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This edited volume brings together the perspectives of a diverse group of international scholars to explore the intersections of study abroad and social mobility. In doing so, it challenges universalist assumptions and power imbalances implicit in study abroad across the Global North and South, and explores the implications of COVID-19 for equity within study abroad programs, policy, and practice going forward.
Offering empirical, theoretical, and conceptual contributions, Critical Perspectives on Equity and Social Mobility in Study Abroad foregrounds critical reflection on the stratification of access to study abroad and examines the varied outcomes of international study in relation to graduates' entry into domestic and international labor markets. Focusing on the experiences and outcomes of students from varied backgrounds, chapters identify a number of power imbalances relating to student race, ethnicity, religion, local and international policies and politics, and put forward valuable recommendations to ensure greater equity within the field.
Against the backdrop of growing criticism over the power imbalances in international exchange, this text will benefit researchers, academics, and educators with an interest in higher education, international and comparative education, and multicultural education. Those interested in educational policy and the sociology of education more broadly will also benefit from this book.
List of contents
- Introduction: Study Abroad and Social Mobility: Access and Labor Market Inequality in a Post-COVID-19 World
Chris R. Glass and Peggy Gesing
PART 1: Access to Study Abroad within and across Countries
- Power Imbalances: Inequality in International Exchange in the UK and Thailand Jayme Scally, Abigail Parrish, and Piyachat Dhephasadin Na Ayudhya
- Mobility of Muslim Students Seeking Higher Education: A Dream Fraught with Challenges
Enakshi Sengupta, Fahrettin Sumer, and Andrew Ssemwanga
- Increasing Access to Student Mobility: Sustainable Study Abroad Programs at Rural Community Colleges
Michelle R. Lieberman, Dean Roughton, and Mitchell R. Williams PART 2: Study Abroad and Labor Market Inequality
- Employer Perceptions of Study Abroad: Subverting or Supporting Labor Market Inequality?
Peter G. Ghazarian
- Global Policy Impacts on Career Outcomes: An International Student Mobility Case Study
Peggy Gesing, Natalie Cruz, and Jason Lynch
- What Does it Take to Find a Job Today? International Chinese Doctoral Student Perspectives on Domestic and International Employment
Xin Zhao and Michael Kung
- The Effects of Studying Abroad on Graduate Careers: The Case of Graduates from a Japanese University
Maki Kato PART 3: Expanding Opportunity in Study Abroad
- The Linguistics of English Colonialism in Study Abroad: Translating the Study Abroad Experience for Language Minority Students
Z. W. Taylor and Daniel Becton
- The Study Abroad Diamond: Examining the Facets of Supporting Student Mobility Erik Jon Byker, S. Mike Putman, and Adriana L. Medina
- Alternatives to Study Abroad: Internationalization at Home as a Key Strategy to Providing Opportunities for Cultural and International Exposure
Weronika A. Kusek
About the author
Chris R. Glass is Professor of Practice in Educational Leadership and Higher Education, Boston College, USA
Peggy Gesing is Assistant Professor of Medical and Health Professions Education (MHPE) Programs, Eastern Virginia Medical School, USA
Summary
This edited volume brings together the perspectives of a diverse group of international scholars to explore the intersections of study abroad and social mobility. In doing so, it challenges universalist assumptions and power imbalances implicit in study abroad across the Global North and South, and explores the implications of COVID-19 for equity within study abroad programs, policy, and practice going forward.
Offering empirical, theoretical, and conceptual contributions, Critical Perspectives on Equity and Social Mobility in Study Abroad foregrounds critical reflection on the stratification of access to study abroad and examines the varied outcomes of international study in relation to graduates’ entry into domestic and international labor markets. Focusing on the experiences and outcomes of students from varied backgrounds, chapters identify a number of power imbalances relating to student race, ethnicity, religion, local and international policies and politics, and put forward valuable recommendations to ensure greater equity within the field.
Against the backdrop of growing criticism over the power imbalances in international exchange, this text will benefit researchers, academics, and educators with an interest in higher education, international and comparative education, and multicultural education. Those interested in educational policy and the sociology of education more broadly will also benefit from this book.
