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Alternative spring break and internationalization: a qualitative study using Chickering’s theory of student development
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Alternative spring break and internationalization: a qualitative study using Chickering’s theory of student development
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Content
ALTERNATIVE SPRING BREAK AND INTERNATIONALIZATION: A
QUALITATIVE STUDY USING CHICKERING‟S THEORY OF STUDENT
DEVELOPMENT
by
Wendy Barclay
A Thesis Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
MASTER OF EDUCATION
August 2010
Copyright 2010 Wendy Barclay
ii
Table of Contents
List of Figures iv
Abstract v
Chapter 1 Introduction 1
Alternative Spring Break (ASB) 1
Definition of Key Terms 4
Theoretical Rationale 5
Chapter 2 Review of the Literature 7
Alternative Spring Break (ASB) Research 7
Chickering‟s Theory of Student Development 10
Chapter 3 Methodology 18
Purpose 18
Participants 18
Data Collection 20
Research Hypothesis 20
Research Questions 20
Instrumentation 21
Observation 21
Document analysis 22
Interviewing 24
Chapter 4 Results 26
Observation 28
Document Analysis 30
Interviewing 30
Vector 1: Developing Competence 31
Vector 2: Managing Emotions 33
Vector 3: Moving Through Autonomy Towards Interdependence 36
Vector 4: Developing Mature Interpersonal Relationships 40
Vector 5: Establishing Identity 43
Vector 6: Developing Purpose 47
Vector 7: Developing Integrity 52
Internationalization 55
Volunteerism 56
Chapter 5 Summary, Conclusions and Recommendations 61
Conclusions 61
First Research Question 62
Second Research Question 63
Limitations 64
iii
Recommendations 65
References 67
Appendices
Appendix A: ASB Participant Recruitment Letter 69
Appendix B: Former ASB Participant Recruitment Letter 70
Appendix C: Interview Protocol (Current Participants) 71
Appendix D: Interview Protocol (Past Participants) 73
Appendix E: Informed Consent 75
iv
List of Figures
Figure 1: Definition of Chickering‟s Vectors 12
Figure 2: Definition of Environmental Influences 14
Figure 3: Participant Demographic Table 19
v
Abstract
Higher education is beginning to see a shift in emphasizing co-curricular activities
and experiences outside the classroom. Furthermore, higher education institutions are
taking a more philanthropic approach and adding the component of community service
into their institutions and into their mission statements. The form in which this
community service is offered varies. Some are in the immediate setting, as seen
especially in institutions located in an urban setting. Some last a long period of time such
as a few weeks or even a summer. Some result from an emerging crisis, for instance the
tsunami in Indonesia, Katrina, or more recently Haiti. Yet some are a more purposeful
short term projects located in a particular company. This thesis focuses on that short term
emersion experience. Throughout a year, I followed a group of thirteen individuals who
embarked on a ten day alternative spring break experience to Isla de Las Mujeres,
Mexico. The purpose of this research is to understand how American undergraduate
students perceive their own self-development changes after participation in an
international alternative spring break experience.
1
Chapter One
Introduction
This thesis is about internationalization and volunteerism‟s effect on student
development. It is a qualitative study that seeks to understand the experience of an
international Alternative Spring Break (ASB) program from a student‟s point of view. It
is an inquiry that focuses on Chickering‟s theory of student development and the
environmental variables that influence student development abroad. In this inquiry I will
work with a group of American undergraduate students who either will be, or have,
participated in the international Alternative Spring Break trip to Isla Mujeres, Mexico. I
will work with these students to observe all of their pre-departure meetings, to perform
interviews of their excursion, and to conduct document analysis on data resulting from
this trip, thereby achieving triangulation. I will discover themes from these students to
assess for short term and long term effects as it relates to student identity development. In
subsequent chapters I take an in depth look into Chickering‟s theory of student
development and relate it to the research design for this study. In this chapter, I will
outline the background for this study, including the Community University‟s
(pseudonym) commitment to community service and Alternative Spring Breaks and
conclude in an official statement of the predicament this inquiry addresses.
Alternative Spring Break (ASB)
The Community University (pseudonym) is a four year college on the west coast.
The immediate surrounding community is described as urban, crime-ridden, and
underprivileged. As a result, the university wanted to improve its commitment to the
surrounding neighborhood.
2
In 1994, the President of Community University released the university‟s strategic
plan. The four initiatives of the plan included:
• Undergraduate education
• Interdisciplinary research and education
• Programs building on the resources of Southern California and Los Angeles
• Internationalization
One of the strategies was to take the lead in working with the city and the
community to dramatically improve the neighborhoods surrounding the two campuses of
Community University. The Community University Volunteer Center further believes in
this mission and provides many outlets for its students to become involved in community
service. They encourage students to become actively involved in the community and
participate in some of the many programs the Volunteer Center offers. These services
include short term efforts, long term programs and an immersion experience for students.
There are many short term projects offered through the Volunteer Center. These
projects tend to attract a large number of students, as they require less time to complete.
One example is CAST (Community Action Short-Term Team) which only requires about
a four hour time commitment on a Saturday. CAST allows students to search an online
database for one-day or short-term community service events in which they are allowed
to sign-up to perform. Also, Friends and Neighbors Day is one of the most popular events
that come from the Volunteer Center. For one day, at the beginning of every semester,
students are allowed to walk into the community and participate in a variety of
community service events.
3
The Community University Volunteer Center‟s also offers long-term programs.
One of which is the Volunteer Corp in which the student volunteers two hours per day for
eight to ten weeks in one particular non-profit agency. Further, the Volunteer Center
houses the Community University Literacy Project which encourages both faculty and
staff to join. In this program, participants read to elementary school children for at least
one hour each week.
Finally, the Community University Volunteer Center‟s immersion program is the
Alternative Spring Break (ASB) project. As part of this program, students travel to
specific locations and undergo volunteer work with other students from the university.
This program takes place during the student‟s spring break. Furthermore, there are many
students hired by the Volunteer Center to coordinate these trips. Their responsibilities
include anything from: advertising the experience, interviewing and selecting the
participants and advisors, organizing the transportation, deciding dining options,
equipment and work sites, and planning the educational sessions and the reflective
components. In order to be selected to participate in an Alternative Spring Break, one
must undergo an application process, an interview phase, pay a fee, and attend pre-
departure orientation sessions.
The Alternative Spring Break program was established at the Community
University in 1991. The first trip was to a Navajo Nation in Bluff, Utah. In this trip, about
thirty students attended as well as two staff members. In 1995, the first environmental
ASB occurred in Tucson, Arizona. In 1996, the decision was made to develop a long-
standing relationship with Death Valley, California as another environmental trip. In
1998, a homeless/spirituality ASB trip was created with the initial focus on migrant
4
workers in Salinas, California (Garbuio, 1999). Now, in 2009, ten ASB trips exist, four of
which involve international experiences.
Definition of Key Terms
It is necessary to discuss some key terms in regards to the study at hand.
Community service refers to a “variety of individual voluntary efforts, from working in
food banks and shelters for the homeless to helping nursing homes to participating in
tutoring projects and literacy campaigns” (Boyte, 1991, p. 766). This term is important in
understanding, as an ASB experience in its simplest definition is a community service
excursion. This term is often confused with a service-learning experience, which can be
defined “as an approach to experiential learning, an expression of values – service to
others, which determines the purpose, nature and process of social and education
exchange between learners (students) and the people they serve, and between experiential
education programs and the community organizations with which the work” (Stanton, as
cited in Goldsmith, 1995, p. 19).
As a result of the nature of an ASB experience, the term community service-
learning will be used and defined as intentional, active participation by an individual or
group in activities that meet the needs to the community. With this group it is imperative
that the students have some type of reflection e.g, journals, small group discussions, etc.,
in order for them to assess and become aware of the impact that each experience has on
their lives (Garbuio, 1999). Hutchings and Wutzdorff (1988) define reflection as “the
ability to step back and ponder one‟s own experiences, to abstract from it some meaning
or knowledge relevant to other experiences” (p. 15). They believe that “the capacity for
5
reflection is what transforms experience into learning” (p. 15). Therefore, reflection is
crucial to achieve student learning and developmental outcomes.
Immersion service learning experiences are defined by Gail Albert as “an
opportunity not simply to work in, but to live the life of a community for a period of time.
These experiences may be brief, as short as a week in duration; or they may extend for a
summer, a semester or longer. With these experiences, an unfamiliar culture becomes the
setting for all facets of the students life” (1996, p. 183). The Isla de las Mujeres
experience will be considered an immersion service-learning program.
Theoretical Rationale
Chickering‟s Theory of Student Development was used to asses for
developmental changes in this project. His seven vectors were applied to all participants
of the Isla de las Mujeres ASB experience. Furthermore, Chickering believed that
educational environments exert powerful influences on student development. Thus, these
environmental factors were crucial in examining student development changes, especially
in an abroad international experience.
This research study explored how American undergraduate students perceive their
own self-development changes after participation in an international alternative spring
break experience. In order to achieve this, the focus was on Chickering‟s theory of
student development and the environmental variables that influence student development
abroad. Further, this project investigated and compared the differences between
immediate impact and long term effects of the experience.
Chapter two provides a comprehensive literature review of Chickering‟s Theory
of Student Development as well as an overview of Alternative Spring Break research;
6
Chapter three focuses on the qualitative measures employed in the research design for
this study; Chapter four discusses the findings of the study; and Chapter five provides
conclusions and recommendations for future research.
7
Chapter Two
Review of the Literature
Chapter two focuses on current research on Alternative Spring Break programs as
well as an in depth look into Chickering‟s theory of student development. First, I address
current research on Alternative Spring Break programs. While no research has taken into
account how an international ASB trip impacts student development, it is necessary to
review other effects that an ASB experience has on students. Next, I turn to a discussion
of Chickering‟s theory of student development; providing a historical overview as well as
definition of his theory. Finally, I focus specifically on describing the seven vectors and
the key environmental influences in Chickering‟s theory.
Alternative Spring Break (ASB) Research
There have been no longitudinal studies conducted concerning the impact of an
ASB experience. Furthermore, on the whole, ASB research concerns the aspects of social
responsibility and civic engagement rather than international experiences and student
development. However, it is important to review this information to gain an
understanding of potential effects this experience may incur. The following studies by
Huizinga (1992); Clayton-Pedersen, Stephens and Kean (1994); and Rhoades (1997) are
discussed in order to provide important contextual information to help guide this study.
In an effort to determine “the influence of spring break service on student
participants,” Huizinga (1992) conducted an assessment of the students at Calvin
College. These students participated in their Student Volunteer Service‟s (SVS) Spring
Break Project which incorporated rural as well as urban locations, and included nine
service project sites. Huizinga employed a social responsibility instrument that defined
8
social responsibility as “…an orientation towards others, a propensity to serve others in
need, a propensity to donate money to assist those in need, and as interest in social justice
issues” (1992, p. 4). Huizinga‟s results found that students who engaged in service
experiences prior to their SVS experience scored higher on the social responsibility scale
than a control group which consisted of two sections of a business management class
(Garbuio, 1999).
In 1994, Clayton-Pedersen, Stephens, and Kean, performed an assessment of the
Break Away Programs and Services. Break Away is a national clearinghouse for colleges
and universities that have shown interest in starting an Alternative Spring Break program
at their institutions. (Garbuio, 1999). They wanted to determine:
The extent to which the alternative break experiences brought about
changes in the personal and social justice goals of those who participate.
And, if change occurred, to what extent the change could be related to the
level of contact the school had with Break Away services and programs”
(Clayton-Pedersen, A., Stephens, J., and Kean, G., 1994, p. 6).
The items used to measure participant‟s social justice goals were related to his or her
level of agreement with the following statements:
1. Adults giving time for the good of their community
2. One‟s potential impact on the world
3. Religion organizations‟ use of spiritual vs. material means to combat social
problems
4. Religious organizations‟ responsibility to end prejudice in society
5. Limiting one‟s own pleasures if they inconvenience others
6. Trust in others
7. Helping others without regard to one‟s own success
9
8. Carrying religion into all aspects of life
9. Indentifying the individual‟s locus of control
10. One‟s ability to make a difference in the world
“The study did not find any significant changes or growth in the participants‟ social
justice goals as a result of their ASB experience” (Clayton-Pedersen, A., Stephens, J., and
Kean, G., 1994, p. 15).
