LiBRAR Y Michigan State University «NEST. o; «Lulu; Willi lllll will Willi" L 00 This is to certify that the thesis entitled A STUDY OF THE IMPACT OF THE CROSS-CULTURAL EDUCATION PROGRAM, THE WINTER TERM ABROAD, ON THE ALUMNAE OF LAKE ERIE COLLEGE FOR WOMEN FROM .1953 THROUGH 1978 presented by James Forney Pelowski has been accepted towards fulfillment of the requirements for Ph-D- Aggreem Administration and Higher Education Major professor Date/y [144/4 / ¢7¢ y / 0-7 639 OVERDUE FINES ARE 25¢ PER DAY PER ITEM Return to book drop to remove this checkout from your record. ; 5,7 z 535 I ; #8 @3930 : 'JUil Mimi © 1979 JAMES FORNEY PELOWSKI ALLRIGHTS RESERVED A STUDY OF THE IMPACT OF THE CROSS-CULTURAL EDUCATION PROGRAM, THE WINTER TERM ABROAD, ON THE ALUMNAE OF LAKE ERIE COLLEGE FOR WOMEN FROM 1953 THROUGH 1978 By James Forney Pelowski A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration and Higher Education 1979 ABSTRACT A STUDY OF THE IMPACT OF THE CROSS-CULTURAL EDUCATION PROGRAM, THE WINTER TERM ABROAD, ON THE ALUMNAE OF LAKE ERIE COLLEGE FOR WOMEN FROM 1953 THROUGH 1978 By James Forney Pelowski Since l953, Lake Erie College has required all of its students to spend one term abroad in its established centers in France, Spain, Germany, Italy, Denmark, The Netherlands, or England. Most students participate in the Winter Term Abroad program during the junior year from January through mid-March. Having sent approximately 2500 students to Europe from l953-1978, the College faculty and administration believe that the sojourn is an important requirement for graduation. The intent of this exploratory study is to ascertain the impact of the sojourn on former alumnae participants. A sample of alumnae was drawn from the total population of graduates from the classes 1954-1978. The subjects were sent an extensive questionnaire. Because all students are required to participate in the term abroad, there was no control group of alumnae who did not participate included in the study. Four independent variables were identified as having a potential James Forney Pelowski influence on the effect of the sojourn as stated by the respondents: (l) type of center attended, English speaking centers or second language centers; (2) length of stay at Lake Erie College, transfer students or four-year students; (3) academic major, foreign language majors or other academic disci- plines; and (4) the General Studies program, alumnae who went through this four-year core curriculum and those who did not. In general, all alumnae assign very high personal value to the sojourn experience. They feel that the term abroad was an integral part of their education and cite personal and social growth as outcomes more often than academic or intellectual out— comes. The variable which seems to play a significant role in the sojourn is the quality of the host-national family relationship with the student. In this study there is a positive correlation between the degree of comfort in the host family and the alumna's assigned value of the sojourn experience. Although more extensive research is called for, there appears to be a correlation between the type of independent study project and the overall impact of the sojourn. All participants conduct independent study projects while on the sojourn. It seems that those projects which necessitate interaction with host na- tionals for their completion are likely to have resulted in more positive feelings on the part of the alumna toward the sojourn experience. Greater cognitive and affective learning may result from the conduct of the independent study project if there is James Forney Pelowski a built-in component in the project which requires the student to use the environment and/or human resources in the WTA center as well as library or museum research. Based on the independent variables, alumnae who went to a second language center. alumnae who went through the General Studies program, or alumnae who were transfer students placed slightly higher value on the sojourn than did those who went to English speaking centers. whose who did not have general studies, or those who were four-year students. (The independent variable of academic major was not used in the analysis because of the low number of subjects in the study who majored in a foreign language.) The overall results of the study have brought to the fore the significance of the Winter Term Abroad program for former participants. The overall design of the Winter Term Abroad. as an integral part of the Lake Erie College curriculum, beginning with the student's orientation, her term spent abroad, and the reorientation, has provided skills they might not have developed without the sojourn experience. The term abroad has made a differ- ence in the lives of Lake Erie's alumnae and continues to be an experience from which alumnae find both cognitive knowledge and personal resources in their lives. The sojourn is not something that happened last year nor twenty-five years ago: it is con- tinually recreated as a singular event from which further meaning is found as life experiences evolve. DEDICATION This study is dedicated to the founder of the Winter Term Abroad, Dr. Paul S. Weaver, President of Lake Erie College from l952-l976. Through his creativity, leadership, and nurture, the Winter Term Abroad program has seen almost 2500 alumnae live and study in a culture not their own. Begun in l953, this cross- cultural education program continues to be a requirement for graduation for all students at Lake Erie College. To have had a moment with Paul Weaver was to have felt his intense love of teaching and learning. I am personally indebted to this humane and high-principled educator, whose teaching touched the lives of countless people. As a former colleague of his, and as his last student in both the formal and infbrmal sense, I dedicate this dissertation to the memory of the late Paul S. Weaver. ii ACKNOWLEDGEMENTS In l973, Paul Weaver. then President of Lake Erie College, suggested that I do an analysis of the Winter Term Abroad as the focus of my dissertation. Not only is the inspiration for this research his, but the development of the Winter Term Abroad program is a result of his creativity, foresight, and deep interest in international education. At Lake Erie College, Mrs. Julia T. Bayer, provided much assistance with the initial research and continued to encourage me to complete the project. Her capable secretarial assistance and moral support were influential in my completing the disser- tation. Additional people at Lake Erie College, who in one way or another contributed to this study, are Marjorie Ainsworth, Registrar, whose knowledge of the history of Lake Erie and its students for the past fifty years was invaluable, James L. Norris. Vice-President who always knew how to facilitate a request. Dr. Susan V. Malcolm who helped with the development of the questionnaire, and many other faculty and staff members who gave me moral support as well as constructive criticism during the early stages of the research. Appreciation must be extended to the College, specifically to Charles E. P. Simmons, the current President, for the grant which was made available making this year's leave-of—absence possible. There are many people in the Lake County community who extended their friendship and support by keeping the letters arriving, opening their homes for our frequent visits back to Painesville, or providing us with needed resources. Ten years ago, when I started the Ph.D. program, I found enthusiastic support and assistance from Mr. and Mrs. Seabury Smith Gould IV. Unfortunately, my father-in-law did not live to share in my achievement; however, Mrs. Gould has continued to place a high value on education and has helped immeasurably in making this year possible. My wife, Barbara Gould Pelowski, and our daughter, Elizabeth, were constantly sensitive to the pressures of this year and seemed to have just the right suggestion when the computer was not cooperating, or the library research was bogging down, or the basement was flooding again, or the writing was becoming tedious and uninspired. It is because of them that there was more laughter and achievement than frustration. In addition, my mother, Alice M. Pelowski, flew to East Lansing from Omaha to type the first draft. Her expert ability to decipher my written copy is matched only by her typing skills and enthusiastic encouragement. At Michigan State University, Virginia Wiseman, in the College of Education, continued to be the source of the answers to most questions concerning the policies of the College or the University. The Scoring Office staff, the Computer laboratory iv personnel, the staff in the Office of Research Consultation in the College of Education, were exceedingly cooperative and efficient in assisting with requests. The Chair of my Committee, Dr. Richard Featherstone, has for ten years made the Ph.D. seem possible. His constant assis- tance, his wisdom, his being the humane, caring person he is, have sustained me throughout this last decade. All doctoral students should have a mentor of his quality. When my committee had to be reformulated, Drs. Floyd Parker and Melvin Buschman agreed to become members during the final year. Their willingness to help me is indicative of the way in which they work with all students. Finally, no doctoral candidate could have had a more sensitive, thoughtful, hard-nosed, reliable, dissertation director than I have had. Dr. Ruth Hill Useem will always be my friend, a respected individual who will continue to poke holes in my thinking, an educator of the first order who expects nothing less than perfection of herself and her students. More often than not Dr. Useem would comment about what a terrible day it was, nothing was happening in the way it should be (at least for her): for me, having that session with Ruth Useem not only lifted my spirits on that day, but provided the impetus and inspiration to persevere with the research for several more days. It is to Ruth Hill Useem that I am indebted because of her patient, skillful and wise counsel, as I progressed through the maze of the disserta- tion. And, frankly, she helped to make the whole process fun! V TABLE OF CONTENTS Page ACKNOWLEDGMENTS . . . . . . . . . . . . . . . iii LIST OF TABLES . . . . . . . . . . . . . . . . viii Chapter I. THE WINTER TERM ABROAD . . . . . . . . . . l 11. A REVIEW OF RELATED RESEARCH AND LITERATURE . . . l8 Why Do Exchange of Persons Program Exist? The Objectives . . . 23 The Impact of Living and Studying in a Culture Not of One' 5 Own: The Research . . . . . 27 III. THE DESIGN OF THE STUDY . . . . . . . . . . 47 The Research Questions . . . . . . . . . 51 The Questionnaire . . . . . . . . . . . 64 The Non-Respondents . . . . . . . . . . 65 Discussion . . . . . . . . . . . . . 76 The Sample . . . . . . . . . . . . . 77 The Sample Results . . . . . . . . . . . 78 IV. A DESCRIPTION OF THE ALUMNAE . . . . . . . . 81 A Description of the Alumnae - Demographic Characteristics . . . . . . . . . . . B4 Employment . . . . . . . . . . 88 Personal Characteristics . . . . . . . . . 90 V. IN RETROSPECT ONE FINDS MEANING . . . . . . . 99 The Objectives of the Winter Term Abroad . . . lO3 The Sojourn . . . . . . l22 Orientation of the Students . . . . . . . . l23 The Host- National Family. . . . . . . . . 125 Student Adjustment. . . . . . l32 The Host National Family Relationship . . . . l46 Independent Study Topics . . . . . . . . l63 vi Chapter Page Friendships . . . . . . . . . . . . . l67 Language Competency . . . . . . . . . . l69 The Academic Program . . . . . . . . 180 The Tour or Independent Travel . . . . . . . l84 The Departure . . . . . . l85 Re-adjustment and Re- orientation to Lake Erie College . . . . . . . . . . . . l87 Value of the Sojourn . . . . . . . . . . 207 Summary . . . . .. . . . . . . . . . 209 VI. THE WINTER TERM ABROAD IN PREPARATION FOR THE YEAR 2000 . . . . . . . . . 2l0 BIBLIOGRAPHY . . . . . . . . . . . . . . . . 219 APPENDICES . . . . . . . . . . . . . . . . . 230 vii Table 3.1 (Jib-#hh LIST OF TABLES Education Level of Alumnae Respondents and Non-respondent Respondents . Academic Areas of Concentration - Respondents and Non-respondents . . . . . Stated Reasons for Choosing Lake Erie College by Respondents and Non-respondent Respondents . Countries in Which Entire Sample Lived While on the WTA . . . . . The Assigned Importance of the Tour or Independent Travel Time in Relation to the WTA Program . Statistical analysis of the Responses of Respondents and Non-respondent Respondents on Five Variables . Education Level of Parents of Alumnae Respondents Occupation Profile of Parents of Alumnae WTA Centers Attended by Alumnae Respondents Languages Studied by Alumnae Respondents Personal Value of the WTA in Relation to the Total Education at Lake Erie College . Possible Ojbectives of the Winter Term Abroad Assigned Importance by All Alumnae Respondents Possible Objectives of the Winter Term Abroad Assigned Importance by Alumnae Who Went Through the General Studies Program and Those Who Did Not . . . . Possible objectives of the Winter Term Abroad Assigned Importance by Alumnae Who Were Transfer Students and Alumnae Who Were Four-Year Students . viii Page 66 67 68 7O 71 73 93 94 96 98 102 105 111 116 Table 5. 01010101 \OGDVO‘ 5 .10 .11 .12 .13 .14 .15 .16 .17 .18 .19 .20 Possible Objectives of the Winter Term Abroad Assigned Importance by Alumnae Who Went to English Speaking Centers and Alumnae Who Went to Second Language Centers Assigned Value of the Orientation Program The Host National Family - All Alumnae Number of Siblings in the Host Family Type of Host Family Home and Size of Population Center in Which the Alumnae Lived While on the Winter Term Abroad Frequency of Host Family Members Speaking English Frequency of Alumnae Communicating in English with the Host National Family Frequency of Communicating in English with Host National Peers and Other Lake Erie Students Degree of Difficulty in Adjusting to Certain Facets of the Sojourn . . Degree of Difficulty in Adjusting to Certain Facets of the Sojourn: English Language Center Alumnae and Second Language Center Alumnae . . Degree of Adjustment Difficulty of Those Students Who Did Not Live with a Host National Family Degree of Difficulty in Adjusting to Certain Facets of the Sojourn: Transfer Students and Four- Year Students . Expressed Need to See Other Lake Erie Students During the Sojourn . . . . . . . The Mean Difficulty Level of Making All the Necessary Adjustments to the New Culture Assigned Value of the Sojourn Experience on the Basis of Degree of Comfort in the Family Frequency of Correspondence Between Alumnae and Host National Families and Friends ix Page 120 124 126 126 128 130 131 132 133 134 136 137 143 145 148 149 Table 5.2T 5.27a .29 .30 .30a .31 .32 010101010101 .33 01 .34 Sharing the Household Tasks and Degree of Comfort in the Family . . . Perceived Reasons for Taking Foreign Students into the Family and Degree of Comfort Felt in the Family . . . . Alumnae Who Felt a High Degree of Comfort in the Home Compared to All Alumnae Respondents Degree of Comfort Felt in the Host Family and the Number of Siblings in the Host Family Adjustment in the Center: Need to See Other Lake Erie Students and Degree of Comfort Felt in the Host Family . . . . . . Degree of Comfort in the Family and Degree of Difficulty in Making All the Necessary Adjustments While in the WTA Center Degree of Comfort Felt While Living with the Host Family . . Perceived Role on the Part of the Student While Living with the Host Family. Frequency of the Alumnae Recommending that the Host Family be Used the Following Year Frequency of Establishing Significant Friendships Mean Language Skill Level Current Language Ability - Mean Skill Level Use of Language in Last Year Assigned Value of the Study of Languages by Alumnae . Frequency of Studying a Language Other than English After Graduation . . . Frequency of Reading Foreign Publications Assigned Importance of the Study of Languages Other Than English. . . Page 151 151 153 155 156 157 158 158 160 161 171 172 173 173 174 174 175 Table 5.36 5.37 5.38 5.39 5.40 5.41 5.42 5.43 5.44 5.45 5.46 5.47 Alumnae Feelings of Being a Representative of the United States The Roles Felt by the Alumnae While in the Center Integration of the Sojourn into the Under- graduate Curriculum Alumnae Feelings About Departing from the Center . Degree of Comfort Felt in the Host Family and Feelings about Leaving the Center . Mean Difficulty in Readjusting to Lake Erie College after the Sojourn Mean Difficulty in Talking to Family, Friends, and In In In In Lake Erie Students about the Sojourn . Relation to the Total WTA Experience, the Assigned Value of the Reorientation Sessions for all Alumnae Relation to the Total WTA Experience, the Assigned Value of the Reorientation Sessions for Those Who had General Studies and Those Who Did Not . . Relation to the Total WTA Experience, the Assigned Value of the Reorientation Sessions for Transfer and Four-Year Students . . . . . Relation to the Total WTA Experience, the Assigned Value of the Reorientation Sessions for English Language Center Students and Second Language Center Students . . . . . . . . Frequency of Seeking Out WTA Group Members more often than Other Lake Erie Students upon Returning from the WTA . . . . . . . . . xi Page 178 179 181 186 188 191 191 198 199 200 201 206 CHAPTER I THE WINTER TERM ABROAD Lake Erie College was founded in l859 by the pioneers from the Western Reserve (a geographic area which encompassed Connecti- cut, parts of New York and Massachusetts) who chose the greater Cleveland area in which to establish their homes. The College was patterned after Mount Holyoke College both in the curricular offer- ings and the traditions of the institution. Until l898 the College was called The Lake Erie Female Seminary. When the first President was appointed in l898, replacing the heretofore Principal of the Seminar, the Trustees renamed the Institution, Lake Erie College. Under the leadership of five presidents, and three principals before them, the College has directed its energies and the resources of its faculty and staff toward making higher education available to the American woman. Located in Painesville, Ohio, an eastern suburb of Cleveland, the College is now the last non-sectarian, private, liberal arts college for women in the State of Ohio. It maintains its viability with the belief that the individual is the important element in the process of education. The College traditionally has emphasized the value of the individual student in instruction, co-curricular activities, and daily life. In l951, when Paul Weaver, the fourth President of the College, took office, he raised with the faculty the question as to why the College should exist. With very few students then enrolled and with an admissions picture which looked bleak, as well as an accumulated deficit, President Weaver asked the faculty and administration to conduct a thorough analysis of the raison d'etre of the institution. So we began the analysis by looking at what students are like when they come to us and what they may be facing in their life times. Consequently, the question was asked, what do you put in those four years of higher education to best equip the student to be ready to handle three potential roles which are interchangeable, consecutive, and contemporaneous? First, if she marries, she will play the role of wife and possibly mother. Second, she may wish to pursue a career and, certainly, she should be prepared to have a career. Third, she should be willing to accept the responsibilities of being a citizen in her community, state, nation and world (Transcribed from an interview with Paul Weaver, l974). The faculty marshalled evidence to show that the existing curriculum did indeed provide preparation for the first two roles, marriage and career. They noted, however, that the curriculum was deficient in its offerings to meet the needs of educating the student for her third role - that of citizen. We, the faculty of the College, asked how are the graduates of our college, or any college for that matter, going to Operate intelligently in the next fifty years in light of a split world, a dangerous world, and a world of shrinking dimensions. We cannot afford to turn out provincial people (Weaver interview, 1974)._ Alternative approaches to provide cross-cultural educa- tional opportunities for the students were considered. We put our heads together, gathered experience from both American and European consultants, and decided that all of our students would be sent to another culture for a period of time. Prior to her going to Europe, the student must have acquired a second language facility. There is no point in sending her without language skills. How do you understand another peeple if you don't understand the songs their children sing, or you don't understand the language in the church, the marketplace, or the univer- sity (Weaver interview, l974). Resulting from the analysis of the raison d'etre of Lake Erie College, the faculty, late in 1951, adopted legislation requiring all students to live in and study at one of the College's established cooperating centers in Europe. With the faculty legislation in hand, Weaver went before the Board of Trustees and convinced them that the concept of a term abroad was educationally sound. The Board approved the program with the proviso that the new President assume the responsibility for the funding of it. With some degree of brashness, Mr. Weaver located the funding source and the first students sailed to Europe in late December of 1952, to spend the winter term of 1953 living and studying in another culture. Since 1953, when the first students studied in Grenoble, France; Valencia or Madrid, Spain; or Copenhagen, Denmark, almost 2500 Lake Erie College students have participated, usually during the junior year, in the Winter Term Abroad program which encom- passes the months of January, February and March. As an integral part of her academic program, the Winter Term Abroad (which will be referred to as the WTA) was designed to prepare the young woman to become aware of her responsibilities as a citizen of both the United States and the world. It was the intent of the WTA to assist the student in developing her problem-solving ability, to help her become more aware of herself and others, to increase her facility in a second language, and to reduce provinciality by exposing her to another culture. Initiated at a time when many colleges and universities were establishing study-abroad programs, the WTA embodies several unique features not found in other programs: 1. While participation in the WTA is a requirement for graduation, students must acquire competency in a modern European language before the sojourn. 2. Until the early 1970's, students with few excep- tions traveled to Europe in their junior year. In the last several years students have petitioned the faculty (with much greater frequency) to partici- pate in the WTA during their senior year. The College is currently receiving requests from sophomores to study at one center in their sophomore year and another center in their junior year. 3. The majority of students are placed in host national families while they are in the center. Students who elect a specialized center, such as the Kinder- dorf Pestalozzi in Trogen, Switzerland, or one of the equestrian schools in England, generally live in a boarding house or dormitory-like accommodations. 