Penter, Polly (2025) Understanding and Experiencing American Identity In The Context Of A One-Semester Study Abroad Programme In London. Doctoral thesis, University of West London.

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Abstract

Throughout the 21st century, US Higher Education institutions and successive US governments – through reports such as the Lincoln Commission (2005) and bills such as the
Senator Paul Simon Study Abroad Program Act of 2022 (and subsequently 2023) – have sought to increase the number of students studying abroad, with the UK remaining one of
the most popular destinations (Open Doors, 2024). With growing numbers studying abroad, there is increasing pressure on institutions and other Study Abroad providers to deliver tangible benefits. To do so effectively, it is imperative that practitioners understand the many
factors that could influence and impact students’ experiences of studying abroad so that they can plan pre-departure preparatory activities, programming and on and post-course support accordingly. One aspect that has the potential to impact how students engage with living and
studying abroad is national – in this case, American – identity. While many studies and commentaries included or commented on the relevance and impact of American identity
both on students’ experiences and their ability to make meaningful intercultural gains from studying abroad (Edwards, 2000; Dolby, 2004, 2007; Donitsa et al. 2005; Souders, 2006; Pitts, 2009; Jewett, 2010; Savicki & Cooley, 2011; Wolcott & Mokyta, 2013; Karthoshkina, 2015; Young et al., 2015; Goldstein, 2017; Willett, 2018; Streitweiser & Light, 2018; Davis & Knight, 2021; Grieb, 2023) or have viewed it as a hindrance to studying abroad (Kinginger,
2010; Breen, 2012; Zemach-Bersin, 2012; Moreno, 2021), in-depth, qualitative studies that seek specifically to understand how students experience their American identit(ies) abroad are lacking. This study, using Interpretative Phenomenological Analysis, seeks to fill this gap in knowledge and provide long-overdue insights and recommendations for practitioners as the sector continues to expand

Item Type:	Thesis (Doctoral)
Identifier:	10.36828/thesis/13692
Subjects:	Education
Depositing User:	Marc Forster
Date Deposited:	23 May 2025 10:30
Last Modified:	23 May 2025 10:45
URI:	https://repository.uwl.ac.uk/id/eprint/13692

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