Rhoades‟ (1997) conducted interviews with students from the University of South
Carolina who participated in their Alternative Spring Break (ASB) program. The group
consisted of twenty four students and three staff members that performed community
service at St. John‟s Island, South Carolina. Rhoades noted that for several of the students
their participation was related to a growing interest in performing community service.
Furthermore, as cited by Garbuio, this motivation can be seen in one student‟s discussion
of her “evolving values as well as her changing sense of self: the reason I decided to do
this is for years I‟d been saying volunteer: but I always made excuses like „no time,‟ „to
tired,‟ „I have to study,‟ I saw the ads for ASB in the college paper. After putting it off for
a long time, I decided to go through with this. In the previous years, I‟ve spend lots of
money on spring break. I‟d always go somewhere. But this time, I decided to do this. I
wanted to give back to the community” (Garbuio, 1999).
These three studies focused on Alternative Spring Break programs, specifically in
regards to its effects on social responsibility and an interest in community service.
Huizinga (1992) employed quantitative measures in order to evaluate the students‟ ASB
experience at Calvin College. Clayton-Pedersen, Stephens and Kean (1994) also
incorporated quantitative measures, however, their research focused on understanding the
10
changes in personal and social justice goals that students experience as a result of an ASB
program. Rhoads (1997) focused exclusively on qualitative measures and incorporated
the responses of students in one ASB trip (Garbuio, 1999). No longitudinal studies have
been conducted in order to evaluate the long-term impact of an ASB experience.
Chickering’s Theory of Student Development
There are several student development theories that hypothesize student
developmental stages as explored by Komives and Woodard (1996), such as “Piaget‟s
cognitive-structural theory, Perry‟s theory of Intellectual and Ethical Development,
Kohlberg‟s Theory of Moral Development, Gilligan‟s Theory of Women‟s Moral
Development” (Komives, p. 172-178). But, for the purposes of this study, the key
research to explore is that conducted by Arthur Chickering “…between 1959 and 1965
while employed at Goddard College, that led him to formulate the seven vectors of
student development theory” (Komives, p. 36-37).
At Goddard, Chickering was in charge of assessing the impact of innovative
curricular practices on student development. He conducted countless hours worth of
achievement tests, personality inventories, and other types of instruments on students
towards the end of their sophomore and senior years. Furthermore, he asked students to
keep diaries of their experiences and thoughts as well as conducted interviews. He began
writing Education and Identity in 1963 “in an attempt to provide a conceptual framework
for this findings as well as other research that had been conducted on college students”
(Evans, Forney, and Guido-DiBrito, 1998). Chickering targeted faculty in the preparation
of Education and Identity. His goal was to provide them with ideas concerning the
11
organization of educational programs to enhance student development (Thomas &
Chickering, 1984).
From 1964 to 1969, Chickering served the role of a director of the Project on
Student Development in Small Colleges (Thomas & Chickering, 1984). The data he
obtained from research on thirteen dissimilar small colleges across the country were
incorporated into the latter half of Education and Identity, which focused on the
influences of the college environment on development (Evans, Forney, and Guido-
DiBrito, 1998).
Chickering‟s study goes beyond traditional models because of his intricate
analysis of the student intellect as well as certain factors, both academic and nonacademic
that influence the students as they matriculate through their collegiate years (Evans,
Forney, and Guido-DiBrito, 1998). His research explored ways to:
• Incorporate findings from recent research on gender, race, and national origin;
• Acknowledge the greater range of options students now have;
• Adjust the theory to fit adult learners as well as traditional aged students; and
• Alter the definitions of several of the vectors to reflect changes in societal conditions
and to acknowledge the work of other theorists (Evans et al, p. 37).
Chickering‟s theory is very applicable to undergraduate students as they
matriculate through their college years. His theory explains the basic underlying themes
of student development and its major influences (Evans, Forney, and Guido-DiBrito,
1998). Chickering (1969) proposed seven vectors of student development that contribute
to the formation of identity. He used the term vectors of development “because each
seems to have direction and magnitude-even though the direction may be expressed more
12
appropriately by a spiral or by steps than by a straight line” (p. 8). He described these
vectors as “major highways for journeying towards individuation” (Chickering &
Reisser, 1993, p. 35). Chickering explained that students move through these vectors at
different rates, that vectors can interact with each other, and that students often find
themselves reexamining issues associated with vectors they had previously worked
through. Vectors can build on each other, “leading to greater complexity, stability, and
integration as the issues related to each vector are addressed. Chickering‟s work takes
into account emotional, interpersonal, ethical, and intellectual aspects of development”
(Evans, Forney, and Guido-DiBrito, 1998, p. 38). These seven vectors are described in
the figure below.
Figure 1: Definition of Chickering’s Vectors
Vector Definition
Developing
Competence
Involves intellectual competence, physical and manual skills,
and interpersonal competence. Intellectual competence entails
an acquisition of knowledge and skills related to particular
subject matter and increased sill in critical thinking and
reasoning ability. Physical Competence comes through athletic
and recreational activities. Interpersonal competence includes
skills in communication, leadership, and working effectively
with others.
13
Figure 1: Continued
Managing emotions Students develop the ability to recognize and accept emotions as
well as to appropriately express and control them. Students also
learn to act on feelings in a responsible manner.
Moving through
autonomy toward
interdependence
Result in increased emotional independence, which is defined as
„freedom from continual and pressing needs for reassurance,
affection, or approval from others‟. Further, students develop
self-direction, problem-solving ability, and mobility.
Developing mature
interpersonal
relationships
Include development of intercultural and interpersonal tolerance
and appreciation of differences, as well as the capacity for
healthy and lasting intimate relationships with partners and
close friends.
Establishing identity Acknowledgement of differences in identity development is
based on gender, ethnic background, and sexual orientation.
Developing purpose Development of clear vocational goals, making meaningful
commitments to specific personal interests and activities, and
establishing strong interpersonal commitments. Also,
intentionally making and staying with decisions, even in the
face of opposition.
Developing integrity Includes three sequential but overlapping stages: humanizing
values, personalizing values, and developing congruence.
Furthermore, as cited by Evans et al., “Chickering argued that educational
environments exert powerful influences on student development” (p. 40). Thus, the
14
following environmental factors are crucial in examining student development changes:
(Evans et al, p. 37-42).
Figure 2: Definition of Environmental Influences
Environmental Influences Definition
Institutional objectives Clear and specific objectives to which
personnel pay attention and use to guide
the development of programs and services
have a powerful impact
Institutional size Significant participation in campus life and
satisfaction with the college
experience
Student-faculty relationships Extensive and varied interaction among
faculty and students
Curriculum Relevant and sensitive to individual
difference, offers diverse perspectives, and
helps students make sense of what they are
learning
Teaching Active learning, student-faculty
interaction, timely feedback, high
expectations, and respect for individual
learning differences
15
Figure 2: Continued
Friendships and student communities Meaningful friendships and diverse student
communities in which shared interests
exist and significant interactions occur
encourage development along all seven
vectors
Student development programs and
services
Collaborative efforts by faculty and student
affairs professionals are necessary to
provide developmental programs and
services
Integration of work and learning Collaborative relationships are needed
between business, the community, and
institutions of higher education that will
maximize the development potential of
work and volunteer experiences
Recognition and respect for individual
differences
Educators must be cognizant of the
different backgrounds and needs of their
students and adjust their interactions and
interventions to address these differences
16
Figure 2: Continued
Acknowledgement of the cyclical nature of
learning and development
Learning involves periods of
differentiation and integration, equilibrium
and disequilibrium. New experiences and
challenges provide opportunities for new
perspectives and more complex
understanding to occur
Furthermore, other researchers have also noted the impact of the environmental
vectors in development. Kodama, McEwen, Liang, and Lee (2002) noted:
A change in identity for a student may result in a change of purpose (or
vice versa) and may subsequently cause changes to other areas of
development such as competency, emotions, interdependence,
relationships, and integrity…the circular pattern of these vectors
represents their nonhierarchical and fluid nature, not assigning primacy to
one over another (p. 48-49).
In addition, Strange (2004) explained “from a widely applied model of identity
development, articulated by Chickering and Reisser, comes an understanding of the role
of interdependence, tolerance for differences, and a sense of competence in the
maturation of young adults” (p. 53).
These environmental variables will be taken into account in this research study.
Educational environments have a large impact on student development. Therefore, this
project will analyze student developmental changes as a result of an international ASB
experience. The seven vectors of student development will be assessed in the participants
and their self-perception of their own developmental changes.
17
Chapter two has focused on the key literature review for this study. It discussed
the research related to the following areas: Alternative Spring Break programs,
Chickering‟s theory of student development, the seven vectors, and the environmental
influences key in Chickering‟s theory. Chapter three will summarize this research and
relate it to the research design for this study.
18
Chapter Three
Methodology
This chapter discusses the methods used in the evaluation of the research study.
First, a review of the purpose of the study will be revisited. Next, participants and data
collection process will be explained. Finally, the research hypothesis, research questions,
and instrumentation will be examined.
Purpose
This research study investigated how American undergraduate students perceive
their own self-development changes after participation in an international Alternative
Spring Break experience. Focusing on Chickering‟s theory of student development, this
project will compare the differences between immediate impact and long term effects of
the experience. There have been no longitudinal studies conducted concerning the impact
of an international Alternative Spring Break experience. One study that compares was
conducted by Judith Angela Biggs Garbuio in 1999. This project looked at the University
of Southern California‟s Alternative Spring Break programs. However, it focused on a
domestic trip in relation to social and civic responsibility. This project therefore expands
upon Garbuio‟s study and is a closer examination of student development and the
interplay of internationalization and volunteerism.
Participants
The participants consisted of ten undergraduate students who participated in the
2010 Isla de las Mujeres, Mexico Alternative Spring Break experience. Also, alumni who
have participated in this trip were interviewed to account for the long term effects. These
participants voluntarily elected to partake in the interview process. In addition, the
19
coordinator of the trip as well as the student team leaders were invited to participate and
assist with the research process by allowing for my observation of meetings.
Confidentiality was acknowledged before each interview and confirmed upon completion
of each interview. Figure three below depicts the demographics of the participants.
Figure 3: Participant Demographic Table
Pseudonym Age Ethnicity Year Major(s)
Veronica 19 Latina 2nd Theater, Marketing
and Spanish Minor
Lucy 21 Caucasian 4th Theater Stage
Management
Pamela 20 Caucasian 3rd Creative Writing
Kristina 22 Caucasian 4th Policy Planning
and Development
Tiffany 20 Ecuadorian 3rd Health Promotion
and Disease
Prevention
Claire 20 Caucasian 3rd Chemical
Engineering
Matthew 20 Latino 3rd International
Relations,
Economics
Diego 21 Central American 5th Cinema-Television
(Critical Studies),
Comparative
Literature, Spanish
Amanda 24 Caucasian Alumni International
Relations
Cyndy 22 Filipino Alumni Social Sciences
20
Data Collection
The Isla de las Mujeres Alternative Spring Break group was examined in order to
account for both the variables of internationalization and volunteerism. The coordinator
of the trip and Director of the Volunteer Center were contacted via email and asked for
permission and assistance in conducting my research. After consent was received from
both gatekeepers, I moved forward in conducting my study. It was decided with the
coordinator that I would be added to the email listserv and receive all of the
documentation that the participants receive; thereby performing document analysis and
ensuring validity. Further, I attended all of their pre-departure meetings and conducted
observations. Data was collected from students who completed the Isla de las Mujeres
Alternative Spring Break experience. The main method of inquiry used in this research
project was qualitative with an interview design. The overall hypothesis was formulated
and then additional research questions were evaluated to test the main hypothesis and to
decide whether the seven vectors of student development emerged and if those patterns
had significant impact on the student‟s identity development.
Research Hypothesis
The overall research hypothesis is to examine whether undergraduate students
who participated in an international Alternative Spring Break program experienced
enhanced self development consistent with Chickering‟s Theory of Student Development.
Research Questions
In order to answer the research hypothesis, two research questions were
investigated:
21
(1): To determine whether student development increased as a result of an international
Alternative Spring Break experience.