4. Students study at the local university and parti- cipate whenever possible in the university classes andlectures taught by the faculty of the host university. In many centers, host-national faculty members are appointed by Lake Erie College to teach special courses to the students because the winter term may not mesh with the academic term of the host-national university. 5. While in Europe, the student is under the direction of a host-national center head, appointed by the College to guide the students both in their academic work and in their living environment. 6. All students are required to keep a journal during their sojourn, chronicling their experiences, recording events, and reflecting on both. 7. All students return to the same environment, Lake Erie College, rather than dispersing to other colleges and universities in different parts of the country. 8. There is no additional tuition or fees levied by the College for participation in the WTA program with the exception of a student requesting a specialized center such as the equestrian schools in England and Ireland, or a transfer student. During the 26 years between 1953 and 1978, the College has maintained centers in France (Caen, Grenoble, Dijon, Nancy, Nice, and Bordeaux); in Germany (Gottingen and Tubingen); in Spain (Madrid, Barcelona, Valencia, and Salamanca); in Italy (Pisa and Florence); in Holland (Leiden and Amsterdam); in Copenhagen, Denmark; in Trogen, Switzerland; in Oxford, England; on a kibbutz in northern Israel; at a number of equestrian schools in England and Ireland; and most recently in Mexico. While most students have participated in the WTA in a regularly established center, in the last several years some students have elected to set up their own term abroad program in Romania, Yugoslavia, Austria, Sweden, Japan, Chili, Australia, and Thailand, to cite a few. With almost ten years experience administering the Winter Term Abroad, Paul Weaver published a set of guidelines for esta- blishing study abroad programs for undergraduate students (Weaver, 1962). He stated that he felt the undergraduate should spend the majority of time in one place while on the sojourn, preferably in the winter months when relatively few tourists are clicking cameras and cluttering the museums and historical and cultural places of interest. During the winter months the symphonies are in the midst of their regular seasons, the museums are explored by nationals rather than tourists, and the host-nationals are in the routine of work, family activities and normal daily life - all of which are conspicuously different during the summer months when many study-abroad programs take place. He called for a close, formal if possible, relationship with a host-national university which would provide students with the opportunity to participate in the normal educational program of the university and provide the student with special lectures and classes (1962:247). Whenever possible, all instruction was to be conducted in the native language of the country. Weaver went on to express the view that students should demonstrate an adequate proficiency in the language of the country in order to be able to communicate with their host-national families and to readily understand the lectures at the university (1962:248). (Given that not all students will acquire an adequate proficiency in a modern European language, Lake Erie College has consistently maintained English-speaking centers in Amsterdam, Copenhagen, and Oxford.) Commensurate with the emphasis on language training, Weaver expressed the importance of providing an extensive orienta- tion program prior to the student's studying abroad (1962:249). Probably one of the most important principles, according to Weaver, underlying the study abroad program, is that it be integrated into the total four-year curriculum (1962:248-249). Lake Erie College in 1954 began to develop a general studies core curriculum. Until its demise in 1969—70, all students were required to take four courses. each Of a year's duration, as follows: The Freshman year - "The Self in Relation to the Environment" The Sophomore year - "The Self in Relation to One's Country" The Junior year - "The Self in Relation to the World" (The WTA fell in the middle of the year) The Senior year - An integrating course for seniors in which they were expected to assimilate the previous three years' work with their academic area of concentration. The general studies program was an attempt to introduce to the student the importance of who she was in relation to what was happening around her, both inside and outside the classroom. Built into this core curriculum was the Opportunity to bring each of the four classes together on a regular basis, thus establishing an identification group for each student and encouraging communi- cations between classmates. Thus, the WTA had a logical place in the four-year core curriculum. The formal orientation for students participating in the WTA in a given year commences with the fall term. All of the students come together for four or five general orientation sessions during which time the philosophy of the program is dis- cussed and the “nuts and bolts" of international travel are pointed out. The Lake Erie faculty member, who has been delegated the responsibility of overseeing a particular center (most often a language professor), meets with the students assigned to that center an additional four or five times to present information on the particular center and the country in general. Normally, four to ten students are assigned to a center. During the fall term orientation sessions, course require- ments are discussed along with specific reading assignments. Each professor has the freedom to develop his/her own orientation pro- gram, and supplements that program with information as well as specific exercises, perhaps in communication skills, which are deemed appropriate. With the fall term orientation comprising one- third of the three-credit course, "Intercultural Studies," the winter term work and the spring term debriefing each comprise another one-third course credits. In addition to "Intercultural Studies" of which keeping a journal is a significant part, each student enrolls in one language course knowing that she will be tested both pre- and post-sojourn. She is required to propose an independent study project which, after receiving approval from a Lake Erie College faculty member to proceed, she will conduct while in her center. The student receives three credit hours for a course in civilization which comprises her lectures and classes at the host university. The faculty at the host university send written evaluations to the center head in Europe who, in turn, sends them to the director of the WTA program along with comments and observations about each student living in the center. All in all, a student receives three course credits (nine semester hours) while in the center and one additional three-credit course for the year-long "Intercultural Studies." Included in the year-long course, as mentioned previously, there is the requirement that the student begin a journal in the fall term prior to departure. She is to continue recording her activities and experiences, along with her reactions, the entire time she is on the term abroad. It is expected that she will maintain a schedule of almost daily entries into the journal despite what some students might call a boring, do-nothing day. For such days the student is to record the answer to the question, "How did I feel about this day?" Students are encouraged to make full use of their talents in writing and the graphic arts as a means of preserving and evaluating their experience in another culture . . . The essence of the journal is in the selection of dominant impressions for analysis and reflection and a consideration of the whole through an understanding of specific detail . . . Students should be aware that their perception of signifi- cant detail is largely a product of their environment, and, as their awareness of a European culture develops, revision and reconsideration will be necessary (WTA Handbook, 1974). The journals are submitted for review to the Lake Erie College faculty member in charge of the center when the student returns to the campus for Spring term. 10 After a long, usually dreary winter in Painesville, Ohio, the students who remained at home eagerly look forward to the return of the students who were abroad. The atmosphere on the Lake Erie campus becomes an international one, with dinners and activities centered around the returned students. Sharing their experiences with each other, and the seniors who went the year before, the recent returnees become catalysts in starting the sophomore class to begin looking ahead to the next year when they will normally participate in the WTA. During the spring term a re-orientation program is con-‘ ducted with the goal of assisting the student in reflecting upon her experience and providing her the opportunity to discuss feel- ings and perceptions with students from different centers. This period of time is the beginning point for the recently returned sojourners to start the process of reflection and to attempt to integrate the experience into the gestalt of their education at Lake Erie College. The Winter Term Abroad (renamed the Academic Term Abroad in approximately 1971) has remained virtually intact since its initiation. Because of the cross-cultural component within the curriculum, the institution as a whole has felt the impact of it. The faculty has a broad international background with most having studied in another country at one time or another. In general the Lake Erie campus has taken on an international focus with students either preparing to depart, being abroad, or just having returned. 11 The WTA opportunity in the 1950's and 1960's brought stu- dents to the campus who might have selected another institution for their undergraduate work. It is believed that the Winter Term Abroad has been a factor in the retention of students in all classes. In 1974 and 1975 the Admissions Director of the College came before the faculty and asked that the program become an optional program rather than a requirement because it was his feeling, and that of his staff, that students were choosing not to matriculate because of the study-abroad requirement. This was a drastic turnabout from the previous years. The faculty discussed the issue each year and clearly stated their support of the program as well as its continuation as a part of the general education requirements of the College. Originally established as a program for all students during their junior year, there exists more flexibility at the present time in allowing a student to participate in her senior year or in some special situations in the sophomore year. In addition, students may elect a non-traditional program through the process of petitioning the faculty for an independent sojourn, which might meet her individual needs more adequately than the formalized WTA program would. With the development of the Equestrian Studies program, the Physician's Assistant program, the International Business program, the dance and other preprofessional programs, WTA centers have been established which allow for the on-going career preparation of 12 students while on the WTA rather than the WTA being a component of the student's general education (although philosophically and pragmatically, that continues to exist). Currently, the new President of the College has directed a task force of the faculty to evaluate and analyze the raison d'etre of the Winter Term Abroad program and to provide recommen- dations to the faculty of the College. It is apparent that the WTA has had an influence on the College, and it is the belief of the majority connected with the program that the WTA has had a significant impact on the participants. What kind of lasting effect the program has had on Lake Erie's students, no one has thus far ascertained. Thus, the reason for this study. Published in 1960, the Report of the Committee on the University and World Affairs called for greater concern for world affairs on the part of American universities and colleges. . . . the greater'concern of American universities with world affairs is but an appropriate educational response to matters of paramount concern to the individual American, to the nation in its new role, and to men everywhere. To a greater degree than ever before, world affairs are American affairs, and American affairs are those of the world. These are matters not alone for the specialist. They are a dimension or whole new set of dimensions of the problems with which all American students and all American universities and colleges are, or should be, vitally con- cerned. In these new dimensions lie not only new public responsibilities and duties, but exciting oppor- tunities for the individual to be enriched as an educated man and Citizen (Boeschenstein et a1, 1960:11). The committee further concluded that "all students (during their undergraduate years) should get at least an introductory acquain- tance with some culture other than their own (l960:ll)." Lake 13 Erie College had been providing that exposure to all its students, not just a select few, for eight years when the 1960 Boeschenstein report was published. John Wallace pointed out a number of "substantial out- comes which can be expected" from an overseas academic sojourn: 1. An awareness of cultural relativity. Things are not always done in the same way. 2. Increased knowledge of and motivation for the study of a foreign language. 3. Greater knowledge of and sense of involvement in the architecture, paintings, sculpture, music and literature of the area in which an individual studies overseas. 4. A sharper understanding of the strengths and weaknesses of our own system of higher education by developing an awareness of the democratization of education in this country, as an example. 5. The opportunity to examine objectively in a new envir- onment one's own personality and characteristics and their effect upon others. 6. A maturing of personality which comes from exposure to a new way of life, a new society, a new culture and completely new challen es in a variety of directions (Wallace, 1962:255-2571 He concluded his article by commenting that an overseas study program "is more demanding of the student's individual personal resources than a similar period of study spent on an American campus (l962:257)." Irwin Abrams, as part of the report prepared by the United States Task Force on International Education, cited four educational outcomes of foreign study: 14 1. Language skill, 2- Content IEAFDINQ by acquiring knowledge about the arts, international af airs, and a foreign civilization, 3. Cross-cultural understanding, and 4. The development of personal values - a clearer sense of what one believes about the good, the true, and the beautiful, and of what one knows of oneself (Abrams, 1966:379). The majority of the faculty and administration of Lake Erie College believes that the Winter Term Abroad is a significant educational venture for the students. Through the experience of observing students before the sojourn and after the sojourn, the faculty believe that each student develops maturity, enhances her self-awareness, increases her capacity to deal constructively with problems, and broadens her outlook, as a result of her ten-week term abroad. It has been a matter of course to pre-test and post- test for language skill acquisition. What are the other outcomes which can be identified, both tangible and intangible, and perhaps long-lasting? What has been the impact as a result of participation in the Winter Term Abroad on the alumnae of Lake Erie College? By eliciting responses from alumnae who participated in the WTA program from 1952-1978, it is hoped that the following broad questions can be answered: 1. In retrospect, what meaning does the cross-cultural experience have for the alumnae participants after as many as twenty-five years or as few as two or three years? 15 2. What can be identified as contributing to the alumna's statement of importance of the WTA exper- ience in her life? 3. Does the WTA experience have different meanings in the lives of alumnae who (a) went to an English speaking center rather than a second language center, (b) went through the entire General Studies core curriculum as compared to those who did not, (c) transferred to Lake Erie College as compared with those who spent all four years on the campus and (d) majored in foreign languages as compared with alumnae who chose other areas of concentration. By addressing the above broad questions, it is hoped that knowledge can be provided on the impact of the program on alumnae, who are at varying stages in their lives, since the inception of the WTA in 1953. It is the purpose of this study to discuss the implications specifically for Lake Erie College and for other institutions of higher education which sponsor similar cross-cultural programs. As a result of this broad exploratory study, it is hoped that specific areas of further inquiry can be identified in the WTA. And finally, the results of this study should aid Lake Erie College in making decisions about the WTA program for students of the 19805. In order to clarify the terminology for the reader, the following definitions of key words will hold throughout the study: 1. Winter Term Abroad (WTA) - a cross-cultural educa- tion program at Lake Erie College. 2. Cross-cultural education - "The reciprocal process of learning and adjustment that occurs when individuals sojourn for educational purposes in a society that is culturally foreign to them, normally returning to their own society after a limited period (Smith, M.B., 1956:3)." 16 3. Meanin - the import of the WTA ascribed by the alumnae participants through answers to direct ques- tions and indirectly through activities in which they are, or have been engaged, and through expression of interests and values which they hold. 4. Alumna of Lake Erie College - a female who holds a baccalaureate degree from Lake Erie College and who participated in the WTA. 5. Host-national Center Head - a native of the host coun- try, appointedby the College to direct the Lake Erie students while they are in the host country. 6. Lake Erie Colle e Center Head - a full-time member of the Lake Erie aculty who, when appointed by the Presi- dent of the College, assumes the responsibility for the orientation, re-orientation after the sojourn, and the evaluation of the student's work conducted in the host country. 7. Ex post facto research - "The research in which the independent variable or variables have already occurred and in which the researcher starts with observation of a dependent variable or variables. He then studies the independent variables in retrospect for their possible relations to, and effects on the dependent variable or variables (Kerlinger, 1964: 360).“ 8. Concentree - a term used at Lake Erie College referring to a student who is concentrating in an academic area, e.g. foreign language concentree. Increasingly, the call for more systematic research on the effects of cross-cultural education programs on American students is emanating from administrators of programs, educational research scholars, and more recently, from individuals actively engaged in the research of experiential learning components in higher educa- tion. This study is proposed to be a first step in a series of studies focused on the Winter Term Abroad and, hopefully, in a small way, will add to the knowledge of the ramifications of cross- cultural education programs on the participants. The studies which 17 have been conducted thus far on American students have concentrated on programs into which students have selected themselves, with a screening process taking place after the initial application. Understanding that all Lake Erie College students are required to participate in the WTA program, it is hoped that some useful information will culminate from the study, not only for Lake Erie College, which is feeling the brutal pinch of inflation in this country and abroad, but also for others concerned about the impact of cross-cultural education programs on the participants. As a postscript to this first chapter, in the twenty-six years the Winter Term Abroad program has been in existence, there have been no serious accidents on the part of students while abroad and no incidents have occurred which would reflect nega- tively on either Lake Erie College or the United States. There have always existed the midnight telephone calls from concerned parents to college administrators, or transatlantic calls from students themselves. Minor accidents or broken bones and various illnesses will continue to exist as long as the students continue to be confronted with problems and challenges in the new culture. Not once, however, has the College deemed it prudent to bring a student home for disciplinary reasons. The record illustrates reither a conscientiously designed and administered program or it illustrates something short of a miracle. Lake Erie College would ‘1ike to think-a little of both has permeated the Winter Term Abroad. CHAPTER II A REVIEW OF RELATED RESEARCH AND LITERATURE From historical accounts, literature and essays, to anthropological studies, sociological analyses, and reports of psychological experiments, there is frequent mention of individuals finding travel as one means of pursuing education and seeking personal growth, through experiencing the new and the strange in countries other than their own. "The pursuit of learning has traditionally transcended the frontiers of the world. Students flocked to Alexandria, Bologna, and Baghdad, for example, and took home from these centers of learning ideas which changed the course of modern history (Eide, 1970: foreword)." Even before those exchanges were to take place, families of young men in Rome would send their sons to Athens and Rhodes to learn from reputed great teachers (Metraux, 1952:2). "Cross cultural education, the social process of acquiring knowledge of an intellectual or technical nature, under institutionalized conditions, outside one's own social and cultural environment (1952:1) developed into a rela- tively large-scale migratory process during the 12th century (1952:2)J' The great learning centers in Europe became accustomed to having students from other countries in their midst. "The 18 19 freedom of movement of students from university to university meant that one might start studying in Padua and later move to Paris or Cordoba (Dunlop, l966:ll)." According to Foster Rhea Dulles, "American travel abroad is as old as the history of the country (1968:12)." American Colonialists sought specialized study in law, medicine, history, economics, philosophy, and science, at institutions in England, Germany, and France (Metraux, l952:3; Dulles, 1968:12; Spencer, 1974:328). Prior to the rise of universities in the United States, Americans, albeit a privileged few, returning from study in Europe, made a significant impact upon the cultural history Of the new world (Dulles, 1968:12; Earnest, l968:4). With the Opening of Harvard University in 1636, and the advent Of the printing press, the opportunity of furthering one's education was made possible to more Of the settlers in America. During the mid-18005, with the introduction Of the steamship, reducing travel time to the con- tinent and providing for greater safety for the traveler and comfort while in transit, more individuals looked to Europe, not only for study, but also for the grand tour after formal study was completed (Metraux, 1952:4-5). "The stream began as a trickle when Edward Everett earned a doctor's degree at GOttingen in 1817, swelled steadily to about 300 in the 1850s and to a peak Of 1000 in the 18605 (Spencer, 1974:328)." By the late 18005 the number of students had greatly increased (Dulles, 1968:16). "Their roster included the names of a great many of the future leaders of the 20 American academic world and the more outstanding of the next gen- eration's university presidents (16)." A major factor in providing impetus to the formalizing of study abroad programs, in the very early stages of their develop- ment, was the establishment of the Rhodes Scholarship in 1902. Cecil Rhodes aspired to bring scholars to Oxford University in order to better understand the bonds of the Anglo-Saxon peoples (Metraux, 1952:11). Prior to World War I there was a continued increase in the number of students who were traveling to Europe for part of their educational programs. American artists, writers and philosophers were spending varying amounts of time in European cities (Earnest. 