceived Effect (Eric) .5 Individual Pie Chart of Perceived Effect (Miranda).194 ix ABSTRACT While many studies have been conducted on study abroad programs, few have sought to examine the inner workings of a short-term, non-traditional (non-classroom based) program, particularly from the participants’ point-of-view. This in-depth case study explores a short-term (4-week) cultural and linguistic internship program, “LSU in the French Alps,” as well as the perspectives of four program participants.
This research was conducted during four phases of the study abroad experience: the pre-departure orientation (4 days on LSU’s main campus), the in-country stay (4 weeks in the French Alps), re-entry into the United States (first 10 days upon return), and post study (6 months after re-entry). Extensive participant observation was essential to gaining an “emic,” or “insider,” view of the program, its surroundings and its participants. Data sources included individual interviews with participants, numerous questionnaires about their experiences, participants’ reflective papers and their final video project. The fieldwork conducted in this study uncovered details about the immigration history among the Ubaye Valley, parts of Mexico, and southern Louisiana.
The development of this program abroad and its founding principles and goals were also unearthed. Findings revealed that the lack of structure and organization of the pre-departure orientation left the participants anxious and unprepared for the program’s internships. The participants suggested ways to improve the pre-departure orientation and the program in general. They experienced minimal culture shock in France.
However, some stress within the group was reported, as the participants grew frustrated with the constant interaction with one another. They perceived numerous benefits and positive effects from studying abroad, including in all areas of development which were investigated in the study (academic, personal, career, cultural and x linguistic). Every participant believed the most substantial growth occurred in his or her cultural acquisition, followed by personal development. They also revealed what and how they learned from their experiences during the program’s internships and their outside-the-classroom contacts with host nationals and the French culture.
The results have opened up new possibilities for inquiry into non-traditional programs and their connections to experiential learning. xi CHAPTER 1: INTRODUCTION The Current State of Study Abroad in the United States The discussion of study abroad 1 programs, international programs abroad and international education in general has become more prevalent in the field of educational research. In the past decade, numerous study abroad organizations and research groups have been established or have expanded; in the meantime, the U. government has taken an active role in promoting study abroad opportunities to students in this country.
In fact, in 2004, the U.