(2): To decipher between the short term and long term effects of this trip by interviewing
current participants of the 2010 Isla de las Mujeres trip and comparing them against past
alumni participants.
Instrumentation
Observation.
In order to address both of these hypotheses various forms of methodology were
implemented. First, observations were conducted at all pre-departure meetings.
“Observation is the best technique to use when an activity, event, or situation can be
observed first-hand, when a fresh perspective is desired, or when participants are not able
or willing to discuss the topic under study” (Merriam, 1988). Furthermore, observation is
only a research tool when it “(1) serves a formulated research purpose, (2) is planned
deliberately, (3) is recorded systematically, and (4) is subjected to checks and controls on
validity and reliability” (Kidder, 191b, p. 264). All of these criteria were met in
conducting my own observations. I was present at all meetings prior to the student‟s
departure and recorded all of the interactions and discussions I observed. This project
used observation to uncover conversation topics that began to lead students in their
development. While the developmental changes will occur as a result of the international
Alternative Spring Break experience, these meetings may set the tone for the experience.
Also, it will be of interest to note the motivation for which students are participating in
this trip as well as the discussions that take place.
22
To control for validity and reliability, I played the role of a researcher participant.
Gans (1982, p. 54) describes this as one “who participates in social situation but is
personally only partially involved, so that he can function as a researcher.” The
researcher‟s observer and activities are known to the group and are “more or less publicly
sponsored by [the] people in the situations [being] studied” (Junker, 1960, p. 37).
However, the researcher‟s participation in the group is definitely secondary to his or her
role of information gatherer. My actions were deliberate and the purpose was my
research. I introduced myself to the participants, explained my role and described my
study. I did not develop a significant relationship with my participants to avoid any bias
that may have created as a result. Finally, I took control of my behavior and my
recordings because “the more controlled the research, the farther it departs from natural
interaction, the greater the likelihood that one will end up studying the effects of research
procedures” (Taylor and Bogdan, 1984, p. 47).
Document analysis.
Above, I have described my first method of observation. To elaborate,
observation “gives a firsthand account of the situation under study and, when combined
with interviewing and document analysis, allows for a holistic interpretation of the
phenomenon being investigated” (Merriam, 1988). In order to retain more reliable and
valid results, I decided to conduct various methods of research. Smith and Kleine (1986)
suggest that the use of multiple-methods results in “different images of understanding”
thus increasing the “potency” of evaluation findings. My methodology is in alignment
with this idea as I used multiple methods, and data sources to enhance the validity of my
23
research findings. In order to triangulate my data I used observations, document analysis,
and interviews.
Triangulation is typically perceived to be a strategy for improving the validity of
research or evaluation findings, “...triangulation is supposed to support a finding by
showing that independent measures of it agree with it or, at least, don‟t contradict it”
(Miles & Huberman, 1984, p. 235). It is essentially a strategy that will aid in the
elimination of bias and allow the dismissal of plausible rival explanations in order for a
truthful proposition about some social phenomenon can be made (Campbell & Fiske,
1959; Denzin, 1978; Webb, Campbell, Schwarts, & Sechrest, 1966). In addition to
analyzing documentation from the Volunteer Center itself, I reviewed all of the
documents that the participants received before, during, and after their Alternative Spring
Break trip. I looked to these documents to assess whether reflective components were
being added to the itinerary, developmental topics were being discussed, and whether
other themes arose that I did not anticipate.
In addition to providing validity to my study, triangulation can greatly enhance
structural corroboration, which is “…a process of gathering data or information and using
it to establish links that eventually create a whole that is supported by the bits of evidence
that constitute it” (Eisner, 1979, p. 215). I hoped to establish the link of
internationalization and volunteerism‟s impact on student identity development. Through
these different measures implemented in my research design, this connection and
relationship can be established free of bias and doubt.
24
Interviewing.
Finally, in regards to my last method, I answered this project‟s research questions
via an interview method after the students returned from their Alternative Spring Break
destination. A “research interview is an inter-view where knowledge is constructed in the
inter-action between the interviewer and the interviewee” (Kvale, 2007, p.1). Through
these interviews, I gained knowledge of the student‟s perception of their development as
a result of their experience in the Isla de las Mujeres Alternative Spring Break
experience.
In order to asses for changes in the student‟s perception of their own
development, I interviewed the participants and analyzed how they had developed in
accordance with Chickering‟s seven vectors in his theory of student development.
Furthermore, in order to account for the difference in long term affects and short term
effects I had two interview groups. The first group was the current 2010 Isla de las
Mujeres participants. These students underwent an interview and were also the subjects
that I observed as well as the participants who received the documentation that I
analyzed. Whereas the second group of students I interviewed were past participants of
the Isla de las Mujeres trip.
I obtained a list of alumni who have participated in the Alternative Spring Break
program. Next, I contacted these participants and asked for their assistance in conducting
my project. Depending upon availability and geographic location of these past
participants, the interview was either in the format of a face to face interview or a phone
interview. These subjects received the same questions as the first group, with a few minor
variations, to determine their experience and how they perceived they have developed as
25
a result of their trip. Their answers gave insight into how time has contributed to their
developmental results because these past participants have had the opportunity to further
process the impact the experience has had on their development. In comparing these
answers, I determined how they differ from participants who have just recently
experienced the Alternative Spring Break program.
Chapter three has focused on the research design for this study. Using
Chickering‟s Theory of Student Development this study was designed to answer two
research questions related to participants, past and present, involved with the Isla de las
Mujeres Alternative Spring Break program. Chapter four will now discuss the findings of
the results.
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Chapter Four
Results
The study utilized observation, document analysis, and interviews in order to
assess the development of the participants of the Alternative Spring Break Program. This
chapter will review the sample size then report on the findings related to the research
questions and Chickering‟s seven vectors of identity development.
As discussed in chapter three, there were ten total participants interviewed from
the Alternative Spring Break trip. Four of the ten were individuals who had participated
in the Alternative Spring Break trip this year. Two of the ten served as team leaders for
the trip, one of which was returning for her second year, the other had never gone on an
Alternative Spring Break trip before. One was the coordinator, who had participated on
the same trip for three years now. The final three were past participants; one who partook
in the experience two years ago and the other two underwent the experience three years
ago. In order to maintain the confidentiality of the participants, pseudonyms were
assigned to each participant, who from here on will be addressed as such to discuss the
results.
Each of the participants, regardless of their year of participation, all displayed the
same response in assessing the ways in which they discovered the Alternative Spring
Break program. “One of my best friends wanted to do it” says Lucy a current participant
from this year. “Flyers around school” says Pamela. “Through the volunteer center
website, it was an email sent to me and that‟s when I looked into it” states Veronica
another current participant. Reflecting on their experience, the team leaders and
coordinator also display the same modes of information, “I saw a flyer,” (Matthew)
27
“through the volunteer center website” (Clair). Finally, alumni of the trip state: “I heard
about it from some people in my dorm,” (Cyndy) “people who had done it before and
recommended that I do it as well,” (Diego) and lastly, “one of my good friends convinced
me to apply” (Amanda).
Upon assessing the ways in which the participants discovered the existence of the
Alternative Spring Break programs, it was it important to understand their motivation.
Once again, regardless of age, many participants stated similar rationales for wishing to
participate in the experience. Current members described “I really wanted to travel and I
really wanted to experience different culture,” (Veronica) “to do something useful for
spring break, meet friends, find another culture,” (Pamela) “I wanted to do something
with my spring break... I wanted to travel but experience the culture,” (Lucy) and finally
“I like the idea of volunteering and doing something productive with my spring break…
my other spring breaks have been about me and they have not been not fulfilling” stated
Kristina. The team leaders and coordinator express the same emotions: “I liked the sense
of not wasting my time during spring break, having a purpose is really rewarding and the
ability to travel outside of the country is really nice in such a short time frame and being
international” says Matthew, the coordinator. “[I] thought it would be cool to go abroad
just to have a new experience… I was making a difference of some kind… part of the
reason I wanted to do this too was to get to know some people from USC” states Clair,
one of the team leaders. Finally, the past participants once again display the same
sentiments. “I wanted to get more involved on campus. Being a freshman, I was having
trouble finding my niche at USC,” (Diego) “I wanted a fulfilling spring break outside of
the US,” (Amanda) and “Most of it was curiosity and a desire to explore the world. I am
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extremely interested in other cultures, and wanted to expand my boundaries. Even more
so, I had never experienced a service trip when traveling outside the country” (Cyndy).
As can be deduced from these quotes many participants wanted to engage in
meaningful activity during their spring break. Also, the majority were interested in an
international experience. However, the volunteerism interest was lacking. Furthermore,
when asking the students about their previous history in volunteerism, international
experiences, and Alternative Spring Break knowledge, four participants had never been
outside of the country, only seven had participated in some form of community service,
and all ten had never participated in an alternative spring break prior to this trip.
Therefore, the idea of leaving the country was the primary initial motivational factor for
all participants; paired with the secondary desires of making friends, utilizing their spring
break in a productive manner, and experiencing a new culture. However, regardless of the
manner in which they discovered Alternative Spring Breaks and their rationales for
partaking in this trip, all participants moved through the seven vectors of Chickering‟s
theory of student development, specifically in regards to internationalization of
volunteerism.
Observation
As discussed in the methodology, observation was one method used to collect
information prior to departure. I attended all of the meetings hosted before to the group‟s
departure and recorded any interactions and discussions I thought to be important. I was
under the impression that observing pre-departure meetings would lead to uncovering
conversation topics that would begin to lead students in their development.
29
“We had very few social things before hand” states Pamela, one of the current
participants of the trip. After playing the role of a researcher participant and participating
in the group, but remaining focused on my primary purpose as an information gatherer, I
realized Pamela speaks the truth. The coordinator led three separate meetings before the
group embarked on their journey. However, these meetings did not discuss any form of
development nor lead to the participants becoming comfortable with one another. The
first meeting was simply in order to distribute the itinerary to the students. In the packet
they received instruction on when and where they would be meeting for their departure,
an itinerary of the trips activities, and waivers that required the student‟s signature. The
second meeting focused on collecting final payment for the trip as well as getting to
know each. An ice breaker game was performed to begin learning names of all the
participants. The final meeting was another bonding event. They finalized any last minute
paperwork that needed to be completed, answered any last minute questions, and
performed a scavenger hunt around campus. This event was also conducted in order for
the participants to begin bonding. However, when later interviewing the participants they
stated that they did not know anyone until they were present on the island. It therefore
appears that while these pre-departure meeting did establish contact with the participants
and recognizability among the students, it did not create meaningful relationships nor
were topics of volunteerism, internationalization, or student development discussed. The
pre-departure meetings served a purpose of logistical planning and information giving
rather than developmental learning.
30
Document Analysis
Document Analysis served a similar purpose to that of the observations. I
reviewed all of the documents that the participants receive before, during, and after their
Alternative Spring Break trip. I used this method in order to assess whether reflective
components were added to the itinerary, developmental topics were discussed, and
whether any other themes arose that I did not anticipate. Similarly to observations, there
was no discussion of developmental topics prior to departure. The only documents given
to the participants were those that needed to be signed, or the agenda and logistical
explanations of the trip. Other documents reviewed through the volunteer center
contributed to the literature review for this paper, however the results of this study has
not been affected by the documents analysis portion of the methodology.
Interviewing
The final methodology of my study involved conducting interviews. As a result of
using all three forms of research, triangulation has been achieved in this study.
Triangulation provided validity to my research as well as enhanced structural
corroboration. Also, as a result of these different measures in the research design, this
connection and relationship can be established free of bias and doubt. By interviewing
current participants, team leaders, the coordinator, and past participants I have established
a link of internationalization and volunteerism‟s impact on student identity development.
Unlike observation and document analysis, the interview process allowed me to gather
information regarding student‟s development. Once interviewing each participant, I
found that all participants moved through the seven vectors of Chickering‟s theory of
student development, specifically in regards to internationalization of volunteerism.