1968). "A few years before World War I, an Association for the International Exchange of Students was founded in England to encourage travel among students, because without the stimulus of educational travel, the education of the average public school and university man was incomplete (Metraux, 1952:5-6)." It was at this time (late 18005 and early 19005) that the more affluent university-educated youth could be found combing the beaches in the South Seas. According to Dr. Ruth H. Useem, the distinct area Of anthropology had its beginnings when these sojourners began Observing the life and daily habits of the native people. World War I brought an abrupt halt to the increasing numbers Of Americans traveling to Europe. 21 In 1923-24, the University of Delaware and Smith College established a formal program allowing students in their junior year to study abroad (Smith, 1933), one of the first formal junior year abroad programs in the United States. Between the two World Wars, there seemed to be a pause in the mobility of students to Europe. The reasons for this can be attributed to "the development of professional societies, ease in continental communications, a profusion of scholarly literature, resulting in a decreased need for the movement of students (Metraux, l952:7)." Rather, as Metraux points out, professors began to increase their mobility (1952:7). World War I provided the impetus for private organizations, governmental agencies, and the floundering League of Nations, to directly or indirectly further cultural relations and student exchanges. Metraux expands upon this idea when he points out that "the ideological background Of World War I itself contributed to the development Of exchange students because joint action on the battlefield was accompanied by the aspiration to achieve unity of purpose among the Allies, and by the humanitarian urge to alleviate suffering caused by the war (1952:13)." The Institute for Inter- national Education was established in 1919 to promote student exchange; ethnic groups in the United States promoted study abroad as a way to develop greater appreciation for their heritages; the League of Nations encouraged the exchange of students to promote world peace; and governments began utilizing the exchange of persons 22 as a vehicle in their foreign relations policies and programs (Metraux, 1952:15). Although there was increased institutional and governmental momentum vis-a-vis the exchange of persons, no dramatic increase in the number of person/student exchanges were reported; however, the stage was set for the explosion of exchange of persons programs after World War II. American institutions of higher education have a long record of contact with foreign countries and academic institutions. Prior to World War II these contacts were made and developed primarily through the efforts of indi- vidual faculty members who had a special interest in a particular area, country, or institution. For the most part these contacts had only limited impact on a particular American university since they were normally outside the university's Officials institutional concern. Undoubtedly, however, as a result of these contacts, important rela- tionships were established in various subject matter fields between American university faculty members and foreign counterparts and institutions. In a few cases, such as the Yale and Oberlin College programs in China, well-developed, institutionalized relationships materialized in the nineteenth and twentieth centuries. But for the most part, international contacts, related to American univer- sities were almost entirely individual, as Opposed to insti- tutional in character. (Institute of Research on Overseas Programs, 1958:14) After World War II, American colleges and universities began establishing formal study abroad programs as either an elective part Of the curriculum, or as in the case of a few institutions, a re- quired part of a student's four-year academic program. The rush to study abroad by the American college or university student was equalled by the dramatic increase in foreign students seeking post- secondary education in the United States. 23 Prior to World War II, American graduate students were engaged in substantive study at the major university centers in Europe. The objective was to study the original research and learn from the great scholars at the French, Austrian, and German univer- sities. The rapid development of the university system in America just before and after World War II kept Americans home for their substantive study while, at the same time, attracting increasing numbers of foreign students. The goals for traveling abroad began to change to reflect the society and culture in the United States. The reasons for spending a period of time abroad had more of a social and cultural thrust rather than an academic thrust (Interview with Dr. Ruth Useem, March 9, 1979). The exchange of persons programs took on many different forms, holding diverse objectives (both overt‘and covert), sponsored by a variety of public and private institutions of higher education, religious organizations, businesses and corpor- ations, and governments throughout the world. The concept of exchange of persons, specifically, study abroad programs, had received institutional legitimacy. Why 00 Exchange of Persons Programs Exist? The Objectives The overriding theme of educatOrs analyzing study abroad programs for students has been to establish clear-cut Objectives 24 and goals in the program (Battsek, 1972; anister, 1972-73). And in the same breath, while asking for clearly shared Objectives, authors and researchers recognize the very complex nature of living and studying in another culture. Educators, in order to measure the outcomes of the exchange experience, have attempted to isolate specific goals of the sponsoring institution and the individual participant. As a result Of the two World Wars, the first goal most exchange programs have as a stated or unstated objective is to increase international understanding through the cross-fertiliza- tion of ideas, working with people Of other countries, and studying with students from other nations (Du Bois, 1956; Freeman, 1964; Gullahorn and Gullahorn, 1958; Weaver, 1962; Fulbright, 1970; Metraux, 1952; Klineberg, 1964; Breitenbach, 1970; Boeschenstein et a1, 1960; Coelho, 1962; Sikkema, 1977). J. William Fulbright expressed the conviction: I remain convinced that educational and cultural exchange Offers one of the best means available for improving inter- national understanding (l970:3). He elaborates: What we can do, through the power of creative human inter- action in scholarly and other fields, is to expand the 1139335375 of human wisdom, sympathy, and perception John Cheever published an essay in The New Yorker Magazine emphasizing a philosophy about travel: 25 We are born between two states of consciousness; we spend our lives between the darkness and the light; and to climb in the mountain of another country, phrase our thoughts in another language, or admire the color of another sky draws us deeper into themystery of the human condition (1961:50). The goal of international understanding as a result Of exchange programs would indeed be the ultimate objective. Cer- tainly, this goal transcends the individual participant while, at the same time, putting his role as central in the process. The second goal in most study abroad programs has been for the participant to acquire language skills (Houle, 1976; Freeman, 1964; Abrams, 1966; Du Bois, 1956). This objective is much more easily tested as a concrete result of a study abroad program than in determining whether international understanding has resulted. The participant is the direct recipient of increased language skills. Many of the study abroad program personnel expect that the student will learn in the language of the country and will utilize his/her language facility both inside and outside the classroom, hopefully resulting in an increased language competency upon the student's return. While not only being a difficult goal to achieve because of the subtleties of any culture, but also because of the inherent complexity of any culture, one Of the more intangible goals held by institutions sponsoring educational exchange is for the parti- cipant to learn the intricacies of another culture by immersion in that culture and come to appreciate the same subtleties and intri- cacies in the American way of life (Abrams, 1966; Freeman, 1964; 26 Houle, 1976; Michielli, 1972; Sturner, 1970). This is the third broad goal of most exchange of persons programs. Repeatedly, the literature cites as a goal for the parti- cipant in cross-cultural exchanges the Opportunity to grow, to develop, to mature as a whole person (Battsek, 1962; Boeschenstein, 1960; Abrams, 1966; Coelho, 1962; Du Bois, 1956; Gleason, 1969; Freeman, 1964; Houle, 1976; Michielli, 1970; Sturner, 1970; Weaver, 1962; Metraux, 1952). This fourth goal is a very slippery and elusive goal, to say the least. With all of the complexities of the American young adult who is actively participating in the environment of the undergraduate institution, let alone dealing with the confounding complexities Of a period of time spent abroad, it is reasonable to conclude that it is difficult to isolate specific experiences (in a causal relationship) as contributing to the development of the whole person. An educator leading a small private liberal arts institution once commented in a personal conversation that to adopt an Older child would be extremely diffi- cult because by 1*ive years Of age the child would have established the personality set and any efforts on the parents' part to mold and develop that child's personality would be met with frustration and ultimate futility. The question, in response, was, then, what are we doing in higher education, if there is no chance in making a difference in the student at the age of eighteen or nineteen? While traditional educators emphasize the intellectual growth of the participant, academic Opportunities not found on the 27 home campus are listed as an additional goal of study abroad pro- grams, the fifth broad goal. Administrators of cross-cultural education programs emphasize the academic involvement, and for some programs the opportunity for professional achievement, as high priority objectives (Battsek, 1962; Du Bois, 1956; Freeman, 1964; Michielli, 1972; anister, 1972; Weaver, 1962; Gullahorn and Gullahorn, 1958; Metraux, 1952). The previously stated five broad goals of cross-cultural education programs can be broken down into many sub-goals. Rather than delineate all of them as goals to be achieved, it seems more appropriate to discuss the broad Objectives as well as the narrow . objectives in terms of what research has determined as outcomes, or effects, or the impact on participants in cross-cultural education programs. The Impact of Livigg and Studying in a Culture Not of One's Own: The Research There exists in the research literature of education, sociology, psychology, anthropology, history, foreign language study, agriculture, health, communications, organizational behavior, psychiatry, and political science (to name a few) studies discussing various aspects of cross-cultural education programs. A plethora of studies on foreign students in the United States appears in the literaure of the previously mentioned fields. Other studies, looking at the effects of study in America on the returned foreign students, examine his role in the work force, and in the communities 28 in which they live. Researchers nave attempted to analyze reasons for foreign students deciding to immigrate to the United States after studying here, as well as describing the type of person (and under what conditions) who might make the decision to live in the United States rather than return home. Although some principles have been extracted from studies on foreign students in the United States which seem applicable to this study, the thrust of the review of the research on the student participant in study abroad programs will center on studies conducted on American students or professional persons living and studying in a foreign country. A relatively new thrust in recent research is that educa- tors have been interested in the effects of cross-cultural learning experiences within the United States. A student, having been raised on a farm in North Dakota, spending a term in New York City, or a student having grown up in New York City, spending a term in a small town in Alabama, could have many experiences similar to those of the students who leave the United States for work and study in another country. These studies, although few in number, will be cited as a part Of the review Of related research. Experiential education as a viable component in the undergraduate curriculum has assumed a central focus in these latter studies. Although the term, experiential education, is relatively new, as is the thrust, the principle of providing for off-campus study as a part of a student's education is not. 29 In analyzing the five broad goals of study-abroad programs. the only one which can be objectively measured is the acquisition Of foreign language skills as a result of a term or a year spent abroad. The other four goals exist as "what we hope for" or "what we have observed“ goals. Even though the latter four goals are elusive, and are difficult to isolate in a rigid testing situation, they are held as important ideals to be achieved from living and studying abroad. In much of the research on cross-cultural education pro- grams, probably more questions are raised than conclusions drawn. Micha Battsek, in 1962, raised a number of questions which have been echoed over and over by other educators. What results can we expect from experiments in the realm of study abroad? Have participants learned more than they would have learned if they had stayed in America or would they have learned different things? Can the period Of time an impressionable undergrad- uate spends in a foreign university make him a better person? Have they been taught their subjects sufficiently well to justify the costs and troubles which have been taken? How will the undergraduate returning to America have changed? Will he suddenly become far more aware of interna- tional affairs? Will he be keener, more interested in his own uni- versity life as a result of the study abroad experience? 30 Battsek concludes his article with an admonishment to educators who have Observed the results, who have reported their impressions of the returned sojourner, who extoll the virtues of a period of time spent studying abroad: At the risk of drawing a great deal of criticism, I would maintain that it has yet to be proved that there can be a better method of establishing the results of any academic experience than by written examination. I am not impressed that, upon the return of an American undergraduate to his own institution, his instructors can say that "he appears to have benefitted." (Battsek, 1962:240) Because Of so many confounding variables which complicate a period Of off-campus study, and particularly when the subjects of research had their experience as early adults, it is difficult to draw any definitive let alone causal relationships about the impact of study abroad on the participants. At present, little is known about the impact of collegiate education upon individual's affective concepts or values. When the American undergraduate who studies Off campus is specifically considered, even less is known. As has been publicly admitted about overseas programs in parti- cular: Obviously, we are working on faith because we really have very little evidence of what happens as a re- sult of international educational experience. I see no reason to be quite so ignorant as we now are, having been in the business twenty years (Davis as cited in Hull, et al, 1977:111). What research has been conducted on the impact of a study- abroad experience points out the need for continuing studies on this facet of the undergraduate curriculum. Even though many educators have a bias in support of these programs, research con- firmation of the effects on participants is lacking (Kafka, 1968: 121). It has been suggested that the impact of study abroad 31 programs can only be truly ascertained over a period of time (Pace, 1959; Klineberg, 1970; Riegel, 1953; Hull et a1, 1977). Klineberg and Sikkema refer to this as a "sleeper effect," not being able to understand the full significance of an experience until time has lapsed and the individual has been able to assimi- late it and thus have a perspective on it (Klineberg, 1976:62; Sikkema, 1977:70). A non-respondent in this study, in filling out an abbreviated questionnaire sent to non-respondents, commented that she could not complete the original questionnaire which she received in 1975 (four years after her WTA experience) because she was still very bitter about the experience. She said, "I was not ready to think about Salamanca* in 1975." Evidently, she had brought some perspective to her sojourn experience because she wrote in her response to the second mailing quite a detailed account of her sojourn and how she felt about it. At least for this participant, a sleeper effect seemed to be in existence. Theorizing that a study abroad segment does increase an individual's awareness of international affairs, and provides him with a more global outlook, some researchers have attempted to isolate the variable of "worldmindedness." From the point of view that a college undergraduate who had experienced living abroad under *Throughout the study, in order to provide anonymity to the sub- jects, WTA centers and/or year of participation may be changed. The content of comments will remain as respondents wrote them. 32 the auspices of the Department of Defense, or as a dependent of a person engaged in international business, Gleason looked at the "social adjustment patterns and manifestations of worldmindedness among 157 American overseas-experienced college undergraduate students (1969)." Gleason found that it appeared that the personal background characteristics Of the subjects was an important facet "in interpreting subsequent patterns of social adjustment and manifestations of worldmindedness (l969:2).“ Some of the results of the analysis of this variable have indicated no increase in worldmindedness compared to a similar group of subjects who stayed home (Kafka, 1968; Purkaple, 1972). In another study, there appeared to be an increased understanding in world affairs and a better sense Of American political affairs (Pace, 1959:27). Pace looked at the reading habits and related activities of former study- abroad participants from Sweet Briar College (1959). Du Bois, in her comprehensive study of foreign students in the United States (1956) remakrs that in spite of the close personal contacts for centuries between Frenchmen and Germans, history has shown the lack Of peace between those two countries. "To many American citizens the goals of foreign student exchange may be no more clearly defined than 'international understanding' with the associated hope for peace - a relationship, unfortunately, that history can neither prove nor disprove (l956:13).“ However, she hypothesizes that without the interpersonal contacts across national boundaries, "hostilities and separatism might have been even greater than they have been (1956:13)." This theory was 33 reiterated in a report from the United States Advisory Commission on International Educational and Cultural Affairs in August of 1964: An enduring peace is not just the absence of war, not just a kind of vacuum. Tensions between nations are inevitable. and a lasting peace depends upon widely accepted arrangements for resolving those tensions in a just, orderly and nonviolent way. Such a state of affairs does not require that nations love each other nor even that they trust one another com- pletely, but it does require some base (however modest) of understanding and tolerance. Without that base, extremes of anger, hatred or fear will all too easily push conflict beyond the possibility of orderly resolution. Exchange of persons is probably the most effective means that has ever been found for creating such a base of under- standing. It is not a sentimental gesture. It is not an effort to be generous to foreign students and visitors, nor just a means of providing Americans a personally enriching tour or period of residence abroad. It is a hardheaded investment in our future and the world's future. If the American people really come to understand that fact they will surely invest in these programs far more heavily than they do now (U.S. Advisory Commission, l964:l). Whether the exchange of students has been a factor in increased international understanding, or a more worldly outlook on the part of participants, there seems to be some reason to believe (even in the absence of researched, hard data) that such exchanges have benefitted the world community. It has been demon- strated that an individual's attitude toward the host country can be changed as a result of a period of study in a host-national university. However, several individuals have questioned whether an individual's attitude becomes more favorable to the host country as a result of the period of exchange (Klineberg, 1970; Kelman, 1962; de Sola Pool, 1965; Salter, 1974; Selltiz, et a1, 34 1963; Smith, H. P., 1955; Misher, 1965; Selltiz, et al, 1956). In looking at this aspect of foreign exchange, studies have singled out variables which might have the potential to create favorable atti- tudes toward the host country - close friendships, duration of the sojourn, preconceptions of the host country, satisfaction while on the sojourn (Salter's hedonic theory, 1974:201), perceived status in the host country by the exchangee and by the members of the host country, and the goals Of the sojourner. Coelho suggests that the host family situation, or the develOpment of close friendships, are significant factors in pro- ducing favorable attitudes toward the host country (1962:57). And finally, Kafka in his dissertation in 1968, sums up efforts to measure the change of attitudes: Change in attitudes and values is probably too much to expect from overseas study programs Of brief duration. And unless the period of time is extended, the immersion deepened, or the instruments made more sensitive, proof of attitude change will continue to be elusive (1968:122). The exchange student's ability to speak the language of the host country has been examined as a crucial factor on the impact of the exchange experience. Competency in speaking English for foreign students in the United States has an effect on the student's self- esteem, on adjustment and success in reaching personal and pro- fessional goals (Du Bois, 1956). The acquisition Of language skills has been held as an important Objective of study abroad programs. It has been generally held that a period of study of a language in a foreign culture results in greater competency than in the same amount of time spent studying the language on the home campus. 