The Impact of the Gilman Scholarship on Underrepresented Students Studying Abroad: A Qualitative Exploration of Psychosocial Outcomes
Open Access
Author:
Garner, Ana Esther
Graduate Program:
Educational Theory and Policy
Degree:
Master of Arts
Document Type:
Master Thesis
Date of Defense:
April 02, 2018
Committee Members:
David Post, Thesis Advisor/Co-Advisor Mindy L Kornhaber, Committee Member
Keywords:
Study abroad underrepresented students psychosocial outcomes
Abstract:
This qualitative research explores the long-term influence of study abroad on Gilman recipients’ lived experience. The Gilman Scholarship Program is the only program sponsored by the U.S. government which recruits historically underrepresented groups in education abroad. Based on the International Education of Students (IES) longitudinal study and prior literature, the conceptual framework was built around four types of psychosocial outcomes: personal development, intercultural development, cognitive development, and professional development. The data were collected from 10 individual interviews and a document analysis on the Gilman Programs Evaluation Report. The findings show that all four types of psychosocial outcomes have a long-term influence on recipients. Also, all four types of development are connected and are influenced by one another. This study highlights how intercultural, cognitive, and professional development impacts recipients’ personal development. This study reinforces not only how study abroad support development, but also strengthens the idea of how underrepresented students’ participation in education abroad is a catalyst in gaining more representation to increase future participation in study abroad.