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Vector 1: Developing Competence
There are three kinds of competence that students develop in college–intellectual
competence, physical and manual skills, and interpersonal competence. Intellectual
competence involves using one‟s mind. “It involves mastering content, gaining
intellectual and aesthetic sophistication, and, most important, building a repertoire of
skills to comprehend, analyze, and synthesize” (Chickering, 1969). Physical and manual
competence involves a variety of different competencies; for instance, “athletic and
artistic achievement, designing and making tangible products, and gaining strength,
fitness, and self-discipline” (Chickering, 1969). Finally, interpersonal competence
involves skills of listening, and communicating effectively as well as the more complex
abilities to “tune in to another person and respond appropriately, to align personal
agendas with the goals of the group, and to choose from a variety of strategies to help a
relationship flourish or a group function” (Chickering, 1969).
The participants of this alternative spring break experience have demonstrated an
increase in their intellectual competence of the history of Mexico as well as its foreign
language. The current participants stated: “I didn‟t know a lot about their history at all, in
fact I feel like I was kind of bias towards Mexico,” (Lucy) “I‟ve learned a lot about the
Island and the history of it,” (Lucy) “[I gained] a greater understanding of the Mexican
culture and how people can help or hurt the environment in like ten seconds,” (Lucy),
“What I knew about Mexico before was as much about what a normal tourist knows,”
(Pamela) “This trip totally shot me ahead in terms of my ability to speak Spanish,”
(Pamela) “I definitely improved in my communication in that language,” (Pamela) “ [I
gained] a better understanding of Mexican culture in that location… a better appreciation
32
of that culture here in LA… the value of travel and experiencing other cultures”
(Kristina).
Furthermore, the team leaders and coordinator displayed similar competencies:
I didn‟t even know this place on the map…although it belongs to Mexico,
just like any city or any region it has its own unique culture and its own
unique history. Had I not gone on this trip I probably wouldn‟t have know
that Isla Mujeres existed or that culture, I learned what islander culture is
in Mexico, in that particular region” (Matthew).
“I didn‟t know anything about the island and now I definitely know” (Tiffany).
My Spanish is better… I think the biggest realization for me was
obviously learning about the history of the island, definitely didn‟t know
that island existed before this trip… another thing before the trip I kind of
had this idea of Mexico being homogenous for some reason… But on the
trip it really hit home for me that no… they have the same sort of kind of
diversity of people, diversity of language… I don‟t know why it was a
shock, it was a shock” (Claire).
The team leader Clair did not realize she maintained this false perception until she
actually traveled to Mexico. Similar to the revelations of current participants Lucy and
Kristina, who had taken Mexican culture for granted prior to this experience. The two
team leaders and coordinator reflected upon their experiences and stated similar abilities
in now understanding and appreciating the culture and history of Mexico as well as its
foreign language.
Finally, the past participants expressed equivalent capabilities. They gained “the
appreciation of a new culture,” (Cyndy) and “knowledge of how bad people have it in
other places” (Diego). In addition to stating: “I gained knowledge on how eco-tourism is
affecting the island of Isla Mujeres,” (Diego) and “I learned more about Mexican history,
the Chicano movement and definitely improved my language skills. I continued to pursue
a Spanish minor” (Amanda). Therefore, current participants, participants who have gone
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on the trip more than once, and past participants all experience similarly increases in
developing competencies of language, and mastering knowledge of another countries
culture and history.
Vector 2: Managing Emotions
Vector two of Chickering‟s theory of student development marks the beginning of
differing responses among the participants. In regards to the year of participation, as well
as whether the individual maintained a leadership role in the trip, each participant
experienced different emotional occurrence and managed that emotion in differing
manners. “The first task along this vector is not to eliminate them but to allow them into
awareness and acknowledge them” (Chickering, 1969). Development then occurs when
individuals learn appropriate mechanisms for releasing these emotions before they
become too difficult to handle.
Participants from this year underwent varying emotional experiences. One
participant explained that the trip itself and the lifestyle she had to conform to was very
emotionally tiring. “I felt so drained… I was like ok just keep going… also I had to take
a shower in the freezing water, and I‟m really proud of myself” (Veronica). She continues
to provide details and describe that living for ten days sometimes without warm water
and running toilets was one of the most difficult things she had done. She had to learn
how to adjust to this feeling and be comfortable with this lifestyle. Another participant
underwent serious emotional distress as a result of an occurrence in her life prior to the
alternative break. Pamela states:
My friend has passed away three weeks before this trip… I went straight
from that to hundreds of people who know about the situation, feel the
same, and people who love me and care about me, to being at an airport,
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getting on a plane, and going to a foreign country with 15 people who
have no idea… I feel like I should be with people I love as opposed to
strangers… I was able to move on and work and my most emotional
experience was really still processing grief, but it was easier to process in
a natural setting that‟s gorgeous with people who are there to support
me…it‟s good to keep living, it‟s good to keep experiencing things and
not stop your life… I do think it helped process it in a totally different
way.
Pamela is referring to the alternative spring break experience. She describes that this trip
granted her the ability to cope with her emotional distress from the loss of a close friend.
The support of the other participants and the activities allowed her time and space to
process her feelings and progress through her grieving.
Furthermore, other members did not undergo emotional experiences themselves;
however as a result of being present with the participants, they witness and felt their
emotions.
I definitely saw those emotional moments and transformation… I wanted
to be supportive… I think as a group we were all supportive… I think we
were a good support network of people… towards the end; this was the
best thing for her to have done… I think it did help and being part of the
group helped.” Kristina explains.
Moreover, other participants that I did not have a chance to interview experienced
emotional stressors associated with their identity. Lucy explains that one participant
“…was Mexican but she grew up here and had never really reached her Mexican roots
and didn‟t really know what being Mexican was. So it was interesting watching her feel
so much more connected to her heritage … it was really emotional.” Therefore, simply
being in the presence of another individual who was undergoing serious emotional
distress allowed all of the participants to share in their emotions as well as aid them in
their process.
35
While the current participants were mainly feeling emotions tied to first
experiences in a different country and issues from home, the team leaders and coordinator
had to handle other stressor related to planning and leading the trip. The coordinator
states:
The emotions that I felt was just I didn‟t want to let them [the participants]
down, I felt like I had this all bottled up inside… the good thing about
having been there before is that I knew what other projects we could do…
because I‟m the only coordinator it was a little stressful.
The emotions he had to handled include planning the trip and handling the task of
creating new projects when previous plans would fall through. In addition, the team
leaders experienced the same emotions. “Stress was how our schedule got changed
up…we‟re trying to be calm, cool and collective,” states one of the team leaders. The
team leader Clair further reflects on the trip and states:
There definitely were a lot of emotional experiences both positive and
stressful and frustrating even at times… it does ask you to look inside
yourself and that can be a difficult thing to do… ultimately the purpose of
the trip is to try to leave you with a sense of how you can change that…
you can only do so much and a lot of times on the trip it is heartbreaking
when you‟re like we can‟t fix everything… can only do as much as you
can and you‟re doing that so that‟s, but that can be frustrating and
heartbreaking that you‟re limited by time, by money.
Clair speaks regarding the trip‟s limitation as well as the emotions understanding certain
aspects of the trip. It appears as if the coordinator and team leader therefore no longer
experience the initial emotions associated with a trip of this nature but rather with leading
the group and organizing the itinerary of the trip. Their conflicts moreover have reached a
resolution. These individuals have an increased knowledge as a result of participating in
the trip before and therefore can solve issues related to the trip. In addition, they are more
self sufficient than the first time participants because rather than relying on the group
36
completely to resolve their problems they look to past experiences as well as reflect more
on previous experiences to help guide them through their emotions.
The alumni of the trip displayed similar emotional responses. One alumnus
discussed her disgust as a result of the experience with the trip, “I was completely
overwhelmed… I got to see the repercussions of tourism on the local environment and I
became outraged” (Amanda). Another alumnus similarly had a serious emotion struggle
dealing with an external problem.
During this time I was going through an emotional experience back at
home… I sort of used the group to distract me from this. Although after
pursuing other ASB trips, I wished that I would have instead leaned on the
group I was with (Cyndy).
Therefore, participants who simply are taking part in the experience undergo the
emotions of understanding new knowledge, enduring a new environment, or dealing with
external problems. Participants in a leadership role must learn to deal with the pressure
and emotions of planning and executing a successful alternative spring break trip.
Vector 3: Moving Through Autonomy Towards Interdependence
A significant developmental action for students is “learning to function with
relative self-sufficiency, to take responsibility for pursuing self-chosen goals, and to be
less bound by others‟ opinions” (Chickering, 1969). There are two differing types of
independence students may undergo, emotional and instrumental independence. Students
participating in the alternative spring break trip additionally moved through this vector,
regardless of year of participation.
Current participants had many instances where they could pinpoint the moment
they began to understand their move towards independence.
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[I felt] less bound by others opinions…before going on the trip, I always
felt like I had to belong to a group and I felt a struggle… After this, I just
really became myself…You have to speak up and be true to yourself. You
don‟t have to impress (Veronica).
In these statements, Veronica has made the switch from being dependent on a group of
other individuals to accepting herself. She further states “I can open up and people will
respond to me and if they don‟t, it‟s not because of me, it‟s because of them.” This
statement additionally proves her emotional independence and freedom from continual
needs for approval as well as her “willingness to risk loss of friends or status in order to
pursue strong interests or stand on convictions” (Chickering, 1969).
Other current participants experienced other forms of interdependence.
Instrumental independence has two major components: “the ability to organize activities
and to solve problems in a self-directed way and the ability to be mobile” (Chickering,
1969). Kristina explains:
Traveling was never really part of my family culture… I was like okay I
have to do that by myself… I‟m ready to start doing this, but I didn‟t
really know anybody going into this, so I was putting myself out there…
I‟m okay putting myself out there and taking the chance.
This specific trip was Kristina‟s aid to moving her towards interdependence. Instrumental
independence involves gaining the ability to get from one place to another, without
having to be taken by the hand or given detailed directions, and to find the information or
resources required to fulfill personal needs and desires” (Chickering, 1969). Kristina has
always been interested in traveling however she felt bound by her family‟s culture.
Embarking upon this trip was Kristina‟s first experience outside of the country and her
first step in “learning to get from one place to another, without having to be taken by the
38
hand or given detailed directions, and to find the information or resources required to
fulfill personal needs and desires” (Chickering, 1969).
Furthermore, if current participants did not fully reach interdependence, they are
making the necessary steps to realizing this key developmental step. Lucy declares “I
really want to do it again and I‟d really like to be a leader. So I can plan that and make it
a little better.” As instrumental independence involves thinking critically and
independently and translating ideas into focused action, Lucy has decided to make a
change and take charge in leading a volunteer trip on her own. Similarly, Pamela has
confessed:
I learned that I actually live in a pretty comfortable, pretty narrow comfort
zone most of the time and I don‟t really challenge myself all that often and
so I would like to…I have travelled a lot, always with my family... very
safe guarded American traveling… I don‟t know that much about the
places that I‟ve been… and I won‟t go back.
Although Pamela has travelled before and left the country, it has always been in a manner
much like a tourist. She has decided that she will not return to this mode of traveling with
her parents but instead continue to learn about the communities in which she visits and
find the information required to fulfill her personal desire for this form of traveling.
In regards to the team leaders and coordinator, they experienced similar
developmental strides. Clair describes:
I learned that I can go on a trip where I don‟t know anyone and it‟s not an
issue… you can handle it, so that was good…also learning more about
what‟s important to me… you kind of internalize what your parents will
want… so this has been, the trips have been really helpful in being my
own experience that I can base my own priorities and values on, so just
learning about what‟s important to me.
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Clair has discovered that she has been internalizing her parent‟s beliefs and value system
and has not established her own priorities and values. Moving through this vector “begins
with separation from parents and proceeds through reliance on peers, nonparental adults,
and occupational or institutional reference groups. It culminates in diminishing need for
such supports” (Chickering, 1969). Clair has understood the need to move away from her
parents beliefs, to be okay with standing on her own not knowing friends, and live
through these experiences by herself to understand what‟s important to her. Also, the
other Team leader, Tiffany, experienced a similar discovery:
Coming on this trip I think I‟m just further emphasize on who I am… after
coming on that trip it just furthered me, this is who I am and I know that,
I‟m not trying to be anything I‟m not… I‟m more in touch with my side…
after the trip I think it gave me the opportunity to entrust in what I‟ve
learned and be able to express it.