35 Willis et al, found that students not only increased their ability to speak and comprehend the second language after a period of study in the country of the language, but also increased their self- confidence in using the language (1977). When he compared students who were in a work placement, with students who were studying in a university (in the same country and over the same period of time), he found that the work placement students showed greater improvement in their general command of the spoken language and in their coming to understand the foreign culture (Willis, et a1, 1977). In a longitudinal study, Billigmeir and Foreman found that 77 percent of the subjects used their second language (German) after studying in Germany six and seven years previously. The participants reported utilizing their ability to speak German to a varying degree (1975). The acquisition of language skills appears to be the most concrete result of study abroad programs as reported in the literature. Living in a culture in which one was born, individuals take for granted the intricacies of that culture, the subtleties and the blatant, until some event provides them the opportunity to examine closely the context in which it took place. When a young child notices the way in which a French exchange student, newly arrived in America, uses silverware at meals, the child assumes the visitor is eating incorrectly or has substandard table manners. The discussion which takes place after the child has corrected the French student allows the entire family to examine its own culture 36 and learn about the new one. Through interviews, mailed question— 1ufires.to former exchange students, and self-reporting, students consistently comment on their having had to examine aspects of their home culture as a result of the exchange experience (Abrams, 1962; Brady, 1971; Eide, 1970; Sikkema, 1977). The examination Of their own culture provides for learning in very cognitive terms about their home country. He (the sojourner) has left his homeland as an individual but immediately on his arrival in the new country, he is turned into a representative of his nation. People per- ceive him and act toward him, by and large, in terms of his nationality, which is a new cognitive category for him (Kelman and Ezekiel, 1970:7). An American student in Egypt Observing the customs of the host family on the occasion Of the birth of the first grandchild was asked what customs surround the birth of an American child. After some thought, the American exchange student replied that the new father handed out cigars to his male friends. This was thought to be rather strange to the host family in light of the family celebration which took place in Egypt. Had there not been the birth of a child, the American would neither have had the Oppor- tunity for appreciating the unfamiliar Egyptian customs, nor giving any thought to his own customs. When the host culture is drastically different from the home country, the many, new complexities can overwhelm the traveler. Culture shock, as this phenomenon is called, can be both a positive and negative force in the ability of the exchangee to assimilate 37 into the new environment. Sikkema suggests that culture shock is a vital ingredient in learning the new culture. Culture shock is an essential ingredient of culture learning; while it can be damaging to the individual if he is so un- prepared as to find the shock traumatic, it can, in smaller doses, be an effective instrument of learning in that it appears to shake the individual out of his own cultural frame of mind (1977:37). 0n the other hand, in a study of adjustment patterns of American youth studying abroad, McEvoy viewed culture shock as a negative result, at times creating immobilization on the part of the sojourner (1968). Berger and Luckmann discuss the process of experiencing culture shock as a bombardment Of new and strange cues and not having the necessary resources either to react to them or to interact with them. In the home culture, they continue, one's "knowledge of everyday life is taken for granted . . . until a problem arises that cannot be solved in terms of it (l967:44)." Using the telephone, knowing how to meet bodily needs, and a myriad of other g_prjgrj_known skills, become or can become traumatic problems in a new culture. Research studies have focused on the way in which indi- viduals overcome culture shock and begin to make all the necessary adjustments and re-adjustments into the new pattern of living. The two factors which seem to be important elements in ease of adjustment are living with host-national families (Houle, 1976; Sturner, 1970; Abrams, 1961; Kelman, 1962) and close interpersonal relationships with host nationals (Misher, 1965; Selltiz, et a1, 1956; Du Bois, 1956; Eide, 1970; Klineberg, 1970). In analyzing 38 both factors, it appears that having a family or having the oppor- tunity to cultivate friendships, produces more favorable attitudes toward the host country. eases the stranger effect (De Ley, 1975), and reduces culture shock. Hull, et al, in their study, point out that it may not be the existence of a host family or close friends, but the quality of the relationships that are important (1977). Based on a study of American students on a year's study program in France, Nash rejected the theory that: Overseas experience, particularly that which involves greater association with the host people, will lead towards a mgre favorable attitude toward the host country (1976: 198 . Again, more research seems to be warranted in this area. In analyzing a study-abroad program involving social work students, Sikkema Observed that a support group (other Americans) was an important factor in the adjustment of the students to the new culture. In a study by Staffer in 1946, reported by Lundstedt, it was found that: . emotional and intellectual support received from an immediate reference group, was a determining factor in maintaining high morale in infantry combat units living under high stress conditions overseas. Where positive reference groups are not available as a source of psy- chological support then effective adjustment may be harder to attain (1963:3). Abrams summarizes the factors which might influence adjust- ment processes of the sojourner, factors which Cora Du Bois proposed in her study Of foreign students in 1956: 39 What students want, expect, and actually experience, the degree to which their self-esteem is enhanced or dimin- ished, their national backgrounds, their personality structure, and their learning capacities are some of the significant factors (1962:227). Eide hypothesized that prior cross cultural learning experiences facilitated easier acculturation in a new society (1975:125). Further, she states that if the foreign student depends too heavily on fellow nationals, there is less adjustment to the cultural setting (1970: 132). McEvoy points out several factors which come into play in the adjustment Of the foreign student: the duration of the sojourn, the congruence of the experience (familiar activities in the cross-cultural setting) and of the milieu (degree of difference in home and host culture), the congruence of the expectation, geographical functional relation- ships (defined as space needs), and the relationship of the parti- cipant with the program administration (1968). Adjustment within the new culture, or more appropriately "coping," has been plotted over time by a number of researchers. In a study of 200 Fulbrighters, Lysgaard suggests that if one learns to cope with personal-social problems, one will also make easier adjustment throughout the stay in the new culture in the professional-educational realm. He further found that if a Fulbright scholar stayed six months or less, his adjustment was good; if he stayed from seven to eighteen months, there appeared to be more adjustment problems; and if he stayed nineteen months or longer, there appeared to be fairly good adjustment (1955). 40 In the study, conducted by Hull et a1, they found that length of stay was closely associated with the outcomes (1977:2). They also f<>und that the most positive outcomes resulted from a stay in the new culture of from twenty-seven to fifty-two weeks with the second most positive outcomes resulting from a stay of ten weeks or less (1977:3). Du Bois has developed four stages of adjustment and re- adjustment: the spectator phase, the adaptive phase, the-coming- tO-terms stage, and the predeparture stage (1956). Another way of looking at the adjustment process is promulgated by M. Brewster Smith. He discusses the spectator phase, the involvement phase, the relatively stable modus vivendi phase, and the final phase of anticipation and re-appraisal, in an attempt to better understand the complex nature of the sojourn adjustment process (1956). Gullahorn and Gullahorn developed their"U-Curve" hypothesis and then re-evaluated it with the possibility that there might exist a "W" shaped coping process rather than the "U" (1963). They theorized that the first phase of the student exchange program was characterized by high morale and excitement with the novel exper- ience. They called this the spectator phase. .The next phase was that of involvement which was at a low point (the first line Of the W) followed by another high phase (the peak of the W). The fourth phase was again a low point in the sojourn when the student experienced a re-involvement with the culture. The final phase 41 of re-adjustment usually is a comparatively high phase (the last line on the W). It appears that adjustment to a new cultural setting is a very complicated process, entangled with events confronting the sojourner and the sojourner's ability to cope and the mggg§_ Qflgfiéflfli_the sojourner brings with him to the cross-cultural ‘exchange program. TO question the recently returned student from a study segment abroad on his/her adjustment while living in the host country, would necessitate categorizing experiences and events which happened and in which the student was involved. The student who broke a leg while in the host culture would have different adjustments to make than the student who experienced good health. Perhaps the foregoing is an extreme example; however, the student with a broken leg, because of personal coping skills, may have made a better adjustment to the new situation than the student who remained in good health. Research has attempted to isolate those qualities inherent in a person which might predict a successful sojourn experience. Du Bois recognized the "idiosyncratic qualities" of foreign students studying in this country as a major factor in the degree of satisfaction with the period of time spent in America (1956). Gleason pointed out "background“ as being a significant confounding variable in his study on worldmindedness (1969). Willis, et al, in the Bradford University study of students who spent a year 42 abroad studying, compared with students who spent a year abroad working, concluded that for both groups: . . . the student's personal qualities are an important factor in the amount of progress he makes while abroad (1977:84). Most study-abroad programs have a selection process which (1) comprises a review Of prior academic work, and (2) many times a stated minimal grade point average (although no study surfaced which equated high grade point and successful completion of the sojourn; in fact, it might be reasoned that the opposite would result), (3) psychological stability as another requisite, (4) sometimes age or year in undergraduate school, and (5) an unblemished record in the social realm. One other criteria, for most programs, is that the student can financially afford to cover any additional costs related to the sojourn. Although age may be a factor for success in some programs, generally, at least for foreign students in this country, the purpose of the sojourn, attributed to the age and professional experience of the parti- cipant, seems to be a more significant factor (Du Bois, 1956). In many reviews of study-abroad programs, it has been reported by participants that the level of academic work under- taken while abroad (Americans studying abroad) is not up to the quality Of that found on the home campus (Hull, et a1, 1977; anister, 1972-73). And 15 percent of the respondents in the Pace study indicated that the academic program on the home campus would have been one advantage of staying home rather than spending a year in France (1959). 43 anister further comments that a lack Of library facil- ities in study abroad programs (for Americans) hampers the academic growth of the individual (1972-73). In his book relating a series Of interviews with Americans living abroad, John Bainbridge states: It is well known that for the most part American stu- dents in EurOpe do little actual studying, at least compared with what they would do at home. But there seems to be quite general agreement that the experience confers intangi- ble benefits in the way of broadening the student's horizons and adding a dimension to their personalities (1968:246). If in fact, the academic outcomes Of study-abroad programs for Americans are not as significant as they might be expected to be, what are the over-riding outcomes which reinforce the existence of so many cross-cultural educational programs sponsored by American institutions Of higher education? Returned participants report qualities which they have dis- covered or further developed while on their sojourn. Some of the reported qualities are increased self-confidence (Lake Erie returnees), self-reliance (Houle, 1976) , independence (Billigmeier, 1975), enhanced problem-solving ability (Houle, 1976), flexibil- ity (Brady, 1971), greater sophistication, increased self-esteem (Coelho, 1962), enhanced self-image (1962), the discoverylyf Otherness (Hull, et a1, 1977; Sturner, 1970), the development of new empathies and new identities (de Sola Pool, 1965; Sturner, 1977), the development of the capacity to "think in other cate- gories" (Bainbridge, 1968), Open-mindedness (Brady, 1971), increased tolerance (Hull et a1, 1977), and enhanced Objectivity (Purkaple, 1972). In general the significant result of a period Of time 44 studying abroad appears to be in the realm of personal develop- ment. The opportunity to live and study in another culture appears to be a very signficant event in the lives of former participants. As a part of the general education requirements of American academic programs (Abrams, 1961; Weaver, 1962), a number of proponents of study abroad opportunities have suggested that it be well integrated into the four-year undergraduate curriculum (Abrams, 1961, 1966; Weaver, 1962; Siegel, 1956). Rather than the term or the year spent off-campus being a time away from some- thing, it should be an integral part of the academic program. If, in fact, the study-abroad component is incorporated into the general requirements of the curriculum, the impact the institution experiences is almost as significant as it is for the participants. Otto Klineberg wrote: All our reports do, however, indicate that there is indeed an impact on the university, and that this should be regarded as a positive gain resulting from exchanges (1976:258). Writing in 1974, Samuel R. Spencer argues that: . such programs help to keep us (the institution) honest in our educational claims; establish relation- ships which enable us to carry out an important part of our responsibility to society; and offer us learning resources abroad for institutional self-criticism and consequent self-improvement (1974:328). Finally, two authors extoll the impact a returned, foreign— educated individual can have upon his culture and his community (Mandelbaum. 1956; Siegel, 1956). 45 Some research has been done on the return of students to their home country and problems they may experience in the re- adjustment after a period of study in another culture. Most of those studies concentrate on non-Americans having studied in the United States (Du Bois, 1956; Useem and Useem, 1955; Marsh, 1975). Du Bois looks at re-entry difficulties on the basis of reasons for studying abroad (escape motives provide for difficult re-entry), satisfaction during the sojourn, especially if it was a highly positive experience, and the duration of the sojourn (1956). If there is a support group for the returning student, there is less difficulty in re-adjustment to the home culture (Eide, 1970). Irwin Abrams calls for a solid program of reorientation in order to help the returnee become re-assimilated into the home institution and the community at large (1966). Very Often one hears the woeful complaint, "None of my friends are really interested in what has happened to me while studying abroad." They may ask the question, "How was it?" and then immediately change the subject to what they are currently interested in. It is not unusual for the returned student to feel ignored, left out of the main-stream of campus activity, and by-passed since life went on as usual on the home campus while the student was studying in another culture. The Goshen College Study-Service Term Abroad, for fourteen weeks, and the Lake Erie College Winter Term Abroad, are the only two programs discovered which up-root an entire segment of the student population, with those left on the 46 home campus either having already been abroad the year before, or knowing that they will be going in the near future. These two programs provide an environment which welcomes the returned student and integrates them into the campus life with little difficulty. CHAPTER III THE DESIGN OF THE STUDY Methodologically speaking, this study is classified as ex_post facto research, following Fred N. Kerlinger's definition: Ex post facto research may be defined as that research in Which the independent variable or variables have already occurred and in which the researcher starts with the observation of a dependent variable or variables. He then studies the independent variables in retrospect for their possible relations to, and effects on, the depen- dent variable Or variables (Kerlinger, 1964, p. 360). Using Kerlinger's text, Foundations of Behavioral Research, as the main reference for the design of this study, several cautionary comments need to be made about ex_post facto research as well as some possible assets found in this methodology. The over-riding principle in ex post facto research is that the subjects will be found as they are and it is up to the person con- ducting the research to attempt to disentangle the many variables which are found. Because there is no control over the independent variables, as there is in experimental research design, there exists a built in weakness in this methodology (Kerlinger). In the analysis of the data no direct cause and effect relationships can be definitively pointed out; however, utilizing appropriate statistical techniques, relationships between the independent and dependent variables may become apparent. 47 48 At this juncture in the dissertation, it needs to be reiterated that the WTA program is a requirement for graduation for all students at Lake Erie College. In using Kerlinger's explanation of the methodology of gx_post facto research, the Lake Erie student did have some choices prior to her participation in the term abroad program. (1) She selected Lake Erie College for her undergraduateeducation. (2) She chose the language she would study (French, Spanish, German, and Italian were the choices) in her freshman or sophomore year and by so doing, in most cases. selected the country she would be living in while on the WTA. An exception would be the student who is assigned to an English speaking country because of deficient language skills, or because she selects an English speaking country for other reasons. The subjects of this research project, the alumnae Of Lake Erie College, have assigned themselves to the various groups or classified themselves according to independent variables. In ex_ post facto research "the subjects and the treatments come, as it were, already assigned to the groups (Kerlinger, l964:362)." Kerlinger points out several weaknesses to this methodo- logy: (l) the inability to manipulate independent variables, (2) the lack of power to randomize, and (3) the risk of improper in- terpretations (1964:371). Enphasizing the limitations of this type of research on the interpretation of the data, he also points out that many situations or problems which call for research would not lend themselves to the experimental research design. 