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Abstract
What impact do short-term, faculty-led study abroad programs have on student learning? And are such programs more impactful than a standard face-to-face course? University administrators and faculty have long touted study abroad programs’ ability to challenge stereotypes and promote cross-cultural understanding among students. However, little research exists to corroborate these claims, leading skeptics to argue that study abroad programs provide a fun experience for students, but not much actual academic value. This article weighs in on this debate by analyzing the impact of a two-and-a-half week study abroad program to Jordan and Israel during summer 2017 and summer 2018. It does so by assessing quantitative and qualitative data gathered from pre- and post-program surveys for 51 undergraduate program participants. In addition, it compares these data to similar data collected from students who completed an in-class section of Middle Eastern Politics to determine whether study abroad has any greater impact on student perceptions of the region than a standard university course. The results suggest that studying abroad in the Middle East does indeed impact student perceptions and stereotypes of the region and that, on most measures, this effect is greater than that observed among students in the face-to-face course.
Appendix A. Participant Survey for Study Abroad Program and Seated Course
Middle Eastern Studies Post-Course Survey
Instructions: This survey measures perceptions of the Middle East. Please answer each question in the space provided. You should answer all questions as honestly as possible. Please upload the completed survey in the appropriate link under the Assignments tab on the course Blackboard page.
Section I—Quantitative Responses: On a scale from 0 (Completely Disagree) to 10 (Completely Agree), to what extent do you agree with the following statements? Please write your answer in the space provided before each statement.
1. ____ People who live in the Middle East are no different from me.
2. ____ People who live in the Middle East have the same problems and concerns as I do.
3. ____ Religion plays a major role in the lives of people who live in the Middle East.
4. ____ People who live in the Middle East have different views on gender than I do.
5. ____ I would feel comfortable living in the Middle East.
6. ____ If I traveled to the Middle East, I would have concerns about my safety and security.
7. ____ The culture in the Middle East is different from my culture back at home.
8. ____ The Middle East is very different from the United States.
9. ____ I am safer in the United States than I would be if I traveled to the Middle East.
10. ____ The Middle East is a modern society.
11. ____ Religion is more important in the Middle East than it is in the United States.
12. ____ Middle Eastern society respects women.
13. ____ People who live in the Middle East would be suspicious of me if I visited the region.
14. ____ Religion is an important part of my life.
15. ____ There are cultural tensions between the Middle East and the United States.
16. ____ The Middle East is a diverse place.
17. ____ Middle Eastern society respects all religions.
18. ____ The hijab (head covering for women) represents the oppression of women.
19. ____ *I was surprised by what I learned and experienced in this course.
20. ____ *My perceptions of the Middle East have changed based on my experience in this course.
Section II—Qualitative Responses: In the space provided, please respond to the following questions.
1. What three words would you use to describe the Middle East?
2. What do you think is the biggest similarity between the United States and the Middle East?
3. What do you think is the biggest difference between the United States and the Middle East?
4. What do you think is the biggest problem facing the Middle East?
5. Do you think religion is more or less important in the Middle East than it is in the United States? Explain.
6. What is the biggest question you have about the Middle East?
7. What should be the United States’ main interest in the Middle East?
8. How would you describe the Middle East to friends and family?
9. Describe your perspective on what the hijab (head covering for women) represents.
10. What was the most surprising thing that you learned or experienced in this course?
11. How do you think you would be received by the people who live in the Middle East if you were to travel to the region?
12. What would be your biggest concern if traveling to the Middle East?
13. *Based on your experience in this course, what is your perception of the status of women in the Middle East?
14. *How would you describe your experience in this course?
15. *How have your perceptions of the Middle East changed based on your experience in this course?
16. *What is the one thought or idea about the Middle East that was affected the most by your experience in this course?
*This question only appeared in the post-course survey administered to participants.
Appendix B. Descriptors of the Middle East mentioned in Students Surveys
Below is the coding scheme for every word that students mentioned in the pre- and post-surveys when asked to describe the Middle East in three words. The frequency for each descriptor over all surveys is provided in parentheses.
Appendix C. Average Change in Quantitative Scores among All Male and All Female Participants
Appendix D. Comparison of Mean Pre-Course Scores among Study Abroad and Face-to-Face Students
Acknowledgements
The authors would like to thank Marijke Breuning, Michael Beckstrand, Matthew Charles Wilson, Eric Tenbus, Charlie Ambrose, and Baris Kesgin for their comments on previous drafts of this article. The authors bear full responsibility for any errors.
Notes
1 NAFSA: Association of International Educators, “Trends in U.S. Study Abroad,” https://www.nafsa.org/Policy_and_Advocacy/Policy_Resources/Policy_Trends_and_Data/Trends_in_U_S__Study_Abroad/ (accessed 6 August 2018).
2 Brooking Institute, “American attitudes toward the Middle East and Israel,” 4 December 2015, https://www.brookings.edu/research/american-attitudes-toward-the-middle-east-and-israel/ (accessed 2 November 2017).
3 Pew Research Center, “Muslims and Islam: key findings in the U.S. and around the world,” 9 August 2017, http://www.pewresearch.org/fact-tank/2017/08/09/muslims-and-islam-key-findings-in-the-u-s-and-around-the-world/ (accessed 9 November 2017).
4 Pew Research Center, “Key findings on how Americans view the U.S. role in the world,” 5 May 2016, http://www.pewresearch.org/fact-tank/2016/05/05/key-findings-on-how-americans-view-the-u-s-role-in-the-world/ (accessed 9 November 2017).
5 Pew Research Center, “How many people of different faiths do you know?” 17 July 2014, http://www.pewresearch.org/fact-tank/2014/07/17/how-many-people-of-different-faiths-do-you-know/ (accessed 29 July 2018).
6 Pew Research Center, “Public remains conflicted over Islam,” 24 August 2010, http://www.pewforum.org/2010/08/24/public-remains-conflicted-over-islam/ (accessed 29 July 2018).
7 The University of Central Missouri Institutional Review Board approved this project (Protocol 791).
8 Participants identified the following disciplines when asked to report their majors: Political Science (7 students), Criminal Justice (7), International Studies (7), Education (4), History (4), Anthropology (4), Finance/Management (3), Spanish (2), Professional Pilot (2), Philosophy (1), Social Work (1), Child and Family Development (1), Biology (1), English (1), and Nursing (1), Speech Pathology (1), International Business (1), Sociology (1), Dietetics (1), and Undecided (1).
9 Two students did not answer this question in their post-course surveys.
10 When comparing the pre-course surveys, the difference in mean responses to “Middle Eastern society respects all religions” and “Middle Eastern society respects women” were statistically significant at the .05 level.