As with Clair, the experience has allowed Tiffany in understanding who she is as a
person. Matthew explains this by explaining, “If you‟re put in a situation that you have
no idea whatsoever, you really draw upon those comparisons and you learn about
yourself more than the previous.” The coordinator understands this vector as he has
previously attended this trip and can elaborate on the justification for why it is a cause for
gaining self sufficiency.
Finally, the alumni of this trip discussed similarly occurrences. Diego realized
that he “learned how to be open-minded,” and Cyndy gained “the opportunity to be
pushed a bit outside of [her] comfort shell.” Therefore, current participants described
certain factors about the trip that has allowed them to begin gaining self-sufficiency.
Participants who have gone on the trip multiple times or have been past participants
40
further reflected upon their experiences and demonstrated the significant developmental
action of moving towards interdependence.
Vector 4: Developing Mature Interpersonal Relationships
Developing mature relationships entails tolerance and appreciation of differences
and a capacity for intimacy. Tolerance can be seen in both an intercultural and an
interpersonal context; it includes: awareness, breadth of experience, openness, curiosity,
and objectivity help students refine first impressions, reduce bias and ethnocentrism,
increase empathy an altruism, and enjoy diversity. In addition to greater tolerance, the
capacity for healthy intimacy increases. Developing mature relationships the ability to
choose healthy relationships and make lasting commitments based on honesty,
responsiveness, and unconditional regard (Chickering, 1969).
In interviewing the current participants, all five interviewees admitted to not
knowing a single individual prior to the trip; “I was pretty aware that I was with
strangers” states Pamela. However, now that they have returned, not only do all of the
participants now know each other, they consider each other close friends, would call
upon each other if they needed something, and have gained an appreciation for diversity
and a tolerance of other cultures.
Veronica begins by stating “I felt really close to them, it was surprising to me,
getting that close to anyone… I feel like more attached to them, in a sense, but overall, I
would say that everybody, I could call them a friend.” She continues “I really do feel like
I can call any of them…It felt like we were there way more than a week. We got to know
each other a lot.” Veronica has established a close relationship with each of the other
41
participants and further a relationship with the local citizens she interacted with while in
Mexico by stating that “we even exchanged addresses, and also e-mail addresses.”
Lucy supports Veronica‟s statements by explaining:
I didn‟t know who they were so that was kind of intimidating… we just
became instantly, like we‟ve known each other for awhile comfortable
instantly and I feel like the whole trip was like that…I would call them if I
needed something… [we are] really good friends.
She further comments on the mixed ethnicity of the group by jokingly pronouncing “I‟m
down with diversity.” Lucy had also established a relationship with all of the participants
a furthermore a tolerance for their differing culture and beliefs.
Pamela reiterates Lucy‟s passion for diversity by articulating:
It‟s a good thing to have diverse friends… I do think its enriching… and
after the trip I have way more concept of it.” Pamela has always had
diverse friends however it was not until this trip that she understood its
value and has gained a tolerance for opposing ideas. In the beginning of
the trip she admitted that “group situations are hard and maybe I won‟t
make friends, I actually had a legitimate fear.
However, after returning from the trip she believes that she has gained some close
relationships with people who could potentially also assist her in any future volunteering
endeavor; “I‟ve texted them every day since I‟ve been back” and believes that “if I need
help volunteering, if I needed a partner, I would totally call those people first.”
Finally, Kristina shares that she not only engaged in forming close relationships
but also tolerance and curiosity of the culture of Mexico and its citizens. In regards to the
other participants she states: “I feel like I really got along well with them, I really like
them.” Moreover, in regards to her tolerance for the culture she reveals: “To be honest
I‟ve taken Mexican culture for granted… I‟ve always seen that culture out of context …
It gave me a better appreciation for the Mexican culture… I [now] like meeting people
42
from different cultures.” Therefore, this experience has allowed all of the current
members to not only make friends but also gain a tolerance for diversity and other
cultures.
The team leaders and coordinators express similar feelings. Clair explains that:
Going on that trip and experiencing staying in Isla and the town that it‟s
made me I think more comfortable in this neighborhood around
[Community University]… before I would feel more scared … before this
experience I would be more skeptical or more fearful of meeting people
from the neighborhood… I can better relate to some people, especially
after the discussion of identity… when I meet somebody from that
background I have a better understanding of where they might be coming
from potentially so it‟s kind of bridged a little bit of a gap.
Clair reflects on her experience and after having been on this trip before can speak to how
it has affected her life since the last year. Furthermore, she admits that these friendships
are in fact deep interpersonal relationships and she has kept in contact with participants
from her first year “definitely a few people from the first year that I would still talk to.”
The coordinator found himself in the same situation stating: “I did not know
anybody before this trip, other than my team leaders.” Matthew admits that it sometimes
was difficult to create these friendships with the current participants because he was in a
position of authority and he believed that they did not see him as “someone on their
level.” However, he was able to move through this and create relationships. He further
displays the same ability to keep in touch with past participants as Clair has done.
There are a few friends that I did stay in touch with from the previous
year‟s… these trips really bring together people that are very different,
from different avenues and they have different responsibilities and it only
that one time that they can really do something that they all share in
common which is the community service (Matthew).
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As a result of having participated in this specific trip for three years in a row now, he not
only became close with the members from his institution but also the local citizens.
Matthew has become very close to one local citizen that he has seen for the past three
years and has been an encouraging support in mentoring him to stay in school and do
well academically. This inspired other participants and Tiffany describes how she was
proud of Matthew for his ability to have “already fostered a relationship.”
Finally, the alumni of the trip displayed the same results and were more reflective
on the effects this trip has had on them in terms of relationships and tolerance. Diego has
mastered the ability to keep in contact with all of the people in whom he formed a close
relationship with.
I was able to make friends that even after three years of having
participated in the trip, I still talk to. Moreover, I went ahead and
participated in two more ASB trips, and made more friends…I still
consider them my friends. We still hang out, go out and reminisce about
the trip. Although they have all graduated and moved on, they all still keep
communication with me (Diego).
Amanda reiterates this idea by rationalizing that “the experience is something that we
will always have in common and whenever we run into each other, it‟s the first thing that
we talk about, even 3 years later.” Cyndy also formed close relationships while on the
trip and has managed to stay in contact. She reflects upon these friendships and ends by
stating that “traveling seems to have a way of bonding complete strangers together.”
Vector 5: Establishing Identity
The fifth vector of Chickering‟s theory of student development is where we begin
to see changes in the responses of the current participants, the team leaders, the
coordinator, and the part participants. This vector focuses on identity formation.
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Development of identity involves: (1) comfort with body and appearance, (2) comfort
with gender and sexual orientation, (3) sense of self in a social, historical, and cultural
context, (4) clarification of self-concept through roles and life-style , (5) sense of self in
response to feedback from valued others, (6) self-acceptance and self-esteem, an d (7)
personal stability and integration (Chickering, 1969).
Many of the current participants discussed a change in their institutional identity.
Lucy stats that she is “proud to be from said institution …I could do all this good stuff on
behalf of this institution.” In regards to her overall identity formation she states:
I‟ve just become so much more open to new people and different points of
view and I think this trip really helped me… it just gives you more
motivation and confidence…I can do things to help change the world….I
gave me more confidence and [I] learned that I can do things, be it picking
up trash or changing the world and helping people. [The trip] just gave me
more motivation to not be afraid to try stuff and not be afraid to try help
someone or learn about something new.
Lucy has gained an identity within her institution and has experienced a change in her
sense of self and self-esteem.
Veronica and Kristina reiterate Lucy‟s statements and feelings of their change in
identity as a result of this trip. Veronica gained “confidence in myself and willingness to
open up to other people.” Kristina agrees that:
It‟s definitely changed that aspect I think with my identity, I‟m more
open…I can wear more than one hat I guess…I was more comfortable
than I expected… it was easier to adapt and more comfortable than I
thought it would be and I thought I was going to feel the effects more.
Kristina is referring to Mexico and being abroad. As stated, this trip was Kristina‟s first
trip outside of the United States. She now understands a particular aspect about her
identity of which she did not before, mainly how she travels and reacts to other cultures.
45
Pamela gained a greater sense of both her institutional identity and overall sense
of self. In regards to her institution she learned from the other participants that:
There ties to the school are more meaningful than any of the ties that I
have so when I came back I realized that I want to use [Community
University] for all that I can use it for… I want to see what other
opportunities I can take advantage of and be associated with this place I
guess and be more involved with it. But again, it‟s only such a short time
that you have a university name stamped on you so I would say that more
that I‟m affected by my university setting, I‟m affected in my goal
setting… I never want to not be volunteering and that‟s a new part of my
identity where I feel like I want to be more involved in community and for
right now, [Community University] is that community… I‟ve added to my
identity of hunger to help and I‟m not as ashamed to talk about that, as I
was before.
Pamela has experienced a dramatic shift in what she identifies with at her institution and
what more she wishes to identify with during her time at .Community University.
Furthermore, she states that:
I learned about myself, I learned that I like working with kids and I never
knew that before and I learned that I really did feel really insecure at the
beginning of this…I gained a stronger sense of the type of person I am to
other people… I‟m still surprised that every time I think I‟m liberal and
open minded and aware of things, I didn‟t think I didn‟t realize before… I
would say it‟s a big eye opener, so coming to college that‟s when I started
wanting to volunteer and now I went on this trip and I‟m more affirmed in
that belief.
Through these statements it is clear that Pamela was affected tremendously through this
trip. She realized certain aspects about herself as well as her lack of institutional identity
and has made a goal to change that.
Clair, one of the team leaders expressed similar sentiments in regards to
institutional identity. “It‟s definitely helped me be more involved in USC… made me feel
more connected.” In probing more upon Clair‟s involvement with community institution,
it became clear that prior to this trip, she was not very involved on campus. This trip,
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similar with Pamela, has provided an experience for these students and therefore has
shown them what sorts of opportunities they may be missing through their institution.
However, this was the only remark about her institution made by Clair. She further stated
“I identify more with other people who are different from me…Interesting discussion on
identity especially in terms of ethnic identity… I‟ve never even thought about this… it
got me to think about those issues a lot.” In addition to her feelings about her institution,
this experience had an effect on her ethnic identity.
The other team leader however showed no signs of this experiencing her
institutional identity. However she does confirm:
I‟m like a brand new person…I want to see how these people live and see
how to put it into my life… I just learned to appreciate both of them in
their separate ways and question which one was better…I came back with
more of an awareness of myself.
In these quotes, Tiffany is referring to being abroad and living in the United States. This
trip has allowed her to want to explore what type of life style she prefers. She is
unfamiliar with many cultures and would therefore like to travel and discover the lifestyle
that she identifies with.
The coordinator of the trip has participated in this particular experience three
years in a row. He has learned a lot about himself and his personal goals have changed as
a result. Matthew states:
I think it‟s given me a little more patience… to be a little more
empathetic…I learned to be patient with other people and understand that
my culture is very different from there‟s, ours is a culture of being very
productive, very efficient, whereas there‟s is very enjoying the moment.
Similar to Tiffany, Matthew discusses the culture of each yet retains the ability to discern
between cultures. Matthew also describes that:
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Walking the same streets, seeing the same vendors on the same exact
street on the same exact place, sometimes with the same exact clothes that
I‟ve seen them before kind of humbled me in a sense but it almost made
me feel like it was home.
As a result of having participated in this trip, Matthew identifies more with this location
and has a stronger connection with this location.
Finally, the alumni discuss similar feelings of connectedness; however have also
managed to create tangible approaches to connecting their new passion with their lives.
Diego describes how after attending this trip he proceeding to creating and coordinating a
new alternative spring break program. “I was able to develop my leadership and planning
skills being the coordinator, but I was also able to grow as a student… I managed to
connect one of my passions to my college career.” The rationale behind the difference in
change in identity may be due to the fact that “you don‟t realize how much you‟ve
changed until months after you are back to your normal life.” Cyndy describes this effect
that the trip has and explains the reasoning why current participants have not yet
developed tangible goals to connect their new discoveries of their identity with their
lives. Cyndy describes:
After going on this trip I decided to pursue more ASB trips. As a whole,
these trips definitely changed my sense of identity, not just at my
institution but in general. My general mindset is more focused on
countries outside of the U.S., especially developing nations.