49 It can be said that ex_post facto research is more important than experimental research. The most important social scientific and educational research problems do not lend themselves to experimentation, although many of them do lend themselves to controlled inquiry of the ex post facto kind (1964:373). Kerlinger concludes his discussion by repeating the need for con- trol in the research situation by the establishment of the hypo- theses of interest in the very beginning of the development Of the research proposal. George V. Coelho in an article on working and studying abroad suggested that identification of significant variables and identification of significant relationships between variables can be conducted after the original hypotheses are formed, the data have been collected and the analysis has been initiated. He felt that an individual, without the predisposition to WANT to estab- lish relationships between variables, could with Objectivity identify, observe, generalize and communicate results free of value-laden effects. Because Of the great difficulty in ex_ post facto research, “Social scientists have tended to fight shy Of longitudinal naturalistic studies of successful cases Of lives in progress (Coelho, 1962:69)." In light of the foregoing discussion, the study Of the Winter Term Abroad is a longitudinal naturalistic study of the lives of Lake Erie alumnae in progress. The study contains all of the limitations of the design; however, hopefully, the study contains the assets of the design as well. 50 Probably the most significant study conducted on alumni prior to this study, and upon which this study relied heavily for the development of ideas for the questionnaire, is C. Robert Pace's study of University of Delaware and Sweet Briar alumni who had participated in a study abroad program. Pace drew a sample of alumnae from the classes of 1923-1953 in an attempt to find out what effects the sojourn had had in their lives. The study was published in 1959. As was done in the initial stages of this research, he developed some ideas, based on theory as well as hunches, about the long-range impact of the sojourn on alumni and converted those ideas and hunches into hypotheses. In this study four independent variables have been identified: 1. the type of center attended - English speaking or second language speaking (French, Spanish, German, or Italian) 2. area of concentration or major, specifically, foreign language concentrees compared with con- centrees in other disciplines 3. length of time at the college - transfer students compared with four-year students 4. the General Studies program - students who parti- cipated in it compared with those who did not It is felt that these four variables may contribute to the impact of the Winter Term Abroad on the participants. Based on these four variables, and on the basis Of prior research studies, and finally, having had direct administrative responsibility for the WTA for several years, the researcher devel- oped a series of questions which will be addressed. Because of the author's personal involvement with preparing students for the sojourn, 51 visiting them while they were experiencing the sojourn, and working with them in their re-orientation to the college, he developed some questions based on "a hunch." And lastly, having worked closely with the alumnae program at Lake Erie, and having had the Opportunity to talk in person with many former participants, the researcher developed some of the questions on the basis of what alumnae had previously reported. The Research Questions Using a scale of one to five, alumnae were asked to check the degree of importance (one = low importance, five = high importance) Of eleven possible personal Objectives. They were then asked to check the possible Objectives from the perspective of what the college hoped for its students to achieve. The same scale, one to five, was used. The following questions were developed: Will alumnae who went to a second language center (Spain, Italy, France or Germany) give more importance to the following personal Objectives than will alumnae who went to English speaking centers? to increase international understanding to develop an awareness of oneself to increase the student's second language competence to develop an awareness of others to develop an awareness of the responsibilities of being an American citizen to develop an appreciation of another culture to develop an appreciation Of another people Will there be any difference in the ascribed importance on the following objectives when comparing the responses of alumnae who went to a second language center and alumnae who went to an English language center? to develop academic interests to develop an appreciation of art, architecture, and mus c to develop maturity in the student 52 to develop an awareness of the responsibility of being a citizen of the world Will alumnae who went to a second language center ascribe more importance to the following college objectives than will alumnae who went to English language centers? to increase international understanding to develop an awareness of oneself to increase the student's second language competence to develop an appreciation of art, music, and architecture to develop maturity in the student to develop an appreciation of another culture to develop an awareness of the responsibilities of being a citizen of the world Will there by an difference in the ascribed importance of the following college objectives when comparing the responses of alumnae who went to second language centers and alumnae who went to English speaking centers? to develOp academic interests to develop an awareness of others to develop an awareness of the responsibilities of being an American citizen to develop an appreciation of another people Appreciating the intent of the General Studies core curri- culum, it is felt that alumnae who experienced this four-year required program will ascribe greater importance to both the college Objectives and personal objectives, than will alumnae who did not have the General Studies curriculum. The General Studies program followed a logical sequence with the WTA being a part of this core program in the junior year. When looking at the responses Of four-year students and transfer students, it is predicted that the four-year students will ascribe greater importance to the personal and college Objectives Of the WTA than will transfer students. In analyzing the responses of the alumnae to the questions on college Objectives and personal Objectives the mean response 53 will be used to indicate ascribed importance. While analyzing the responses using the three independent variables Of general studies. length of time at Lake Erie College, and the type of center attended, the following questions seek information about the ascribed importance of the personal and college Objectives for all alumnae respondents. Will alumnae in general ascribe more importance to the following personal objectives than to the other personal objectives? to develop an awareness of oneself to develop an awareness of others to develop maturity in the student to develop an appreciation Of another culture to develop an appreciation of another people Will alumnae rank the following personal objectives in lower importance compared to those listed above? to increase international understanding to increase the student's second language competence to develop academic interests to develop an appreciation of art, music, and architecture to develop an awareness of the responsibilities of being an American citizen to develop an awareness of the responsibilities of being a citizen of the world. Will alumnae ascribe more importance to the College Objectives than to the personal objectives? Will alumnae who went to an English speaking center ascribe higher value to the orientation program than will alumnae who went to a second language center? Will alumnae who were four year students ascribe higher value to the orientation program than will alumnae who were transfer students. Will alumnae who completed the General Studies core curri- culum attribute greater value to the orientation program than will alumnae who did not have General Studies? 54 In general, will alumnae who went to English speaking centers express having had less difficulty in adjusting than will alumnae who went to second language centers? Will they indicate less difficulty adjusting to the following variables? language social life customs of the host family peer relationships with host-nationals family relationships Will alumnae who went to English speaking centers express more difficulty adjusting to the independent travel time (or tour) and peer relationships with Lake Erie students than will alumnae who went to second language centers? Will there be any differences in the stated difficulty of adjusting to journal keeping and the alumna's relationship with the host national advisor between the alumnae who went to English speaking centers and alumnae who went to second language centers? Will having gone through the General Studies program or not having gone through the program make a difference in the students' being able to make the necessary adjustments to the new living environment? Will there by any difference in the degree of difficulty between the transfer students and the four-year students in adjusting to the following variables: social life customs of the host family peer relationships with host nationals family relationships peer relationships with Lake Erie peers independent travel time or the tour relationship to the host national advisor Will alumnae who were transfer students have more difficulty adjusting to the language and the journal keeping than will alumnae who were four-year students? In analyzing the adjustment variables, attention will be given to the Open-ended questions, or the comments Offered by the respondents. One of the factors which might provide insight into the degree of difficulty in adjustment while in the center is 55 the degree to which students sought each other out at the beginning, during the stay and at the end. In addition, the question will be asked about the degree of difficulty of living in another culture at the beginning, during the sojourn, and at the end. It is predicted that, over-all, respondents will indicate a higher need to see Lake Erie students at the beginning, and will express greater difficulty making all the necessary adjust- ments at the beginning than at the end. However, individuals who went to a second language center will express a greater need to see Lake Erie students throughout the sojourn than will alumnae who went to an English speaking center. Further, alumnae who went to a second language center will express more difficulty in adjusting during the sojourn and at the end than will alumnae who went to an English speaking center. There will be no difference in the expressed difficulty during the culture shock stage at the beginning - both groups will express a high degree of difficulty. There will be no difference in the degree of difficulty in making the necessary adjustments, nor in the expressed need to see Lake Erie students, by the alumnae who had General Studies and those who did not. And finally, transfer students will express less need to see Lake Erie peers throughout the sojourn than four year students, and will express greater difficulty in making all the necessary adjustments throughout the stay than will the four-year students. 56 One of the most important variables, as cited in the review Of the related research, which may account for a successful sojourn, is having a host national family or close relationships with host-national peers. Further, it has been suggested that the quality of those two relationships may play a significant part in the student's adjustment and the feeling Of satisfaction after the sojourn. Because the College ascribes such importance on placing students with families rather than providing dormitory accommo- dations, it is felt that the family living experience will be a significant factor in the alumnae's ease in adjustment while in the center and the value she places on the WTA experiences. Will the degree of comfort in the family make a difference in the alumna's ascribed value of the sojourn and her feelings about being a boarder, a guest, or a member of the family? Will having been asked to share in the daily household chores within the family's home make a difference in the degree of comfort the alumna feels in the home? If the alumnae perceives that the host family is taking foreign students into the home for financial gain (rather than having an interest in interacting with foreign students), will she feel less comfortable in the family than the alumna who perceives the host- national family taking foreign students into their homes out of interest? Language skills have been shown to be a significant variable in allowing the student sojourner either to experience a feeling of success or satisfaction after the sojourn (high language skills) or to feel less satisfaction (low language skill ability). Because 57 of the importance placed by the College faculty on acquiring a second language facility (a requirement for graduation), language ability is an important variable in this study. Will alumnae who went to a second language center indicate a higher degree Of current language skill, hold the study of languages in higher value for themselves and their children, have used their second language facility more often, have studied in a foreign country more often, have read foreign publications more frequently, and have studied a foreign language after graduation more often than will alumnae who went to an English language center? Will alumnae who were transfer students see less value in the study of a foreign language for themselves and their children, have used their language facility less often, than will the alumnae who were four-year students? A numbers of questions were developed to elicit information about the alumna's reactions, or her personal reflections, to her feelings while a student in the center. These questions, along with many others, were hoped to generate additional comments from the respondents: Will alumnae who went to an English speaking center indicate having had more freedom while in the center compared to the freedom in their own families and at the College than those who went to a second language center? Will those alumnae who went to an English speaking center indicate a higher degree of comfort in the home, recommend their family to be used again, and feel as if they were a member of the family more Often than will alumnae who went to a second language center? Will alumnae who had the General Studies core curri- culum more Often state feelings of being a represen- tative of the United States than will alumnae who had no General Studies. 58 Many of the study-abroad programs at colleges and univer- sities are geared to the student majoring in a second language, or a geographical area studies program. It was hoped that a suffi- cient number of foreign language concentrees would fall into the sample to warrant the testing of additional questions. Will alumnae who were foreign language concentrees more often indicate reading foreign publications, having involvement in community affairs which have an interna- tional dimension, having parent(s) who have a second language facility, than will alumnae who concentrated in other disciplines? Will alumnae who were language concentrees ascribe more importance to the personal and college objectives Of increasing the student's second language competence and developing academic interests than will alumnae who concentrated in other disciplines? Will alumnae who were language concentrees more often report having experienced less adjustment difficulty, more comfort in the host-family, recommend them for further placement of students more Often and consider themselves more Often a member of the host family, than will alumnae who concentrated in other disciplines? Will alumnae who were language concentrees assign greater value to the WTA experience, feel the study of a second language more importnat for themselves and children, and place greater importance on foreign travel, than will alumnae who concentrated in other disciplines? In the preceeding chapter it was pointed out that many sojourners find the orientation sessions of little value in actually preparing students to assimilate into and accommodate to the new culture. In my experience in planning and executing an orientation program for students going to Oxford, England, I found that while visiting them in the center there was much criticism 59 of their orientation program, expressing that they did not feel as if relevant information was presented. Questions directly related to orientation were developed earlier in this chapter. A number Of questions concerning the re-orientation program have been developed. Few study abroad programs provide for re-orientation program period. Because participants disperse to many different institutions in many different parts of the country, re-orientation of students has not been extensively studied. All Lake Erie students return to the same environment, and because there is a debriefing program during the Spring term, it is possible in this instance to look at the post return period. How significant is the Lake Erie College re-orientation program in helping students come to terms with their experiences? The following questions are developed to look at this aspect Of the sojourn. In general will all alumnae place a low value on the re-orientation program? Will the alumnae who exper- ienced the General Studies program see more value to the re-orientation program than those who did not have General Studies? Will There be any difference in the ascribed value of the re-orientation program between the four-year stu- dents and the transfer students, and between the alumnae who went to an English speaking center and those who went to a second language center? All returnees experience the same frustration when friends or family ask the question "Well, how was Europe?" In 25 words or less, because that is about how long the interrogator will listen, the alumna is supposed to capsulize her three month sojourn, Because of the unusual nature of the WTA program, the following questions will be tested: 60 In general, will alumnae have more difficulty talking to non-Lake Erie College friends, lesser difficulty talking to their own family, and relatively no diffi- culty talking to Lake Erie students about their WTA experiences? Will alumnae who went to a second language center have more difficulty talking about their experiences to non- Lake Erie friends, family, and Lake Erie students, than will alumnae who went to an English speaking center? Upon returning home, and then to the campus, most alumnae will find themselves returning to former friendship groups. It is felt, however. that if a common bond was developedlvithin a WTA group, that individuals might seek each other out, particularly, to talk with each other. Will alumnae in general indicate more Often seeking out members of their WTA group to talk with than seeking them out to do things with or just to be with after the sojourn? Will alumnae who went to a second language center indi— cate seeking group members out to talk with, to do things with, and to be with, more often than will alumnae who went to English speaking centers? Will alumnae who were four-year students indicate seeking out members of the group to talk with, to do things with, and to be with, more often than will alumnae who were transfer students? Will those who had General Studies seek out group members to talk with, to be with, and to do things with more (Iften than will alumnae who had no General Studies? Because of the greater degree of language unfamiliarity in the second language centers, alumnae who attended those centers will probably have felt more need to have contact with fellow Lake Erie students, and as a result significant friendships with Lake Erie students within groups may have been formed. 61 Will alumnae who went to a second language center indi- cate having made a significant friendship with a member of their group more Often than will alumnae who went to an English speaking center? Will there be any difference in the frequency of making a significant friend between those who had General Studies and those who did not? Will alumnae who were four-year students indicate making a significant friend among Lake Erie classmates, and making a significant host-national friend more Often than will alumnae who were transfer students? Because of many conversations with alumnae, and because of working with students beofre, during, and after their participation in the Winter Term Abroad, the researcher is predicting that alumnae in general will have a very positive attitude toward the study- abroad experience, and will place high value on it. However, there may very well be differences between subgroupings. Will alumnae who went to a second language center place the WTA experience higher in personal value to them, ascribe more importance to travel and the study of foreign languages, than will those alumnae who went to an English speaking center? Will alumnae who were four year students hold the WTA in higher personal value, and see greater inte- gration of it into their educational program than will alumnae who were transfer students? Will alumnae who had General Studies place a higher personal value on the WTA experience, hold a higher importance on foreign travel, and indicate greater integration of the program into their four year education, than will alumnae who had no General Studies? 62 By developing the major questions Of interest a number of dependent variables have emerged: areas of concentration or major (foreign language, science/math, social sciences, fine arts, humani- ties, education, business administration, equestrian studies, and physician assistant); international dimension to employment and to activities, e.g. community activities or reading foreign publica- tions; freedom within the host-national family; husband's prior foreign travel; parents' facility in a second language; prior travel; the country in which the student lived; low-proficiency in a second language; feeling of being a representative of the United States; college and personal objectives (international understand- ing, awareness Of oneself, language competence, academics, aware- ness of others, appreciation of art, architecture, music, awareness of responsibilities Of being an American citizen, maturity, appre- ciation of another culture, awareness Of resonsibilities Of being a citizen of the world, an appreciation of another people) role the student felt she played while abroad (tourist, quasi-ambassador, student, foreigner); comfort in the host national family; recommend that the family have a student placed in it for another year; role in the family (boarder, guest, member); adjustment (language, social life, customs of the host family, peer relationships with host- nationsl and with other Lake Erie students, family relationships, journal keeping, independent travel time or tour, relationship to host-national advisor, orientation, re-orientation); integration into the curriculum; ease in making friends at Lake Erie and abroad; 63 importance of contact with Lake Erie students; the importance of orientation and re-orientation sessions; feelings about leaving the WTA center; importance Of second language facility; current ability to speak a second language; frequency of use of the second language; return to the WTA country; post-graduation travel; correspondence with host family and host peers; duration of correspondence; current correspondence with foreigner; seeing the host-national family or friends post-graduation; friendship while on WTA; friendship with foreign-born and with individuals Of other races; frequency of seeing these friends; importance of second language facility for their children; importance Of foreign travel experience for their children; frequency of talking about WTA; overall value of WTA. Although the Objective of the study is first to answer the broad questions of interest, the study will focus on possible differences within the population of alumnae based on the four independent variables. One of the major limitations Of the study is that there is no control group with which to compare responses. If there were a large enough group of alumnae from Lake Erie College who did not experience the Winter Term Abroad, a different type of statement about the impact Of the WTA on the participants could be made. 64 The Questionnaire Because Of the nature of the study and the type of data to be generated, an extensive questionnaire was developed. (The complete instrument is included in Appendix A of this study.) With the assistance of a psychologist/psychometrist, who also had participated on the Winter Term Abroad, each question was analyzed in relation to the kind of data it would generate and its relevance to the whole study. The instrument was pre-tested by three alumnae who were currently working at the College. The instrument was refined on the basis of their responses to questions, or questions they may have raised about specific items. On March 21, 1975 the questionnaire was mailed to alumnae. A follow-up letter was mailed to non-respondents on April 10, 1975. The up-dated mailing to the alumnae in the classes of 1975-1978, took place on November 15, 1978, with a follow-up letter being sent to non-respondents on December 5, 1978. In its final form the questionnaire contained 117 questions, with some questions including multiple responses. Some questions were asked in order to get descriptive data about the alumnae. Many Open-ended questions were included to further elicit comprehensive responses. The alumnae were encouraged to elaborate on most questions. Because of the length Of the questionnaire and its complex- ity, it was felt that the response rate would be relatively low. For any mailed questionnaire, a 50-60% return is considered adequate 65 to conduct the study. In order to be able to generalize about all alumnae of Lake Erie College from the year 1954 through 1978, all non-respondents received an abbreviated questionnaire which was mailed on January 11, 1979. The Non-Respondents Wanting to have as complete information as possible about the sample of alumnae, a shortened questionnaire was sent to 151 non-re5pondents. Of the 151 mailed, 76 questionnaires were returned and 72 were analyzed. The return rate for the non- respondents was 50.3 percent. Several key questions were asked in order to compare the non-respondents with the respondents with the hope that from this study generalizations could be made about all participants in the Winter Term Abroad. There was no appreciable difference in the two groups in their highest degree earned (Table 3.1) and no major differences in their academic areas of concentration while an undergraduate at Lake Erie College (Table 3.2). The alumnae respondents differed from the non-respondents concerning their reasons for choosing Lake Erie College (Table 3.3); however, the frequency of mentioning the WTA as a reason was similar in both groups. The rank order of stated reasons Of non-respondents for attending Lake Erie College is quite difference from the respondents (Table 3.3). It appears that friends and relatives played a much more significant role in the non-respondents choice of colleges than in the respondents. The size of the College takes on more 66 TABLE 3.1.