| Summary: | This study is an investigation of the process of experiential, cross-cultural learning.
Through in-depth interviews, twelve U.S. undergraduate students discussed their experiences in
semester-long experiential cultural immersion programs in non-industrialized countries
approximately one year after returning home. They recounted their experiences and reflected on
the ways in which these experiences led to personal transformation as a result of experiential,
cross-cultural learning. The study also examined critical elements of this learning process and
the conditions that led to an increase in the intensity of cultural immersion. Three main areas of
the learning process were examined: 1) critical relationships developed during the time abroad
that provided students with opportunities for cross-cultural dialogue and emotional support 2)
critical incidents and crises that challenged students’ cultural values and meaning perspectives
and created feelings of cultural marginality, and 3) consequent changes in students’ meaning
perspectives resulting from their experiences and critical reflection. Theories of experiential
learning, experiential, cross-cultural learning, and Mezirow’s (1991) theory of transformative
learning form the theoretical framework for this thesis.
This learning process is found to have significant formative and transformative effects on
students. Some changes that students experienced included increased self-awareness, value
clarification, improved levels of self-confidence, transformed meaning perspectives or world
views, development of feelings of human and cultural reciprocity, and commitment to career
goals. The analysis of this learning process of young adults leads to some modification of
Mezirow’s theory.
This study provides in-depth insight into the student viewpoint of the experiential, cross
cultural learning process, and informs the larger field of study abroad in terms of the experiential
dynamics of all cultural immersion programs. In addition, this study sheds light on the
application of Mezirow’s transformation theory to the learning of young adults. === Education, Faculty of === Graduate
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