Cyndy states specifically how this experience has changed her identity and has aided to
her new purpose in life.
Vector 6: Developing Purpose
Developing purpose is another important vector that displayed different responses
among current participants and past alumni. This vector involves an increasing ability to
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be intentional, to asses interests and options, to clarify goals, to make plans, and to persist
despite obstacles. It integrates the three elements: (1) vocational plans and aspirations, (2)
personal interests, and (3) interpersonal and family commitments (Chickering, 1969).
In the beginning of this chapter we looked to the reasoning participants agreed to
undergo this journey. The majority of the reasons involved traveling, doing something
productive with their spring break, and meeting new friends. Rarely was the topic of
community service brought up. However, now after having participated on the trip, many
of the new goals and purposes of the participants relate to providing more community
service.
I have decided that I want to volunteer more, I want to give back and I
really like the idea of internationally…in the future when I get married and
have kids I want, whenever I‟m on vacation I wasn‟t to take a day, spend a
day or half a day volunteering wherever I am just so I can give back to
where I‟m visiting…I progressed in terms of thinking about how volunteer
work can be applied to my life…I want to find the small Isla Mujeres of
the world and find those places and travel there (Lucy).
Lucy expresses that she has gained a greater interest in community service as well as
traveling. She has also developed a new plan to serve this new purpose of volunteering
and how to travel.
Furthermore, Kristina also has developed a new purpose to volunteer and travel,
as well as has been affected by Mexico specifically.
I‟ve never been interested in learning Spanish and I realized there is a lot
for me to learn and all the cultures are different and I would love to know
Spanish and be able to go down there and have better interaction with the
people, before it just wasn‟t the top priority, it wasn‟t something that
interested me… so that‟s change, I adjusted that goal to travel more…It‟s
made it [volunteering] more of a priority personally for me (Kristina).
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Kristina was also a participant that previously had taken Mexico and its culture for
granted. It appears that she now is very interested in learning more about the culture as
well as the volunteerism and travel.
Pamela further was influenced by the Mexican culture when she states:
I gained a serious will to become fluent in Spanish and then I want to
travel and the need for some sort of service in my life and career.” This
experience was very influential in developing new purposes and goals for
Pamela. “I just can‟t imagine now living my life without volunteering. I
don‟t understand how you can not want to help out…Its opened up a
whole new, in terms of what I want to do next, what would be the best
place for me to help next.
She would like to continue volunteering and also incorporate being international.
However, the one thing that separates Pamela from the other current participants is that
she has created a tangible idea of how to follow through.
My goals now include service in terms of my career. I‟m a creative writer
but I was thinking on the trip how can I write to help people. What kind of
job can I find or volunteer thing can I find that uses my talents and my
passion to also serve this goal of mine which is to be more committed to
community involvement, so on the trip I was logging memories to write
about in a book one day and then maybe that book will help people want
to feel the way I feel after this trip. So definitely my goals now are to
incorporate my old goals with my new love of service. And then I also
want to travel more now but I want to travel in a different way than I ever
did before… now I‟m determined to learn the language wherever go and
spend enough time there that I can feel like I‟m a part of it… to volunteer
and travel is to meet people and learn about the community‟s needs… my
goals now include traveling and traveling in a new way and also maybe
not just traveling, but also living abroad at some point which I had never
really thought about before.
This current participant has discovered a way to incorporate service with her future
profession. She discovered this passion during the trip and has created a way to already
begin applying her new passions. She began creating this book to log her memories and
would like to show others how impactful this trip was and inspire others to also adopt
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these new values. In addition, Pamela has come to a new realization of wanting to live
abroad and her goals now include international volunteerism.
The team leaders and coordinator also display the new purpose of incorporating
volunteerism and internationalization in their lives. However, similar to Pamela, they
have all decided upon a tangible idea to allow this to happen. Clair describes:
I want to keep volunteering, I want to take an extended period of time to
volunteer abroad and I want to try and be involved in the community….I
want to make sure that people continue to have as amazing experience that
I did… it definitely got me interested in volunteering abroad… when I
graduate take a year off and just go somewhere and volunteer and teach
English… I‟m really interested in doing that for a longer period of time.
Since the trip, Clair has applied to become the coordinator of the trip next year. She is
also contemplating what she is going to do after graduation and decided that it is going to
relate to traveling abroad and volunteering.
Tiffany stated:
After I left the trip I‟m like I need to start a nonprofit. I need to go to
another country and I need to fix the problems… I definitely thought about
it in my career path that I‟m choosing… I want to go see it and I want to
see other people and I question if my lifestyle is how it should be… I want
to go experience to see how I want to be… where I want to be and how I
want to be... what I do made a big difference to me and that I want to
continue doing those things is really important.
After the trip, Tiffany has applied to go on a longer volunteer abroad trip. Hopefully, if
accepted she will be leaving for a three weeks to undergo a similar journey. Once she
returns, she will be applying to graduate schools where she is incorporating her new goals
of service abroad into creating a nonprofit organization.
Finally, the coordinator stated:
I added the concept of wanting to do some community service over and
over again, so that‟ll stay permanent…I have added the desire to do
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community service at least once a year and in a big impactful way….
dedicate one vacation to do community service and do manual labor to do
some work that has some purpose… engaging with the community the
way we do, we learn a lot about ourselves, we learn a lot about the people
and I think that‟s something I want to maintain in my life… I think my life
has more purpose, more meaning…I realize more about this trip now that
I‟m older (Matthew).
Matthew describes that he has learned more about himself as well as what he would like
to do as a result of participating in the trip multiple times and having more time to reflect,
something the current participants have not had time to do yet. Also, He has a new
purpose in his life and is dedicated to service. Matthew has recently agreed to lead
another international service trip, but this one will be volunteering in Africa for a month.
The alumni answers differ significantly from the current participants as well as
the team leaders and coordinator because they underwent the alternative spring break a
few years ago. Therefore, they have had time to implement international volunteering to
their lives if they in fact wanted to. My results show that all three alumni have in fact
either integrated volunteerism or internationalization into their current lives. Diego states
“I realized that I wanted to be more involved on campus and give back to the
community…I joined a philanthropic organization on campus.” Diego continues to be an
undergraduate student at Community University; however since experiencing this trip he
has coordinator a new alternative spring break program and become more involved with
volunteering on campus.
Amanda has graduated and states: “I became more attached to the idea of
environmental sustainability…love for the environment. Desire to lead a greener life and
to consider my impact as a tourist on the environment.” Amanda described that she in
fact has remained true to her vows and continues to lead a green life as a result of this
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experience. Furthermore, she currently serves as a volunteer for Teach for America and is
a full time pre-school teacher. Amanda therefore has exercised her new passions and
developed a purpose in her life that includes volunteerism.
The final alumni, Cyndy has also graduated and in regards to the impact this trip
has had she states:
I can definitely say that my perspective and passions shifted. I saw more
needs in these developing countries, and my desire to pour more time and
energy to these places definitely grew… I am currently working outside of
the U.S. doing community development and health education, and I can
definitely say that my experiences with ASB helped to spark this interest
that has now become a life-long passion…I work in pueblos in Mexico
empowering community leaders to improve the health situation of their
communities, through education and appropriate technology projects. In
the future I hope to continue this type of work through an international
non-profit organization.
Cyndy has devoted her life to international volunteerism since the trip.
Vector 7: Developing Integrity
The seventh and final vector relates to developing integrity. This vector is closely
related to establishing identity and clarifying purposes. Similar to developing purpose,
this vector involves three sequential but overlapping stages: (1) humanizing values-
shifting away from automatic application of uncompromising beliefs and using principled
thinking in balancing one‟s own self-interest with the interests of one‟s fellow human
beings, (2) personalizing values-consciously affirming core values and beliefs while
respecting other points of view, and (3) developing congruence-matching personal values
with socially responsible behavior.
Although vector five and six displayed a dramatic difference in the responses of
participants relating to the year they participated in the experience, my results show
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differently for vector seven. Many participants throughout the interview displayed
various aspects of integrity; however none have been shown to reach all three
overlapping stages. Therefore, rather than discuss their movement and accomplishment of
this stage, this section will be devoted to explaining the integrity that many participants
exhibited in regards to the three stages.
Humanizing values was displayed in regards to displaying interests of one‟s
fellow human beings. In describing what she learned from this trip, Lucy, a current
participant states: “it really is just seeing how much one human being can influence
another.” Another current participant Pamela learned that “all people are people, so I
should just help people know matter where they live.” She continues:
I think that if people just considered themselves global citizens I think that
would make a really big difference in how countries interact.
Globalization in terms of a global spirit is good… I do think it‟s important
to maintain a dual loyalty, one to the human race and one to people.
Pamela is trying to formulate an answer into how all individuals could maintain integrity
and retain an interest in one‟s fellow human beings. In regards to working with people
she expresses: “when you can actually work one on one with a person and see some kind
of result or communication those are good and those are the best.” Claire also states
something similar in working with individuals while in Mexico. “I felt like I didn‟t feel
any kind of separation like here‟s me, I‟m an American, here‟s them, they‟re Mexican, I
felt like we were at one place and one time and that was how it was meant to be.” She did
not feel any separation in regards to whom she was volunteering for and maintained a
very strong interest in them. She further concludes:
Now I feel like I have a better understanding of what Mexico is about a
little bit better, so now when I hear people talking about it that don‟t know
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and don‟t understand it makes me really upset… those kinds of people are
not the kind of people I want to surround myself with.
Claire has established an interest in volunteering and in her fellow human beings and will
no longer stand for naivety nor ignorance.
Affirming core values and beliefs while respecting other points of view is the
second step in developing integrity. A few participants displayed an aptitude in achieving
this. Veronica expresses gaining an ability to “being able to say “ok, I don‟t know
everything,” and open up…collaborating with the community and making a
difference…say my feelings out…without being judged, and me not judging them.” She
has strengthened her beliefs while there, yet respects her fellow participant‟s ideas. Lucy
has become “[confident] in myself and in people too, in our group and the idea of
collaboration.” This trip has taught her the value of collaboration and understanding and
appreciating others perspectives. Finally, Matthew describes
I think the biggest thing I‟ve gained, although many Latinos are this by
nature, it‟s just being very compassionate and trying to leader with a
service heart… I‟ve gained more compassion for the people I help, I‟ve
gained a better understanding of countries that are less developed… and I
think a sense of maturity, internal things.
Matthew has also become comfortable with his core values yet maintains open to other
peoples points of view.
Finally, displaying socially responsible behavior completes the stages in
developing integrity. Each of the participants displayed this while they were on the trip,
working towards helping the community.
This is the kind of stuff that the universe it should be pushing and wanting
us to be doing…we should be giving back and we should be giving back
in our own community too….Where you‟re doing work for not a
community but for an ecosystem that can‟t talk back to you but you can
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see how beautiful it is and you can see what people are doing to it and
what‟s happening to it and how you‟re helping it. (Lucy).
“I do think that people have a responsibility to their own community I do think that to
build a strong community where you are is so fulfilling and meaningful” (Pamela). “What
are you doing this for, who are you doing this for, are you causing more harm than good.”
Kristina declares, taking an introspective look at volunteerism and its effects. Tiffany
continues “I want to be doing something that makes a difference.” “So it‟s the least you
can do, just giving back to the community and it feels good. Making somebody else feel
better” (Veronica). There was not one participant, current or past who displayed all three
stages of developing integrity. However, all of the participants have shown some form of
the stages associated with Chickering's seventh and final stage in his theory of student
development.
Internationalization
Prior to their departure, many of the participants listed international travel as one
of the reasons for embarking on this journey. Now, after having come back it is apparent
that this purpose has not only been confirmed but enhanced. Participants have stated that
“I want to travel more internationally and now with the volunteer aspect to” (Lucy) “I
have this new interest in international things… It‟s important to travel but it‟s important
to consciously travel and for the sake of learning” (Pamela) and “International is a draw
for me” (Tiffany). All participants expressed a new interest in traveling abroad and as
Pamela described, traveling consciously. This trip has allowed them to witness the effects
of tourism and take another approach to how they conduct themselves abroad.
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Furthermore, some students have developed plans to travel in their future.