--Education Level of Alumnae Respondents and Non- Respondent Respondents. Non-Respondent Educational Level Respondents Respondents (Highest degree (N=235) (N=72) earned) Freq. Adj. % Freq. Adj. % Bachelor's degree 169 71.9 51 71.8 MA/MS 57 24.3 20 28.2 Ph.D. 6 2.6 MD/DDS l .4 JD 2 .9 NO Responses - l 67 TABLE 3.2.--Academic Areas of Concentration - Respondents and Non-Respondents Respondents Non-Respondents (N=235) (N-72) Academic Area Freq. Adj. % Freq. Adj. % Foreign Language 21 9.0 10 14.1 Science/Mathematics 20 8.6 5 7.0 Social Science (Economics, 52 22.3 14 19.7 Sociology. Psychology, Government, Anthropology) Fine Arts (Music, Dance, 37 15.9 7 9.9 Art, Theater) Humanities (Literature, 47 20.2 16 22.2 Philosophy, Religion, History) Education 50 21.5 19 26.4 Equestrian Studies 5 2.1 - - Business Administration 1 .4 - - NO Response 2 - l - 68 TABLE 3.3.--Stated Reasons for Choosing Lake Erie College by Respondents and Non-Respondents. Respondents Non-Respondents ”$235 Rank N=72 Rank Stated Reason Freq. % Order Freq. % Order Academic Program 104 44.31 1 22 31.4 3 Size of the College 97 41.3 2 24 33.8 2 WTA 91 38.7 3 26 37.1 1 Women's College 53 22.6 4 15 21.1 5 Location of the College 41 17.4 5 11 15.5 6 Friends or Relatives 22 9.4 6 16 22.5 4 Riding Program 17 7.2 7 - - - Financial Aid 14 6.0 8 4 5.5 7 l The respondents and non-respondents three reasons for choosing Lake Erie College. could indicate up to The total number Of responses made by the 235 respondents was 439, for the 72 non- respondents the total was 118. 69 importance for the non-respondents and the academic program less importance. The fact that the College is a women's college was a similarly cited reason for attending Lake Erie by both groups. When asked if the opportunity to study in EurOpe was a factor in the alumna's choice of college, 81 percent (n=56) of the non-respondents and 81.1 percent (n=189) of the respondents said yes, that it was a factor. There is no major difference in the frequencies of parti— cipation in the WTA in specific countries. Table 3.4 provides the data which indicate that alumnae non-respondents went to English speaking centers and to Spain with slightly greater frequency, went to France and Italy with slightly less frequency, and went to Germany with almost equal frequency compared to respondents. (Table 3.4 also provides data about all alumnae in the sample as to the country to which they sojourned.) Non-respondents more frequently placed the tour or inde- pendent travel time as the best part of the sojourn (Table 3.5). Their responses may indicate a lower assigned value to the WTA program than respondents. The tour or independent travel time was built into the program to provide relief from host family life and to allow the Lake Erie students time to be by themselves. Looking at the responses to the question concerning how well integrated the WTA was in the total curriculum, fewer non- respondents (60 percent, n=42) than respondents (74.8 percent, 70 ue .ucoucooe. ago>uo .¢-o . u—aum uocmsau oo_=um .ucooeou sop-o .m.o u upcom- ~suz mucuvcoomu¢-=oz mn~.z nueuocoamog u=_o> go_onv .u3—a> so—uo .e.o - opaumu o .m.». mo. ago 35.»; augaeuae.u u=.u_e.=9.n. . . . - . . - . . mmo. .44. .m~a.~ nm~ uncovcoanux «Po so opp mm N .m_o mom .m N .No po _ Nmo. one. —oss.~ NR maouvoooma¢-ooz oooco>< novoo ounce . . . - . . - . . moo. moo. -_m.m Now «unaccoomoz m_o om om we N asoo mom NR N moo oe _ coo. as“. uooo~.n mo muoovooouu¢.=oz ovum one; as co_uou:oo page» cu ocean—o; e. <»: no» we oopo> . . . . . . . coo. moo. sewn. vow mucuoooonoa ._oo oo oo co m ooo oom oo o —oo oo _ __P. o_o. sees. no mucuveoomo¢-=oz uuoowguoxu po>ueu :o.ocou o oo—>~g sysop—go we mucoucooeu . . . . . . . Poo. NAN. Noon. mow mucoucoomoo ._oo mm .o mm m ooo ooN ._ v Koo mo _ o~_. woo. omen—.— mo mueoocoomoauooz sav_.uae mouooca— noouou a oovsug coco—one ea moouucooe_ . . . . . . . emo. e_o. oeo¢.~ oNN mucoccoamoa “mm mm oo_ mm Koo oom pm moo ~_ p moo. mus. a.m~m.~ mo mucmueoomoa-ooz apvsn» —a=o.u~=-umog as» :, «Levine ea uacuao 55...; scammed soc—.3 sooaata -uoogo ea oopn> -ooogo mo oopo> »u___ooooco tango covoo.>oo —’up-~ muueouo p poo»-~ neocooo P ~voh-~ oopo> a vguucoom unaccoum can: seesaz opoo_ga> uuu5.umm coon.co> oaocooom moas.omo ouea.ea> ua_ooa .mo_oa.co> o>.o no mucuvooomu¢-:o= ten muouuooomoa uo mumooomoc on» $0 moms—ac< puovumwuaum.-.o.n momch 74 significant differences in the attitudes held by the two groups. A final factor of grade point average was statistically analyzed. The t-test was used to determine whether the means between respondents and the nonrespondents on the five variables were significantly different. The results of this analysis indicated that there were significant differences in the two groups (Table 3.6). Although no significant differences were found in the degree of comfort the student felt in the host national family, the mean comfort level for respondents (M=2.4646, n=224) was lower than for non-respondents (M=2.5231, n=65) indicating a higher degree of comfort in the home for non-respondents (O-low comfort, 3=high comfort). It was found that there was a significant difference in the two groups in the ascribed importance of acquiring a second language facility for children (at the .001 level) and the ascribed importance of a similar travel experience for children (at the .001 level): the non-respondents placed both travel and language facility for children in lower importance than did the respondents. (The scale used in the coding of responses was O=very important, 4=very unimportant.) Whereas 98.3 percent (n=229) Of the res- pondents placed the study of languages in the neutral to very important categories, 92.6 percent (n=63) Of the non-respondents checked the same categories. The major difference is that 32.4 percent (n=22) of the non—respondents ascribed neutral importance 75 to the study of languages while only 11.6 percent (n=27) of the respondents similarly replied. When asked about the importance Of foreign travel for children, more alumnae non-respondents expressed lower importance than did the respondents (Table 3.6). Even though a significant difference was found between the respondents and non-respondents on the variable of overall value Of the WTA at the .001 level of confidence, the mean Of the non- respondents (M=3.2609, n=69) being lower than that of the respon- dents (M=3.5172, n=232), both groups allocated high value to the WTA experience. The major difference in the two groups appears in the category of high value (respondents, 32.8 percent, n=76; non-respondents, M=49.3 percent, n=34) compared with the frequency Of checking the category, exceedingly high value (respondents, 59.9 percent, n=139; non-respondents, 40.6 percent, n=28). Of all the alumnae respondents 92.7 percent (n=215) said that the WTA was either high or exceedingly high in personal value to them. Of the non-respondents, 89.9 percent (n=62) said the sojourn was of high or exceedingly high personal value to them. The t-test analysis of grade point average (although grade point average is only a descriptor in this study) pointed out a significant difference at the .013 level of confidence between the respondents (M=2.9254, n=233) and the non-respondents (M=2.7761, n=72). 76 Discussion The attempt has been made to demonstrate that little difference actually exists in the respondents and the non- respondents. In spite of the statistically significant differences, the non-respondents place high importance on their children having a second language facility and having a foreign travel experience, and hold the WTA in high personal value. The difference between the two groups arises in the degree of high value, either high or exceedingly high, and degree of importance, important or very important. Not meaning to treat lightly the results Of the statis- tical analysis, it is important to point out that the differences appear at the high end of each scale rather than coming at the high end for respondents and the low end for non-respondents. The large number of subjects in both groups has allowed for a very discrete analysis of the differences between respondents and non- respondents. If one were to follow logically the lower importance, the lower value, and the lower grade point average of the non- respondents on these four variables, one might predict that the third group, those who did not respond to either questionnaire, would place even lower importance and value on these same variables, and would have an even lower grade point average than the two groups on which data exist. 0n the basis of the results Of comparing the respondents and non-respondents, care will be taken in making sweeping 77 generalizations about all Lake Erie alumnae who participated in the Winter Term Abroad. The Sample The Alumnae Office of the College maintains an up-to-date list of all alumnae of the College. .These lists are organized first by graduating class and then by zip code, lowest numbers to highest numbers. There is a code by each name indicating whether the alumna graduated from the college or left before graduation. In drawing the first sample in the Winter of 1975, all alumnae who did not graduate, or who were "lost" or who asked to be removed from the mailing list, were eliminated. All transfer students who graduated in the classes of 1954-1974 were included in the study and crossed off the master lists (or were taken out Of the population). From the remaining alumnae in the list, a stratified (by class), proportional (20%) sample was drawn. Each member of the class was assigned a consecutive number in order that the table of random numbers could be used to pull a random sample from that class. When 20 percent of the class had been drawn,the sampling was complete. In order to update the study to include the classes of 1975-1978, the same procedure was used in November of 1978 to draw a sample Of each of these classes. Because there were fewer transfer students in relation to the total population Of students from 1954-1974 (in this time period), all transfer students were selected for the student. It was felt that this sub-group possessed 78 a quality which might make a difference in how they felt about the WTA experience. From 1975-78, the College witnessed a dramatic increase in the number of transfer students; as a consequence, it was felt that in drawing the sample from those classes, a repre- sentative proportion would fall into the sample. The total population of alumnae graduates, who current address was known, was 1,839 individuals which encompassed the graduating classes of 1954-1978. The total number of alumnae who were mailed a questionnaire was 462. The Sample Results The exact details of the sample, the potential population, the sample drawn, the initial respondents, the non-respondent responses to the follow-up questionnaire, and the non-respondents can be found in Appendix B. The total population of graduates who qualified for this study was 1,839 alumnae. When all of the transfer student graduates were extracted (with the exception of the years 1975-78, the up-date sample), a total of 1,716 alumnae remained. When the 20 percent stratified, random sample was drawn, it resulted in a mailing list of 339 subjects becoming a part Of the study. Transfer students, a sub-group of interest, accounted for an additional 123 subjects, and the total number of alumnae selected for the study was 462. There were 251 responses, sixteen of which could not be used because: there was no name on the questionnaire (n=2), the alumnae did not participate in the WTA Program (n=12), or the 79 questionnaire arrived after the analysis of the data had been started (n=2). As a consequence, there were 235 valid, completed questionnaires which were included in the study. The total response rate, including those responses which could not be analyzed, was 54.3 percent. The four-year student response rate was higher than the transfer-student response (52.5% compared with 46.3%). The original sample contained 26.6 percent transfer students. The number of transfer students completing the questionnaire was 24 percent. The number Of four-year students in the study is 178; the number of transfer-students is 57. There were 211 alumnae who did not complete the question- naire - plus two individuals who completed the questionnaire, but did not provide their names (as a consequence their questionnaires could not be used). In 1979, an abbreviated questionnaire was developed and sent to all non-respondents whose addresses were still known, and who had participated in the WTA. Of the non- respondents, 42 alumnae were eliminated from the follow-up because: they had requested that their names be removed from the mailing list (n=2), their addresses were not current (n=23), they had not participated in the WTA (n=15), or they were incorrectly coded as graduates when they were not (n=2). Because Of the recency of the up-dated sample, it was decided not to send the follow-up questionnaire to the members of the classes of 1975, 1976, 1977, and 1978. The initial response rate of the sample of the latter classes was almost 61 percent, 80 a return rate which reinforced the decision not to send a follow- up questionnaire. Of the 151 questionnaires sent to non-respondents, 78 were returned (one was returned blank because she had not participated and five questionnaires were returned after the analysis had been started) and 72 were analyzed. The total response rate for the non-respondents on the follow-up questionnaire was 51.7 percent. Of the 462 alumnae who were initially included in the study, information exists on 324 of them, or 70 percent of the original sample. Of the non-respondents, (those who did not return the original questionnaire or the shortened questionnaire, plus those who were eliminated from the final mailing), it is known which WTA center they attended (Appendix C), what their academic area of concentration was as an undergraduate (Appendix D), and if they were a transfer student or a four year student (Appendix 8). Because such a low number of foreign language concentrees (n=21) appeared in the sample, the independent variable of academic area of concentration was eliminated from the study. The other three independent variables of interest were used in the analysis due to the adequate number of subjects in each group: alumnae who went to an English speaking center (n-66) and alumnae who went to a second language center (n=169); alumnae who were transfer students (n=57) and alumnae who were four year students (n=l78); alumnae who went through the General Studies program (n=114) and alumnae who did not go through the General Studies program (n=121). CHAPTER IV A DESCRIPTION OF THE ALUMNAE Your questionnaire has come at a very difficult part of my life. I am searching to find the real me or the freedom within my marriage and family to be me, which has deeply- affected my answers here (on the questionnaire). My education at Lake Erie College, the WTA program and all the experiences, adventures, prior to this searching have become the basis for which I must select a role that is compatible to me. It is a time Of deep soul searching, difficult decisions, and yet constant pressure to fit into and to perform the role of mother and wife. I think of many alternative job Opportunities, but realize that they seem interesting and exciting because my option is not to take them. Again, Lake Erie College made possible, I think, the depth of thought and ques- tioning possible. I cannot specify a particular LEC experience or WTA experience that was and is a highlight that has speci- fically guided me to what I am today. It has given me the knowledge of a world of adventure and learning that is there for the asking. LEC and WTA Offer a world of knowledge if the student wants it. She has only to be receptive in order to receive what the college Offers. My memories of LEC are filled with warm thoughts of friendships shared, with thoughts of nights spent at the typewriter pounding out that hoped-for-A, and with everything that embodies Lake Erie College and the years I spent there. My thanks to you for including me in your query. Some Of my answers seem disjointed as I reread them, but I hope the feeling of appreciation for Lake Erie College comes through (1964 alumna, France). 81 82 Addressing the questionnaire, particularly the openended questions, alumnae responded, writing notes of appreciation for being included in the study, expressing still-held anger and frustration about situations experienced years earlier, by noting unfulfilled dreams which provide for a rich fantasy life, by pointing out specific instances which helped to crystallize a professional direction, and by coming to grips with questions they had never addressed (nor had anyone asked them). In a covering note on the questionnaire, one alumna who went to Amsterdam in 1967 wrote: It seems I have been waiting all these years for someone to ask me these questions . . . And other commented, from her experience in Pisa in 1968: I wanted to take this Opportunity to thank you for such a thought—provoking and thoroughly enjoyable question- naire. I have spent two evenings buried in thought, rereading my journal and recalling so many special memories . . . Again, thank-you for letting a housewife in Birmingham, Alabama, take a quick trip to Pisa, Italy. The notes of appreciation from alumnae (when this researcher should have sent notes to the alumnae in appreciation for their completing the questionnaire) were balanced by a participant of the WTA in Grenoble in 1976: Thirteen pages, 117 questions! My callouses have callouses! And another alumna on page ten of the questionnaire gasped: My God, there's more - three pages more! And yet both completed the very long and complicated questionnaire. 83 It would not have been very difficult to accept the invi- tation of an alumna who went to Italy in 1968: . if you get bored with your thesis, let me know. I'll organize your findings and you can come and take care of three children and cook Italian meals. An alumna who spent her WTA in Dijon in 1959 wrote: Thank you for giving me (and all of us) an opportunity to say some things that have not been said before. Whether those "things" were positive or critical of the program is not the crucial issue at this juncture. What is impor- tant is that the alumnae who responded to the request in 1975 or in 1978 seemed to appreciate the Opportunity to talk about what happened to them when they traveled to EurOpe on the Winter Term Abroad. Their lengthy answers to questions indicated a desire on their part to express how they have assimilated into their lives that experience of one year ago to twenty-five years ago. Before launching into the detailed results Of this explor- atory study, it seems appropriate to include one statement from an alumna Who went to France in 1966. Her comment reflects the feelings of many of the respondents: I feel it important to say my Lake Erie College exper- ience truly prepared me for the career I enjoyed and most important gave me the wherewithall as well as the enthusiasm for continued growth as an adult woman. The WTA experience only enhances the basic raw material Offered in the General Studies Program at LEC while at the same time provides an important living experience for the student learning to cope with being a responsible human being. For me, it (the WTA) was a catalyst both personally and academically. If I am an interesting person, and an interested person, it is because of my background, as well as my experience at LEC in total - WTA being a most important aspect of the whole educa- tional program. 