Matthew, the coordinator states:
I‟m any other student that has an interest in doing community service
internationally… I think doing something international really makes your
reflection of your life and your surroundings and your environment and
your upbringing, it drastically compares it to where you go and so being
having that exposure really makes you reflect on yourself.
Matthew further reveals: “I do want to maintain some sort of international. So if I
have to do business I‟ll do international business.” Matthew has decided to incorporate
this international aspect to his life regardless of what he does in his future. Furthermore,
Clair has done the same.
I was thinking about Peace Corps… exploring and learning new history
and cultural… I will continue to do it and it‟s something I like a lot… it‟s
definitely made me want to seek out more authentic experiences… we‟re
doing all this advance stuff here but people in other parts of the world
don‟t even have clean water… so merging technology and social justice.
Clair is currently majoring in engineering, however she admits to not knowing if she will
stay in this profession. When looking to the future, she states that she plans on working
for social justice internationally. Therefore, many students have begun constructing plans
to remain traveling internationally, and all students stated that this trip affected this
passion.
Volunteerism
Unlike traveling abroad, volunteering was not the main motivation for students.
Many listed that they wanted to do something useful with their spring breaks or that they
had done community service before, however not all participants listed this as a factor for
their participation. Upon returning, all students now understand the value of volunteer
work and have adapted it into their identities and future plans.
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Current participants have stated: “Take a day or half a day to help somebody out,”
(Veronica) “before I understood it (volunteerism), now I‟ve see it and lived it and have a
greater understanding of it,” (Lucy) “Volunteering would be so valuable and really
understanding the culture and the community you‟re at and the whole dynamic
there…I‟m doing teach for America next year,” (Kristina) and finally Pamela states:
Its opened up the world a lot in a way that‟s overwhelming but self
affirming, I was right in wanting to volunteer…volunteering abroad in
close collaboration with locals is the only way to go… I would go on
another one in a month if I could, absolutely.
Each of the current participants now understands the purpose of volunteering and wants
to adopt this behavior. Kristina currently holds senior standing at Community Institution
and upon graduation, she will be moving across country to serve as a full time teacher for
Teach for America. Although this does not constitute moving abroad, her future plans
nonetheless relate to volunteerism.
Furthermore, the team leaders and coordinator have also altered their goals to
include volunteerism. “I think volunteering outside ones normal personal realm is good…
I know there‟s winter break ones, which I‟m very interested… I definitely thought about
it in my career path that I‟m choosing” (Tiffany). As discussed earlier, Tiffany has
decided to keep volunteerism as part of her life, applying to further trips and molding her
career plans to include volunteer work. The other team leader similarly had taken this
approach.
Because of this experience those things [volunteer activities] are more
important for me to do, seeing it in this different way, it just really made
me set my priorities… for me, it hit home this idea that volunteering is not
just a way to help others, it‟s really a way to change yourself and help
yourself… I think that you just learn so much and it really opens your eyes
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to a lot of things and I think there were a lot of people that really would
benefit if they did it… I applied to be the coordinator next year (Claire).
Having gone on this trip twice, Claire has more insight into the value of community
service and her love for this trip has led her to apply to coordinate it herself next year.
Finally, the current coordinator had developed an interesting outlook on
volunteering as a result of his many years experiencing the alternative spring break trip:
I guess the best way to say it is that volunteerism I thought it was just you
go, you volunteer, you get work done and that‟s it. I didn‟t picture it being
you do all of that plus learning form people and engaging with people and
having them actually teach you things. It almost felt like, the way I saw it
before we‟re a task force and we‟re going to go in and we‟re going to
leave and execute our job, I didn‟t know that you would take ownership of
the work you did. So I think that‟s the biggest change and before I just
thought you washed your hands when you‟re done and you leave; now it‟s
you created something and you can watch it grow.
Matthew not only displays integrity in this statement but further discusses his point of
view on the effects and consequences of volunteering. Matthew has recently agreed to
coordinate another volunteer trip, this time for one month, and describes his rational for
doing so:
There‟s a saying in Spanish that goes ojos que no vein, Corazon que no
siente. It means eyes that don‟t see, heart that doesn‟t feel. So I can‟t feel
what these people are telling me in books, I can‟t empathize, I can‟t do
any of that if I don‟t feel it and experience it myself. So that‟s what I‟m
going to do, I‟m going to know.
Finally, all three alumni participants interviewed displayed an increase in their
community work since completing the trip. Amanda states, “I became truly invested in
the idea of service as a volunteer but also in other areas of my life as well…I am working
with Teach for America as a full time teacher.” Similar to Kristina, she has not adopted
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the international aspect to her life, but continues to remain involved in a volunteer
organization. Diego states:
After participating in ASB Isla Mujeres, I decided to continue with the
experience and have done two more ASB trips, coordinating one myself. I
also joined Troy Camp, [Community Institutions] most-recognized
philanthropy…volunteering is a great thing to do. It is a rewarding
experience that allows you to learn, but at the same time it allows to help
others.
Diego is currently an undergraduate student and continues stay active with community
service. Lastly, Cyndy expresses her knowledge and commitment:
The ASB trip influenced my initiative to pursue more ASB trips in the
future… experiences with each trip were all very unique, almost
incomparable… after realizing this from short-term volunteer projects, I
began to learn more about community development. My approach now in
volunteering is to empower the people to serve themselves. This process
requires much more time and effort, but in the end it is sustainable. I am
very grateful for the short-term volunteer opportunities I had through
ASB… As volunteers we need to realize what our impact is and take
responsibility for what we do.
This trip was Cyndy‟s first alternative spring break experience, and as a result she
completed two more international trips, one during winter for three weeks, and the
second during a summer for two months. Similar to what that coordinator stated, who has
participated in it a few years, Cyndy has created a new approach to volunteering. She
takes this commitment very seriously in implementing it into her life.
Regardless of year of participation, all participants of the Isla Mujeres alternative
spring break trip, has shown that participation in this journey has led to a trigger effect of
undergoing Chickering‟s seven vectors of student development in regards to
internationalization and volunteerism. Chapter five summarizes these results, draws
60
conclusions, discusses limitations, and provides recommendations for future alternative
spring break programs.
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Chapter Five
Summary, Conclusions and Recommendations
This chapter is divided into three sections. The first section will address each
research questions and offer explanations and conclusions based on the results. The
second section will discuss limitations, and the third section will provide
recommendations for future research.
Conclusions
As a result of the observations, document analysis, and interviews, several
connections can be made between the Isla Mujeres ASP participants and Chickering‟s
seven vectors of development in relation to volunteerism and internationalization. There
were a total of ten participants interviewed from the alternative spring break trip. Four
participated in the alternative spring break trip this year. Three served as either team
leaders for the trip or the coordinator. The final three were past participants. Two of the
participants were males, the other eight were females. They ranged in ages nineteen to
twenty-four. The racial/ethnic breakdown for this sample included: five Caucasian, two
Latinos, one Filipino, one Ecuadorian, and one Central American. They retain the class
standing of: one sophomore, four juniors, three seniors, and two graduates. Finally, their
majors varied from: Creative writing, theater stage management, health promotion and
disease prevention, chemical engineering, theater major, policy planning and
development major, double major in international relations and economics, Social
Sciences with an emphasis in Psychology International Relations, and Cinema-
Television, Critical Studies.
62
The results of this study indicated that all students participating in the 2010 Isla
Mujeres alternative spring break trip and the past participants underwent all of
Chickering‟s vectors of student development in regards to a change in
internationalization and volunteerism. However, there was a greater distinction between
the alumni participants‟ integration of community service and international traveling into
their identity and purpose. One possible explanation for this distinction might be because
the alumni have had more time to process this experience and make long term
commitments to volunteering and internationalization, while current participants are
exploring their priorities and options while they remain in college. This research also
discovered that reflection was a very important component to the experience. This
finding is proven through the comments made by both current and past participants and
the team leaders and coordinators appreciation and need for the reflective component to
reflect upon how the students are changing.
First Research Question
The first research question sought to determine whether student development
increased as a result of an international Alternative Spring Break experience. Based on
the information gathered in this study, this does in fact prove to be true. Every participant
displayed an increase in moving through the Chickering‟s seven vectors of student
development in relation to either internationalization or volunteerism.
Prior to conducting this study, I had imagined the current participants of this
year‟s alternative spring break journey would experience the beginning vectors and the
past participants would undergo the later vectors. My results prove however that all
participants touched upon each vector. However, they did so in varying levels. Current
63
participants only reach a certain level of reflection and only display personal hopes to
incorporate these themes into their lives. As previously stated, this may be due to the fact
that at the time of the interview, current participants had only been returned from the trip
one to two weeks prior. They may not yet have fully realized the impact this experience
has had in their lives. Therefore, the second research question is posed to determine the
long term effects that an experience such as this will have in their future.
Second Research Question
The second research question was posed to decipher between the short term and
long term effects of this trip by interviewing current participants of the 2010 Isla de las
Mujeres trip and comparing them against past alumni participants. After conducting all
interviews, this study confirmed that there is a difference in responses and experience in
some vectors based upon the year of participation. The individuals involved previously
with the trip experienced stronger levels of reflections and a greater commitment to their
new goals.
The most apparent differences were found in vectors five and six. Current
participants described their initial feelings that they had as a result of participation in this
trip. They provide more detail and their sentiments are based on hopes and wishes. Past
participants and alumni of the trip displayed more introspective looks into their
experiences. They focused less on details and more on their new perspectives and the
significance of undergoing a trip such as this one. Furthermore, the alumni have taken
measures and steps incorporating either internationalism or volunteerism into their
identity and purpose in life. They have shown that participation in this journey has led to
64
a trigger effect of undergoing Chickering‟s seven vectors of student development in
regards to internationalization and volunteerism.
Limitations
There were several limitations discovered after conducting this study. They
include the following:
1. The participants may have been influenced by their own prior experience of
community service.
2. The participants may have been influenced by their own definition of
community service.
3. Other factors may have influenced the participants‟ involvement in
community service.
4. Other factors may have influenced the participants‟ desire to travel
internationally.
5. A small number of participants were interviewed.
Based upon these limitations, some of the research data and conclusions may be
skewed. Due to time constraints, the interview did not cover prior involvements with
community service nor the participant‟s definition of such. Although assessing whether
community service was involved in their motivation to participate, past experiences were
not taken into account. Furthermore, it is unclear whether there were any external factors
that influenced the participant‟s involvement with community service or desire for
international travel. Therefore, the development of each student, in relation to moving
through Chickering‟s theory may have been influenced by another occurrence. Finally,
only eleven participants were interviewed. Thus, there were very few representatives
65
from each category of individuals interviewed. However, although this remains a
limitation in this study, it is a common limitation among community service research.
Community service-learning research has typically focused on the impact resulting from
either a classroom experience (Serow, 1990; Jordan, 1994; Giles & Eyler, 1994;
Gibboney, 1996; and Kollross, 1997) or involvement with some type of community
service-learning program (Traut, 1988; Serow, 1991; and Cagenello, 1993). Small sample
sizes are consistent with some community service-learning research as evidenced by
Cagenello‟s (1993) research which consisted of 10 students and Gibboney‟s (1996)
research which included thirteen students (Garbuio, 1999). The findings of this research
have led to mixed results on whether or not the experience of an alternative spring break
trip actually had an impact on the participant‟s level of student development in regards to
internationalization and volunteerism.
Recommendations
More research needs to be conducted in order to empirically confirm or reject the
effect of an international alternative spring break. Also, more extensive research on each
participant should be conducted. For instance, pre and post trip interviews should be used
in order to recognize subtle shifts in thought processes in relation to their awareness of
self and values placed upon internationalization and volunteerism. Throughout the pre-
interview, prior experience of community service, their definition of community service,
and any external factors influencing their involvement in community service or travel
should be assessed.
Next, while I discovered participant‟s curricular involvements and major, a future
study should not only look at their other types of community service involvements, but
66
also their other co-curricular involvements, i.e religious, clubs, fraternity/sorority, etc.
This information could also be discovered during a pre-trip intake interview. The
researcher could assess for the students involvement and current connection with their
institution.