84 When attempting to analyze a program, the ramifications of that program for the participants, and a program in which the researcher believes wholeheartedly, it is easy to extract those statements which underscore the hoped-for impact it had on the participants. Later in this study, examples of the critical comments will emerge, with the recognition that not all students may grow as a result of the sojourn experience. Realizing that some weaknesses exist within the WTA, it is hoped that the Winter Term Abroad program can be strengthened as a result of this study. A Description of the Respondents - Demographic Characteristics All alumnae included in the study graduated from Lake Erie College with a Baccalaureate degree (n=235). Since graduation, 24 percent (n=57) Of the respondents had earned a Master's degree, 2.6 percent (n=6) had received the Ph.D. or Ed.D., and 1.3 percent had graduated from medical school (n=1) or law school (n=2). A number of alumnae indicated that they were completing requirements for a post-graduate degree; however, they were not assigned to an in-progress degree category for this study. Appendix 0 shows the spread of the undergraduate areas of concentration as stated by the alumnae in the study and confirmed through the Recorder's Office at Lake Erie College. In tabulating the alumna's reasons for choosing Lake Erie College for her undergraduate education, only the first three stated reasons were included in the analysis (many alumnae listed 85 more than three reasons). From the period of time, beginning with 1950, (the graduating class of 1954 was the first to participate on the WTA in 1953) and ending 1978 (the graduating class which entered in 1974), alumnae stated they chose Lake Erie for the following reasons (it needs to be emphasized that these are the first three reasons cited): 44.3% because of the academic program (n=104) 41.3% because of the size of the college (n= 97) 38.7% because of the Winter Term Abroad (n= 91) 22.6% because it is a women's college (n= 53) 17.4% because of the location (n= 41) 9.4% because of friends or relatives (n= 22) 7.2% because of the riding program (n= 17) 6.0% because Of financial aid (n= 14) N=230 Tota1 ( 439) (All of the above percentages are adjusted percentages reflecting the exclusion of those who did not respond to the question.) When asked directly if the Opportunity to study in France was a factor in the alumna's choice of Lake Erie College, 81 percent of the respondents replied in the affirmative, although only 38.7 percent ranked it as one of their first three choices. The Lake Erie College alumnae in the study have impressive and extensive continuing education experiences. When asked to list the courses they had taken since graduation, 81 percent (n=191) responded to the question. The respondents listed both formal and non-formal, credit and non-credit courses. A wide range of sponsorship of the continuing education programs was indicated - from corporations and businesses, proprietary organizations, religious institutions, social service agencies, private and public 86 educational institutions, to community or neighborhood political or special interest groups. A sample of the types of courses and areas Of study listed by the alumnae follows: Social Science Courses: death and dying social work human relations skills transactional analysis drug and alcohol abuse child behavior parent effectiveness criminology women and the world of work Health Related Courses nursing refresher courses cancer research mental health natural childbirth techniques biology Special Education Courses Related to: the academically deprived blind deaf remedial reading Creative Arts and Recreation: flower arranging silk-screen printing pottery crafts musicology voice creative writing Chinese cooking bridge small boat piloting Education: Fulbright grant - year of study at the University Of Rangoon teaching of reading physical education science education 87 Business Related Courses: executive business management computer science secretarial courses Humanities: German languages public speaking archaeology philosophy Other church study courses sponsored by the Girl Scouts of America courses for Army officers' wives Great Books Many of the respondents said that not only were they involved in the taking of these courses, but also many were teaching in these varied areas. Evidently, the alumnae of Lake Erie College have not terminated their education at the Bacca- laureate level. From the class of 1954 through the class of 1978, alumnae have been actively furthering their knowledge both in the formal and the informal educational environment. Since graduating from Lake Erie College, 6.8 percent of all alumnae (n=l6) reported that they had studied in another country for a period of time, and 23 percent (n=53) said they had studied a foreign language since receiving their Bachelor's degree. At least four alumnae indicated they had studied signing for deaf since graduating from college, which they classified as a language "other than English." 88 Employment At the time of completing the questionnaire, 57.5 percent Of the alumnae (n=l34) said that they were currently employed out- side the home. The types of occupations were as diverse as the continuing education history of the respondents. Only 3.8 percent (n=9) of the alumnae reported no employment since graduating from Lake Erie College. Since the major thrust of this study was to ascertain interest and activities in areas which had an interna- tional dimension, no analysis is made of the occupations. The data do exist in the original form. Of those who had ever been employed, 7.5 percent had been engaged in work which involved an international dimension. The following professions were those listed by the alumnae who had worked or were working in a position with an international dimen- sion: Education Related Employment: Professor of Psychology in Canada coordinating the International Congress of Psychology instructor in Spanish, foreign student advisor teacher of Spanish teacher of German program director of English as a second language teacher of foreign adults in the United States teacher of French teaching English as a second language in Uganda and the Bahamas teacher of English in Spain teacher Of comparative governments and economics of the USSR elementary teacher to pupils who did not speak English director of the World Trade Institute Language School counselor for foreign high school students tutor in migrant program librarian of an Italian book section teacher in Switzerland 89 Business Related Employment: import/export public relations officer travel counselor, travel agency travel agency accountant international banking trainee partner in import business translator for an Italian bank in New York printer in the office of foreign investments in Ohio News Media: secretary/interviewer - Bermuda Television patent research, foreign publications director of training for foreign publishers translator for Realities Service Industry: stewardess for International Airlines waitress/hostess in France and Switzerland Social Agency: social worker for Spanish-speaking youth Peace Corps member Red Cross counselor in Korea Almost 41 percent (n=94) of all respondents reported that they had utilized a foreign language in their employment. A few commented that they wished they had studied another language (specifically Spanish) because they found themselves working with Spanish-speaking persons in either a teaching or social work profession. An alumna who had lived in Holland on the WTA attributed to her sojourn experience her decision to become a social worker. Although alumnae did not indicate a direct relationship between the WTA experience and post-graduation job choices, it is apparent that many alumnae have utilized skills learned at Lake Erie College and particularly on the WTA, such as the ability to speak a second language, in their employment. 90 Personal Characteristics At the time they completed the questionnaires (the earlier sample in the winter of 1975 and the later sample in the late autumn of 1978), 75 percent of the alumnae reported being married (n=l76), 3 percent being divorced (n=7) and 22 percent (n=52) indicated they were never married. One alumna, in observing the order of the categories (from married, first, to divorced, to widowed, to single) asked why the category "single" was always placed last (an interesting observation). Of those alumnae ever married, 25.7 years was the mean age at which the marriage took place. Sixty-six percent (n=116) of the husbands of those who were married, had studied a foreign language, and of those, 43 percent (n=50) used their language facility. A total of twenty-one husbands (9 percent) had studied abroad and 54.5 percent (n=96) had traveled abroad prior to their marriage. (Foreign travel excludes Canada in this study.) The married alumnae reported a high incidence of traveling to foreign countries with their husbands after marriage (n=80 or 40 percent). In looking at the husband's highest degree held, 48 percent (n=84) held a Bachelor's degree, 19 percent had earned a Master's degree (n=33), 6 percent (n=ll) had completed the Ph.D. or Ed.D., 6 percent (n=lO) held medical or dental degrees, and 5 percent (n=8) had Obtained a law degree. It is noted that 19 percent Of the husbands did not have a college degree (some high school n=1, high school n=9, and some college n=24). 91 Given the history and tradition of Lake Erie College, it is not surprising that 78.5 percent (n=183) of the respondents reported being brought up in a Protestant religion, with 17.6 percent having been brought up in the Roman Catholic Church. When asked what their current religious preference was, 61 percent (n=142) listed a Protestant affiliation, 11 percent (n=26) Roman Catholic, and 23 percent (n=53) had no religious preference (compared to 1.3 percent, n=3, who had no religious affiliation while being brought up as a child). Husbands similarly decreased their religious preference as adults compared to their religious preference while growing up (3.4 percent or n=6 reporting no religious preference growing up and 30 percent or n=53 having no current religious preference). With some understanding of parental influence on children, the alumnae pointed out that 57 percent (n=l33) of their parents (one or both) had had foreign travel prior to the alumna's parti- cipation in the Winter Term Abroad. The participants in the study stated that almost 48 percent (n=llO) of the mothers and 44 percent (n=99) of their fathers had a second language facility. Of the mothers, 59 percent (n=65) used their second language, and Of the fathers, almost 70 percent (n=69) used their second language facility. Looking at the parents of the total population of alumnae respondents, 29 percent of their fathers and almost 28 percent of their mothers had the ability to communicate in a second language. 92 The Lake Erie College students arrive at the College having grown up in different environments. The alumnae reported that 22 percent (n=27) of their families lived either in the country or in a village, 52 percent (n=90) said their families lived in a town or a medium-size city, and 36 percent (n=77) stated their families lived in a suburb of a large city or in a large city (21 indi- viduals did not respond to the question). It is apparent that the Lake Erie student pOpulation has its roots in smaller sized communities as Opposed to large cities. In asking the respondents to provide information about their parents' educational and employment backgrounds, the objective was to further reveal the demographic characteristics of the alumnae. An occupational scale, developed by Hollingshead and Redlich (1958; 390-391) was used because it was founded on economic factors. Table 4.1 provides information on the fathers' and mothers' highest degree earned. Table 4.2 points out the occupations of the parents while the alumna was in college. (The category labeled "NO Response" in both tables represents a non- response, a deceased parent, or a parent who was retired with no profession indicated.) Prior to participating on the WTA, 32 percent (n=74) of the alumnae had traveled to a foreign country (excluding Canada). Nliting that some of the categories overlap, 71 alumnae reported traveling as tourists, 25 were students studying abroad, three accompanied their parents on business assignments, and eight lived abroad as dependents of military personnel. 93 TABLE 4.l.--Education Level of Parents of Alumnae Respondents Mother Father (n=216) (n=219) Degree Freq. Adj. % Freq. Adj. % Some high school 7 3.0 6 2.7 High school 59 25.1 56 23.8 Some college 52 22.1 16 6.8 BA/BS 83 35.3 80 34.0 MA/MS 14 6.0 19 8.1 PhD/EdD l - 42 17.9 MD/JD N=235 94 TABLE 4.2.--Occupation Profile Of Parents of Alumnae Mother Father Category Freq. Adj. % Freq. Adj. % Relief, public/private l .4 2 .9 unemployed Unskilled employee - - 3 1.4 Machine Operator and - - 4 1.9 semi-skilled Skilled manual employee 6 2.6 9 4.2 Clerical, sales workers, 30 13.3 37 17.2 technicians, and owners of little businesses Administrative personnel, 21 9.3 48 22.3 small independent businesses and junior professionals Business managers, pro- 28 12.4 66 30.7 .prietors of medium sized businesses, and lessor professionals* Higher executives, pro- - - 46 21.4 prietors Of large concerns, and major pro- fessionals No employment outside 140 61.9 - the home NO response 9 20 N=235 *Lessor professionals include teachers, engineers, pharmacists, ‘accountants, social workers, and similar occupation categories. 95 Table 4.3 provides the breakdown of the centers in which the alumnae respondents lived while on the Winter Term Abroad. Three of the alumnae in this study (one graduate each of the 1976, 1977, 1978 classes) participated in the WTA twice, each going to centers in two different countries. Appendix C indicates the spread of years during which time a center was used by the College. At no time has the grade point average of the alumnae been considered an independent variable which might have some correlation with satisfaction, value, or success; however, grade point average mey be used as a descriptor from time to time. The research has shown that two things can emerge from using the grade point average as a selecting device or as a predictor of success: first of all, the student with a high grade point average might become very disillusioned with the academic stim- ulation or involvement in a foreign setting and might return regretting the decision to have studied abroad; secondly, the person with a high grade point average might find it even more difficult to find satisfaction with a study abroad experience because no time was spent taking advantage of the milieu. Since Lake Erie College sends all Of its students on the WTA, even those who might be on academic probation (although these cases are reviewed carefully). The grade point average has become a descriptor of the sample studied, not a selective variable. 96 TABLE 4.3.--WTA Centers Attended by Alumnae Respondents. Center Freq. Total % France n=88 37.4 Caen 18 Nancy 13 Grenoble 31 Bordeaux 5 Dijon 13 Nice 8 Spain n=39 16.6 Salamanca 8 Valencia 14 Madrid 17 Germany n=23 lO Tubingen lO GOttingen 13 Italy n=l9 8 Pisa 18 Florence 1 English Speaking n=66 28 Amsterdam 8 Leiden 3 Copenhagen 27 Trogen 13 Oxford 3 Israel 2 English/Irish 9 Riding Centers En land 1 ISpecial) 97 Appendix 0 describes the range of grade point averages for the respondents, the respondents to the shortened question- naire, and the non-respondents. The student, when selecting the language she wishes to study, at the same time selects the country to which she will sojourn on the term abroad. The exception is the student who attends an English speaking center, a variable which will be analyzed later on. All students must meet minimum requirements in a second language prior to graduation. (The only exception to this requirement, about which I am aware, is the student who has a hearing impairment or other known learning disability which does not allow for the acquisition Of another language.) Table 4.4 shows the language studied by the alumnae respondents included in the study. Over 21 percent (n=50) studied more than one language while a student at Lake Erie College. Since graduation, almost 23 percent (n=53) reported having studied a foreign language,, explaining that they needed the skill for a job, or to enable them to speak with family members of their spouses, or to ease the adjustment of living in another country, or just out of interest. 98 TABLE 4.4.--Languages Studied by Alumnae Respondents. Language Freq.1 Percent2 French 144 61.3 Italian 38 16.2 German 41 17.4 Spanish 69 29.4 N=292 (accounts for alumnae who had studied more than one foreign language (n=50)) 150 alumnae had studied two or more languages 2adds to more than 100% because 50 reported studying two or more languages CHAPTER V IN RETROSPECT ONE FINDS MEANING It (the WTA) began my travel experiences and was the influencing agent for my future life of international living (1958 alumna, France). The WTA gave me the opportunity to see beyond my own family, town, state, and country, and to grow as a person (1959 alumna, France). I feel that security can be found where you look for it, not just where you've always had it (1964 alumna, Spain). I went (on the WTA) because everyone went and it was supposed to be a good experience. It was only after our return that I realized there was value to it (1965 alumna, France). I know for sure that I carry about with me, as if in a suitcase, my set of values and expectations and my own sort of enthusiasm and curiosity, and have my own set of preferences all based on this little part of the U.S.A. in which I have lived, and based upon what my parents are and from where they come (1970 alumna, France). I found that the friendships and acceptances I always strove for weren't as important as my own peace Of mind (1964 alumna, Spain). I learned through WTA that I had absolutely no gift for languages and would never master them (1972 alumna, Spain). What alumnae learned or found as a result of the WTA experience was generally expressed through insightful, relatively strong statements. From reading and collating the responses to the open-ended questions, it seemed that the further removed an 99 100 alumna was from her sojourn, the more perspective she had on her sojourn experience. The assimilation process, or the compounding of one experience on another, allows the individual to draw upon resources which may be derived from an experience years in her past but the meaning of which is only recently discovered. Little did I appreciate the comments about the complexity of the research on study-abroad participants until the task of unraveling and organ- izing the data alumnae provided was before me. There seems to be no better way to embark upon a journey than to jump in and begin. Approximately, twenty-five hundred Lake Erie College alumnae have traveled to Europe and survived, perhaps even thrived. For many alumnae of Lake Erie College, the prospect of the study-abroad experience, the unknown, was frightening yet filled with anticipation of finding another family, of learning new ways of living, of coming to terms with themselves as young adults on the threshold of taking the next step into full adulthood. As alumnae have expressed their feelings about the effects of the WTA, one might.come to view the experience as a rite de passage which awards the individual, having emerged from it, commensurate privileges and responsibilites in the society in which she lives. Perhaps the returned student finds that she no longer needs to play a role because she has had the Opportunity to have to deal with self and what self-hood means. While on the WTA, she is freed of her role expectations, that of being a daughter, a student, or roommate. She has the Opportunity to 101 experiment with her perceptions of herself with a certain degree of anonymity, and yet, feeling a strong sense of responsibility as a guest in a new country, town, and family. The Winter Term Abroad experience is seen as exceedingly high in personal value to 60 percent (n=139) of the alumnae respondents (N=235). On a five point scale (O=very low, 4=exceed- ingly high) 32.8 percent (n=76) feel that the experience was high in personal value. Only 6.5 percent (n=15) of the alumnae relegated the experience to the middle category of average. Two individuals rated the WTA as low and no respondents (and only one non-respondent who answer the follow-up questionnaire) placed the WTA in the category of very low (Table 5.1). With the knowledge that the WTA was a very important part of the student's education and life experience, it seems appro- priate to briefly outline the unfolding of this segment of the study: I. The Objectives of the Winter Term Abroad II. The Sojourn Orientation of the students The host national family Student adjustment The host national family relationship The independent study projects Friendships Language competency The academic program The tour or independent travel The departure Student readjustment and reorientation to Lake Erie College KGHICD'TIITIDOW) 102 TABLE 5.l.--Personal Value of the WTA in Relation to the Total Education at Lake Erie College. n Adj. freq. % very low - - low 2 .9 about average 15 6.5 high 76 32.8 exceedingly high 139 59.9 n = 232 N = 235 M = 3.517 Md = 3.665 Std= .658 scale 0 = very low 4 = exceedingly high 103 L. Value of the sojourn M. Summary The Objectives of the Winter Term Abroad The stated Objectives, outlined by President Weaver in 1952, when the Winter Term Abroad program was conceived, were (1) to prepare the young woman to become aware of her responsi- bilities as a citizen of the United States and (2) the world, (3) to assist the student in developing her problem solving abilities, to make her aware of herself and others, (4) to reduce her tendencies toward provinciality, (5) to increase her second language competency, and (6) to develop her appreciation of art, music, and architecture. These Objectives, along with stated Objectives of other cross-cultural education programs were incor- porated into a list of eleven possible Objectives. Identical lists were used in asking the alumnae to assign a degree of importance to each Objective, approaching the question from her own personal goals (as she could recall them) which she hoped to achieve from the WTA as well as approaching the question from the alumna's point of view as to what she perceived the College's Objectives to be and the degree of importance placed on each objective. Probably indicative of many of the respondents, one alumna expressed succinctly her response to the questions asking the importance of selected personal and college Objectives to be reached through participation in the WTA: 104 This is a hindsight observation reflected and re-evaluated from an eleven-year distance. Appreciating that the "distance" could be one year to twenty-five years, the alumnae assigned relatively high importance to all of the personal and college objectives. Table 5.2 illustrates the relative importance of the personal and college objectives as indicated by alumnae respondents. In all cases, the alumnae ranked college objectives equal to or higher than personal objectives. It was predicted that the objectives which focused on human factors would rank higher in importance than those which were academic or philosophical in nature. The emphasis on the person. or the person in the context of the culture, is a logical extension of the college's emphasis on the individual student. The following personal Objectives are listed in order of importance as ranked by the alumnae: To develop an a preciation of another culture (M=4.720, n=232§ To develop an appreciation of another peOple (M=4.6ll, N=234) To develop an awareness of others (M=4.348, N=230) To develop an awareness of oneself (M=4.275, N=229) TO develop maturity in the student (M=4.244, N=234) The former participants elaborated on the objectives in reply to the question: In retrospect, where you find yourself at the present time, and after years (please insert the number 105 Aooooppooov o.oum moo.puopm o.onm Nmp.puoum mum": oop.ouoz Now": pom.mnoz upmos too .ocopooupooco . “so op pom.muz o mop.muz to eopoapooaaam cm soposoo op o.oum omm. uopm o.oum Now. 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[up .35.. 2: .3 “2.38.8 «2.82100 0.35 117 four-year students (n=73, 4l percent). nor did they state that the opportunity to study in Europe was a factor in choosing the College to finish their education program any more often than did the four- year students (Transfer, n=36, 63.2 percent; four-year, n=l53. 86 percent). It might be explained that some transfer students were unaware of the required sojourn experience and, upon arriving on campus, discovered the unique opportunity. One last comment concerning the transfer students attributing greater importance to the objectives is that the College levied a surcharge on all transfer students for the WTA since these students were not paying four years of the comprehensive fee. When one makes an outright payment for a commodity or service. that commodity or service often takes on added significance. When the charge for a commodity or service is included, in an overall fee, (as is the case with four-year students), it may be ascribed less significance. Type of Center. It seems appropriate at this juncture to relate the reasons alumnae gave for attending an English language center rather than a second language center. 0f the 66 alumnae who spent their sojourn in a center in which English was generally understood as often as the national language, 34.8 percent (n=23) indicated that they had a low proficiency in their second language; 3.0 percent (n=2) chose an English speaking center because of their family background; 33.3 percent (n=22) wanted to pursue an academic interest in the specific center; and 7.6 percent (n=5) had other 118 reasons for choosing an English speaking center while 23.2 percent (n=l4) did not respond to the question. Because of the added dimension of being required to use a second language to exist in a non-English speaking country and family, those students who lived in France. Germany, Spain, or Italy would have to expend more energy on a daily basis in order to survive than would students in English-speaking countries. Under those conditions, it was hypothesized that alumnae who went to a second-language center would place more importance than would alumnae who went to English speaking countries on the following personal objectives: to increase international understanding to develOp an awareness of oneself to increase the student's second language competence to develop an awareness of others to develop an awareness of the responsibilities of being an American citizen to develop an appreciation of another culture to develop an appreciation of another people With the exception of the objective to develop an awareness of others, the hypothesis was supported. A possible explanation for the lower importance given to developing an awareness of others is that surviving through use of a second language may preoccupy the sojourner to the extent that self is the pervading priority, not allowing for much time or energy to be sensitive to others. Initially, it was hypothesized that alumnae would (based on the type of center) ascribe equal importance to the following objectives: 119 to develop academic interests to develop an appreciation of art, music, and architecture to develop maturity in the student to develop an awareness of the responsiblities of being a citizen of the world In analyzing the responses, alumnae who sojourned to second language centers placed more importance on developing an appreciation in the arts. Both groups supported equally the importance of the objective of developing maturity in the student. Studying in one's own language, rather than constantly having to struggle with another language, is the apparent explana- tion for the responses of alumnae who went to English speaking centers who placed greater importance on the objective, to develOp academic interests. When the academic thrust of the WTA is discussed, and specifically, the independent study projects, more clarity will be gleaned concerning the objective to develop academic interests. Those alumnae who lived and studied in an English speaking center consistently ascribed more importance to the college objec- tives than to the personal objectives (Table 5.5). The most dramatic shift in degree of importance was on the objective to increase the second language ability. English center sojourners attributed low importance (M=2.40) to the personal objective, and yet ascribed a mean of 4.281 to the college objective of increasing the second language competence. For them having a second language facility was relatively unimportant; on their sojourn however, they perceived the College as placing fairly great stress on language study, which it has done. 120 3:00.09... :02... 00:00.03. 32.— "0—30 .00.: 0N5. .000 0.0.: 0—5. .000 .00.: N00. .000 0.0.: 5N0. .000 007.: 80.0.0: 00—... 80.0.0: 00.: 25.0.0: 00.: 005.0%: 0300: 350:0 00 :30 N 000.7: N 0000.: N 40.0.: N 05.0.: 0.00.300 :0 90—030 00 0.0.: :0. .000 0.0.: 02.730 «0.0.: 055. .000 3.0.: 000.7000 0...... 0:0 00—... 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E... .35.. .5 .o 858...... «2.3.8:... 0...... 121 The college objectives were given more importance that were the personal objectives by alumnae who went to second language centers, with the exception of the objective to develop an appre- ciation of another people which was ascribed equally high impor- tance by both groups. The hypothesis that second language center alumnae would place greater importance than would English language center alumnae on the college objectives of increasing international understanding. developing an awareness of self. developing an appreciation of the arts, and developing a more global awareness. was not supported. Both groups placed equal importance on those objectives. There appears to be little divergence from the responses of all alumnae when analyzing the responses of the English speaking group and the second language group. These perceived college objectives appear to transcend any differences between the two groups. Predicting that alumnae who had been in a second language center would place greater importance than those who went to an English speaking center on the objectives to increase competence in a second language, to develop maturity in the student, and to develop an appreciation of another culture, were predictions which were supported; however, when comparing the means, very little difference was discerned. Little difference in the means was noted on the objectives to develop academic interests, to develop an awareness of others, to develop an awareness of the responsibilities of being an 122 American citizen, and to develop an appreciation of another people when comparing the responses of second language center and English language center alumnae. It was hypothesized that there would be no differences in the ascribed importance of those four objectives. Comparison of the means would indicate slightly more importance being ascribed to developing an appreciation of another people by the second language center alumnae (having experienced greater cultural differences), and slightly more importance to the objectives to develop academic interest and create an awareness of American citizenship by the English language alumnae. At least on the college objectives, the responses show close similarity in the ascribed importance of all objectives by alumnae who went to second language centers and English language centers. The independent variable, type of center, did not discriminate appreciably between the two groups. During the seven years I was at the College, the language faculty felt that a sojourn in an English language center was a dilution of the original intent of the Winter Term Abroad. It is apparent that the English language center alumnae ascribe the same degree of importance of the objectives of the NTA as do the second language center alumnae. The Sojourn There are two variables which were predicted to be signi- ficant regarding the degree of personal value an alumna would 123 ascribe to her stay in another culture: the first, and the more important of the two, is the quality of the family relationship; the second, and a more difficult variable with which to contend, is the type of independent study the student elects to conduct while in the center. Orientation of the Students The orientation program, an integral part of the total sojourn experience, was discussed in some detail in Chapter I. It was hypothesized that alumnae who went to an English language center, who had General Studies, and those who were transfer students, would ascribe greater value to the orientation program. Table 5.6 illustrates that all alumnae (N=235) felt the orienta- tion program was of average value (O=high value, 4=low value) to them (M=2.028, n=215). Because the information in orientation would be more easily transferable to an English language center (few students comprehend the degree of difficulty they will have in communicating in a second language and thus see the orientation program as being deficient in preparing them for the shock), those alumnae (n=66) who went to Copenhagen, Leiden, Trogen, Amsterdam, or the various centers in England, would see more value to the orientation pro- gram (M=2.08, n=62) than alumnae (N=169) who went to a second language center (M=2.007, n=l53). This hypothesis was neither supported nor rejected in that the means are almost equal. 124 .mcowmmmm on“ gmnEmEmL go: npaou on: macszpm mnu mcwuspuxm .cmws vmumznc< m .vcoamwg ac: emu massapm m vcm soc» cmnEwEog uoc upaou mmcszpm cpN wapm> zo_ue szm> smwzno "mqump chowmmuw. op_uc mop": Pop": emu: mmpnc Non: NmpNnc cowumucm -Fgo mzu mew: .u .n .u .u .n .I .u wfi3m>3o mop N z mNmm P z mmmo N z mmmw P z mNoo N 2 mac Nu: mmNo N 2 Fa P : A_N.uzv Aep_uzv Amepuzv Aumuzv Ame_uzv Amouzv AmMNuzv mmwvapm mmwuzpm chmcmo mucmuaum mucouaum macsap< gmpcmo macssp< macszp< Fmgmcmw 0: new: macssF< cmmxlgaom commence mumsmcmg vcoumm mecmo FP< saw: mocsap< emw_a=m sagmoca cowumucwwgo mgu we m=Fm> cmcmwmm<--.m.m u4m<~ 125 No one could have prepared me for my own responses and no one could have prepared me for the family situation and strike at the university (l976 alumna, Spain). In looking at the value placed on orientation by the trans- fer students in Table 5.6, they considered orientation more valuable than did the four-year students. The transfer student would, out of necessity, become immersed in the orientation program more than would the four-year student who had been vicariously exper- iencing the WTA for two years. Finally, those students who went through the General Studies program (Table 5.6) attributed more value to the orien- tation program (M=l.952, n=l05) than the alumnae who did not have General Studies (M=2.lO, n=llO). A wise professor at Lake Erie College would comment to the students, prior to their embarkation, that by the time anyone is truly ready for a given experience, it is already over. Perhaps the frequency of alumnae stating that by the time they became comfortable moving about the host city, interacting with family members, and, in essence, living a normal daily life, it was time to return to the United States. By the end of their sojourn, they were probably ready to experience it! The Host National Family A number of questions were asked concerning the alumna's host national family. Tables 5.7 and 5.8 provide the data on the families of the sojourners. It should be pointed out that twenty-one students did not live with families. Some students 126 TABLE 5.7.--The Host-National Family All Alumnae In your host family was there a yes no father? 76.4% 23.6% n=l62 n=50 N=2l2 mother? 98.6% l.4% n=209 n=3 N=2l2 extended family? 15.6% 84.4% n=33 n=l79 N=212 other students or non-family members?1 40.3% 59.7% n=85 n=126 N=le 138 alumnae reported having another Lake Erie College Student living in the family. TABLE 5.8.--Number of Siblings in the Host Family. n no siblings l8 one sibling 50 two siblings 56 three siblings 43 four siblings 24 five siblings 8 six siblings 8 seven siblings 2 ten siblings 3 2l2 responses, 21 alumnae had no family/Mean number of siblings= 2.448 127 with no families lived in a boarding house in Trogen and Commuted to the Kinderdorf Pestalozzi (n=8); or they went to Madrid in 1969 (n=4), the last year the College used that center; one student attended a center, Dijon, and did not have a family; some elected a riding center in England or Ireland (n=8). The students who had no family placement will be looked at more closely later in this chapter. 0f the 212 students who lived with families, 162 of those families (76.4 percent) had fathers who were present, 209 had mothers (98.6 percent), 194 had one or more siblings living at home (91.5 percent), 15.6 percent (n=33) of the families had extended family (a grandparent, aunt or uncle, or cousin living with them), 40.3 percent (n=85) reported other students living in the home, and 38 (44.7 percent) of those 85 being other Lake Erie students. The average number of siblings in a host family was 2.448. The range was from no siblings (n=18) to ten siblings (n=3). The details can be seen in Table 5.8. Of those alumnae (n=217) who responded to the question as to the type of housing in which their host families resided, 42.4 percent (n=92) lived in a private home, 53.9 percent (n=ll7) lived in an apartment. Some alumnae (3.7 percent, n=8) indicated they lived in dormitories. The size of the population center in which the student's host family lived varied a great deal (Table 5.9). The alumnae disclosed that 58.6 percent of the families (n=126) brought foreign students into their homes on a regular basis; 27 percent (n=58) believed their families did not; and 128 TABLE 5.9.--Type of Host Family Home and Size of Population Center in Which the Alumnae Lived while on the Winter Term Abroad. n Adj. % in an apartment1 117 53.9 in a private home 92 42.4 in a dormitory 8 3.7 N=2i72 in the country 5 2.3 in a village 16 7.2 in a town 25 11.3 in a medium sized city 87 39.2 in a suburb of a large city 24 10.8 in a large city 65 29.3 no response 13 - N=235 100.0 1some alumnae who had no family checked this category 2excludes those who indicated no family (n=7) and those who provided no response (n=ll) 129 14.4 percent (n=3l) did not know. When the alumnae were asked why they thought the families hosted foreign students, 19.3 percent (n=4l) thought it was out of interest in foreign students or for enrichment opportunities for the host family; 17 percent (n=36) felt it was for financial gain; and 14 percent (n=30) believed there was both an interest in the foreign student and also need for financial gain. From her perspective, the alumna was asked to judge her host family's economic status. The economic status of the families was described as follows: lower economic status, 4.2 percent (n=9); lower-middle, 13.7 percent (n=29); middle, 48.3 percent (n=102); upper middle, 26.5 percent (n=56); and upper, 6.6 percent (n=l4). The mean economic status was figured to be 2.17 or slightly above the middle economic level (0=1ower, 4=upper). The quality of family life for the students might depend upon whether any members of the family spoke English (and cer- tainly the fluency of the sojourner in the language would also have an effect). Sixty (27.8 percent) lived in families in which no one spoke English. Tables 5.10, 5.11, and 5.12, describe the frequency with which the host families and the alumnae communicated in English. More frequently than other family members, the students' siblings spoke English (Table 5.10). Host fathers spoke English more frequently than did host mothers. In only 18.8 percent (n=39) 130 TABLE 5.10.--Frequency of Host-Family Members Speaking English. n Adj % Did anyone in your host family speak English? no one 60 27.8 yes 156 72.2 N=216] Did your host-father? no 96 60.8 yes 621 39.2 N=158 host-mother? no 133 65.8 yes 691 34.2 n=202 host-siblings no 74 40.0 yes 1111 60.0 n='65 Did all members of your host family speak English? no 168 81.2 yes 391 18.8 n=207 1Accounts for no responses, or the category marked not applicable, or the alumna did not have a family. 131 TABLE 5.ll.--Frequency of Alumnae Communicating in English with the Host National Family. n Adj % Did you communicate in English with your host family? no 65 35.0 all of the time 48 22.4 some of the time 41 19.2 only under special circumstances 50 23.4 N=214 100.0 Did you host family communicate in English with you? no 74 34.3 all of the time 53 24.5 some of the time 42 19.4 only under special circumstnaces 47 21.8 N=216 100.0 TABLE 5.12.--Frequency of Communicating in English with Host National Peers and Other Lake Erie Students. n Adj % When in the WTA center, did you generally communicate in English with fellow Lake Erie students? never 1 .5 rarely 6 2.6 some of the time 62 27.2 all of the time 159 69.7 N=228 100.0 When in the WTA center did you generally communicate in English with your host- national friends? never 46 20.8 rarely 60 27.2 some of the time 56 25.3 all of the time 59 26 7 N=221 100:0 132 of the families did all family members speak English. Almost the exact same number of alumnae said that they never communicated with their host families in English (35 percent, n=75) and that their host families never communicated with them in English (34.3 percent, n=74). 0n the other hand, 22.4 percent (n=48) communicated with their families solely in English and 24.5 percent (n=53) of the families spoke to the sojourner in English (Table 5.11). Table 5.12 provides the details on the frequency of communicating in English with fellow Lake Erie students and with host national friends. As would be expected, the students (69.7 percent, n=159) generally talked with each other in English; however, in spite of the desire of many host-national friends to practice their English competency with Americans, 48 percent (n=106) of the alumnae reported that they never or rarely commun- icated with host-national friends in English. Student Adjustment Before discussing the significance of family relation- ships, it seems appropriate to provide the detailed results of the alumnae response as to the degree of difficulty they exper- ienced in adjusting to various facets of the sojourn. Table 5.13 delineates the response based from all alumnae (1=1ow difficulty, 5=high difficulty), then on alumnae by the type of center (Table 5.14), alumnae who did not have families (Table 5.15) and alumnae on the basis of being a transfer student or four-year student (Table 5.16). 133 TABLE 5.13.--Degree of Difficulty in Adjusting to Certain Facets of the Sojourn All Alumnae Rank Order language M=3.233 Md=3.378 n=227 l Std=l.482 R=4.0 social life M=2.286 Md=2.094 n=227 4 Std=1.245 R=4.0 customs of the host family M=2.237 Md=2.lll n=224 6 Std=l.310 R=4.0 peer relationships w/host M=2.267 nationals Md=2.105 n=221 5 Std=l.182 R=4.0 family relationships M=2.316 Md=2.091 n=221 3 Std=l.450 R=4.0 peer relationships with M=1.713 LEC students Md=l.274 n=223 8 Std=1.150 R=4.0 journal keeping M=2.398 Md=2.050 n=226 2 Std=l.436 R=4.0 independent travel time M=l.518 or tour Md=l.216 n=222 9 Std= .950 R=4.0 relationship to host M=2.220 national advisor Md=l.932 n=223 7 Std=1.267 R=4.0 Scale: l=low, 5=high difficulty 134 Aumchucouv o.eum mmN._ueum o.eum ope..uupm m mo_u= eme.Fuez _ no": Nem.Nuez m_o..uz Nmm.Puz m=_ammx Penance o.eum mmo.Fuupm o.eu¢ omN.Fuepm m 08.": NNN.~uuz N «on: oNe.Puez mucmeaam m_o._uz Nmm._uz um; :62; maw=m=o_pepaa Lama o.eu¢ .me.PHme o.eum me._uuum Nane mPP.Nuez e mm" Pmo.Nuez _mm.Nu= NmP.Nuz mawemco_um.ma »_PE~L o.eum mop.Puuum o.¢ux m_N.Puuum 4 Pop": mm_.Nuez m can: hmm.puez mpeeoppme _mm.Nuz om..~uz amoe\z mawgmeowuepmc Lama o.eum omm.Fuebm o.¢nm NmN.Fnebm . m mop»: mmP.Nuu= m Pm»: m~o.~nez mmN.Nuz mFP.an NF22ec Que; me“ to weapmsu o.eum me._uupm o.eum moN._uebm m mm_u= wm_.Nuez o No": mom.Pnuz Nmm.Nuz mPP.Nuz mmwp meoom o.enm mom._uepm o.eua 4mm.Puuom _ «mp»: PNo.mnuz N mm": om_.Nnuz om.muz ocm.an momsmcmp canto qucmu gouge gmucmu scam bonanza; unoumm xcmm mmmsocmp cmwFozu macs=~< gmucmu mmmsmcmg ucoumm ucm mace:_< coucmu mmmsmcm; cm._m=u "cazonom as» to mpwoea ewmpamu op mewpmanu< a. 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The reality of the resumption of the academic schedule was a shock after the ten weeks in which the student had been immersed in a different kind of learning milieu characterized by a high degree of self-freedom and independence. (The most difficult facet was) the regimentation of classes after so much freedom to plan and occupy our time (1955 alumna, Denmark). . rules, regulations (1957 alumna, Spain)! The return to the strictly academic atmosphere seemed boring and fruitless at first (1962 alumna, Denmark). . the shelter and unreality of the academic world, the restrictions of classes and schedules, the pressure of performance academically, the restrictions of campus living and boredom with the routine (1964 alumna, Germany). Along with the frustrations of the academic routine, alumnae expressed personal readjustment difficulties: I missed the fun and excitement and felt sort of let down that it was over, but once the reliving of memories took over, it (the readjustment) wasn't hard. There were lots of others in the same boat (1964 alumnae, Spain). Push, go, hurry! (1964 alumna, Spain) Culture shock in general. The College seemed so removed from the world at large (1964 alumna, Spain). I'd forgotten how grey and ugly Painesville was. I hated the prevalent negativism, the lack of accessible museums, plays, coffee houses, and stimulating conversations (1964 alumna, France). I felt like Cinderella back from the ball, once again in rags (1970 alumna, France). I didn't have it all together - too many loose ends. I was still living my experiences and trying to integrate them into some new me - unsuccessfully (1958 alumna, Germany). 190 As was explained in Chapter I, alumnae return to Lake Erie College as a group and, as a consequence, receive constant indi- vidual and group support for their feelings of not wanting to be home. Spring term is spent telling stories, sharing experiences, and, in general, reliving the sojourn. Because of this group support, it is not surprising that alumnae expressed low readjust- ment difficulties when asked to check the degree of difficulty (l=low difficulty, 5=high difficulty) in readjusting to the Lake Erie College campus and the academic routine (Table 5.41). The written remarks provided for greater insights into specific readjustment problems than did the scale questions. The general consensus was that it was anti-climactic to be back in the United States, and more particularly, in Painesville. The alumnae were asked to describe the degree of difficulty they had in talking with family, friends other than Lake Erie students, and Lake Erie students about their sojourn. The hypothesis that it would be easier for the returned travelers to talk with Lake Erie students in comparison to family and other friends was supported. On a scale of one to five (l=low difficulty, 5=high difficulty) the mean difficulty in talking with family was 1.658 (n=229), to friends the mean was 1.690 (n=229) and to Lake Erie students the mean was 1.432 (n=227). Table 5.42 amplifies the results. The reported low mean difficulty in talking with people about the sojourn experience contradicts written comments by alumnae concerning their ability to explain what had happened to them. '191 euFaoFFFFo szzum euFaoFeeFo :oFuF "oFaom FNFFuzF o.¢ux mom. "tum oFFu: mNF.Fnuz mov.Fuz o.eu¢ QNF.Fucum NuFu: F¢N.Fuu: FemuzF o.eu¢ Fmo.Fuvum o.eu Fm": mmF.Fuuz n F aom.Fux FmoFuzF FoouzF FFNFuzF FFFFnzF a mum. 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