Furthermore, this study needs to continue to be tested with participants in a
variety of international community service programs, with special attention to diverse
populations. Due to the small sample size, it was difficult to ascertain the multiple
interactions that occurred between participants‟ socio-economic status, race/ethnicity, and
gender. Additionally, further research can assess the impact of the economic level of the
participant‟s family as well as the highest academic degree of their parents, among many
other topics. A larger study needs to be conducted in order to analyze the data using
multiple perspectives.
Finally, more longitudinal studies need to be conducted in order to determine the
long-term effects of the experience on the participants. Current participants could agree
to participate in a longitudinal study and be surveyed after two, four, and ten years
following the alternative spring break experience. This will also allow for more research
focused on the impact of reflection and its relationship in discovering student‟s
development.
67
References
Albert, G. (1996). Intensive Service-Learning Experiences. Service-learning in Higher
Education: Concepts and Practices. San Francisco: Jossey-Bass, Inc.
Boyte, H. C. (1991). Community Service and Civic Education. The Phi Delta Kappan.
765-767.
Campbell, D. T., & Fiske, D. W. (1959). Convergent and discriminant validation by the
multitrait-mulitimethod matrix. Psychological Bulletin, 56(2), 81-105.
Chickering, A. W. (1969). Education and Identity. San Francisco: Jossey-Bass.
Chickering, A. W., & Reisser, L. (1993). Education and Identity (2
nd
ed.). San Francisco:
Jossey- Bass.
Clayton-Pedersen, A., Stephens, J., and Kean, G. (1994). Breakaway Evaluation for the
Ford Foundation. Center for Education and Human Development Policy.
Vanderbilt Institute for Public Policy Studies.
Eisner, E. W. (1979). The educational imagination. New York: Macmillan.
Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998). Student development in college:
Theory, research, and practice. San Francisco: Jossey-Bass.
Garbuio, J. A. (1999). Alternative spring break and social responsibility is there a
relationship? (Doctoral Dissertation, University of Southern California, 1999).
Goldsmith, S. (1995). The Community as Classroom: Learning from Service in
Maryland. Who Cares. 16-21.
Huizinga, B. B. (1992). Student Volunteer Service‟s Spring Break Service Projects: How
Student Participants at Calvin College are Influenced. East Lansing Michigan:
Michigan Campus Compact.
Hutchings, P. and Wutzdorff, A. (1988). Experiential Learning across the Curriculum:
Assumptions and Principles. In P. Hutchings and A. Wutzdorff (eds.). Knowing
And doing: Learning through Experience. New Directions for Teaching and
Learning. No. 35. San Francisco: Jossey-Bass Inc.
Kodama, C. M., McEwen, M. K., Liang, C. T. H., & Liang, S. L. (2002). An Asian
American perspective on psychosocial student development theory. New
Directions for Student Services, 97, 45-59.
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Komives, S. R., & Woodard, D. B. (1996). Student Services: A handbook for the
profession (3rd ed.). San Francisco: Jossey-Bass.
Kvale, S. (2007). Doing Interviews. London: SAGE Publications.
Merriam, S., B. (1988). Case Study Research in Education: A Qualitative Approach.
San Francisco: Jossey-Bass.
Miles, M. B., & Huberman, A. M. (1984). Qualitative data analysis. Beverly Hills: Sage.
Rhoads, R. A. (1997). Community Service and Higher Learning: Exploration of the
Caring Self. Albany: State University of New York.
Smith, M. L., & Kleine, P. L. (1986). Qualitative research and evaluation: Triangulation
and multimethods reconsidered. In D. D. Williams (Ed.), Naturalistic evaluation
(New Directions for Program Evaluation, No. 30). San Francisco: Jossey-Bass.
Strange, C. C. (2004). Constructions of student development across the generations. New
Directions for Student Services, 106, 47-57.
Thomas, R., & Chickering, A. W. (1984). Education and Identity revisited. Journal of
College Student Personnel, 25, 392-399.
69
Appendix A
ASB Participant Recruitment Letter
Dear ASB Participant,
My name is Wendy Barclay. I am a graduate student in the Master of Education program
at the University of Southern California. I am currently working on a research study as
part of my master‟s thesis on Alternative Spring Break programs.
I would like to invite you to participate in a short interview about your expectations of the
Isla de Las Mujeres, Mexico Alternative Spring Break trip. The purpose of this study
seeks to learn about any effects your participation in Alternative Spring Break may create
for you. Your assistance in this project would be of great value not only to me, but also to
the growing field of experiential education.
If you agree to participate, you will be asked to participate in a 45-60 minute interview,
and you will be asked to participate in a follow-up interview after the experience.
Participation is entirely voluntary, and if you choose to participate you may discontinue
your participation at anytime. This study is being conducted through the Rossier School
of Education and is in no way affiliated with the USC Volunteer Center. This office will
not have access to the information gathered and your identity as a participant will be kept
confidential.
Please email wbarclay@usc.edu with any questions you might have and let me know if
you are willing to participate. If you choose to participate we will set up a date and time
via email.
Thank you,
Wendy R. Barclay
Rossier School of Education
University of Southern California
(760) 805-6865
wbarclay@usc.edu
70
Appendix B
Former ASB Participant Recruitment Letter
Dear Former ASB Participant,
My name is Wendy Barclay. I am a graduate student in the Master of Education program
at the University of Southern California. I am currently working on a research study as
part of my master‟s thesis on Alternative Spring Break programs.
I would like to invite you to participate in a short interview about your experiences in the
Isla de Las Mujeres, Mexico Alternative Spring Break trip. The purpose of this study
seeks to learn about any effects your participation in Alternative Spring Break may have
created for you. Your assistance in this project would be of great value not only to me,
but also to the growing field of experiential education.
If you agree to participate, you will be asked to participate in a 45-60 minute interview,
and if necessary, you may be asked to participate in a follow-up interview.
Participation is entirely voluntary, and if you choose to participate you may discontinue
your participation at anytime. This study is being conducted through the Rossier School
of Education and is in no way affiliated with the USC Volunteer Center. This office will
not have access to the information gathered and your identity as a participant will be kept
confidential.
Please email wbarclay@usc.edu with any questions you might have and let me know if
you are willing to participate. If you choose to participate we will set up a date and time
via email.
Thank you,
Wendy R. Barclay
Rossier School of Education
University of Southern California
(760) 805-6865
wbarclay@usc.edu
71
Appendix C
Interview Protocol (Current Participants)
Good (morning, afternoon, evening)
Thank you for agreeing to be interviewed for this study.
Do I have your consent to conduct this interview and to be tape recorded? ___ Yes ___
No
1. First, could you please tell me your ethnicity, age and year and major in school?
2. How did you find out about ASB?
3. What types of community service-learning programs have you been involved with
at your institution, if any?
4. Before going on the trip, how did you feel about meeting people from different
cultures and races? How do you now feel?
5. Before going on the trip, did you know anyone participating in the trip and would
you have considered them friends? And how has your relationship with the other
participants changed? For instance, would you call them if you needed
something?
6. Before going on the trip, did you have any knowledge of the country‟s history, or
foreign language? How has that changed since going on the trip?
7. What was the incident that you will remember most about the trip?
8. What were your reasons for wanting to participate in the ASB and reflecting on
the reasons you attended the trip, were your expectations fulfilled?
9. Did you undergo any emotional experience while on the trip? If so, what was it
and how did you manage it?
10. Before going on the trip, did you feel as if you had a sense of identity at your
institution? After having gone on this trip, has your sense of identity at your
institution changed? Has your sense of identity in general changed?
11. Before going on the trip, did you have personal goals in your life that you had
wished to achieve? After having gone on this trip, have your personal goals in
your life that you wish to achieve changed?
72
12. Are you interested in participating in a future trip?
13. Did the reflection journal help you to learn from this experience? If yes, please
explain.
14. What do you feel you gained from this experience?
15. What did you learn about yourself from the experience?
16. Did your thoughts on internationalization change? Is so, how? If not, why not?
17. Did your thoughts on volunteerism change? Is so, how? If not, why not?
Is there anything else you would like to add that you believe I have missed or wished I
would have asked?
Thank you for your time!
73
Appendix D
Interview Protocol (Past Participants)
Good (morning, afternoon, evening)
Thank you for agreeing to be interviewed for this study.
Do I have your consent to conduct this interview and to be tape recorded? ___ Yes ___
No
1. Please tell me about yourself (ethnicity, age, and if applicable, year and major in
school)?
2. What types of community service-learning programs were you involved with at
your institution, if any? Did the ASB trip influence that involvement?
3. Did you participate in any other ASB trips as a result of Isla de Las Mujeres?
What was/were your experience(s) like?
4. How did you find out about ASB?
5. What were your reasons for wanting to participate in the ASB and reflecting on
the reasons, were your expectations fulfilled?
6. What was the incident that you remember most about the trip?
7. After the trip, did you gain knowledge of the country‟s history and/or foreign
language?
If so, how much?
8. After the trip, how do you feel about meeting people from different cultures and
races? Did ASB influence this?
9. Did you undergo any emotional experience while on the trip? If so, what was it
and how did you manage it?
10. How did your relationship with the other participants change during the trip?
Would you consider the other participants your friends? Have you kept in touch?
11. After having gone on this trip, did your sense of identity at your institution
changed? Has your sense of identity in general changed?
74
12. After having gone on this trip, did your personal goals in life that you wish to
achieve change?
13. Did the reflection piece help you to learn from this experience? If yes, please
explain.
14. What do you feel you gained from this experience?
15. What did you learn about yourself from the experience?
16. Did your thoughts on internationalization change? Is so, how? If not, why not?
17. Did your thoughts on volunteerism change? Is so, how? If not, why not?
18. What are you doing now? What do you intend to do in the future?
Is there anything else you would like to add that you believe I have missed or wished I
would have asked?
Thank you for your time!
75
Appendix E
Informed Consent
University of Southern California
Rossier School of Education
Waite Phillips Hall 3470 Trousdale Parkway Los Angeles, CA 90089
INFORMED CONSENT FOR NON-MEDICAL RESEARCH
Alternative Spring Break and Internationalization: A Quantitative Study Using
Chickering’s Theory of Student Development
You are invited to participate in a research study conducted by Wendy Barclay (candidate
for M.Ed) and Dr. Patricia Tobey at the University of Southern California, because you
are either a past or current participant of the Isla De Las Mujeres Alternative Spring
Break Experience. Your participation is voluntary. You should read the information
below, and ask questions about anything you do not understand, before deciding whether
to participate. Please take as much time as you need to read the consent form. You may
also decide to discuss participation with your family or friends. If you decide to
participate, you will be given a copy of this form.
PURPOSE OF THE STUDY
To understand how American undergraduate students perceive their own self-
development changes before and after participation in an international Alternative Spring
Break (ASB) experience.
STUDY PROCEDURES
If you volunteer to participate in this study, you will be asked to complete a 45-60 minute
pre and post interview about your experiences in the Alternative Spring Break (ASB)
experience. Past participants need only complete one post interview. Responses will be
audio-recorded. Pre-departure meetings will be observed.
Response to the interview questions will constitute consent to participate in this
research project.
POTENTIAL RISKS AND DISCOMFORTS
There are no anticipated risks for participation in this study.
POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY
There is no direct benefit to the participant in this research. However, this research can
add to the understanding of Alternative Spring Break (ASB) experiences. It can promote
discussions and further research on internationalization, volunteerism and student
development theory and research.
76
PAYMENT/COMPENSATION FOR PARTICIPATION
There is no compensation for participation in this study.
CONFIDENTIALITY
Any identifiable information obtained in connection with this study will remain
confidential and will be disclosed only with your permission or as required by law.
Only members of the research team will have access to the data associated with this
study. The data will be recorded on an audio tape recorder and will be stored on a
private, password protected lap top owned by the principle investigator. The information
of each participant will be under a pseudonym (fake name) and will have no identifying
information. Each participant will be interviewed in a private conference room and will
be given a pseudonym throughout the entire interview. No identifiable information will
be asked or released as a result of this study. Data will be kept for a minimum of three
years after the completion of the study. When the results of the research are published or
discussed in conferences, no identifiable information will be used.
PARTICIPATION AND WITHDRAWAL
Your participation is voluntary. Your refusal to participate will involve no penalty or loss
of benefits to which you are otherwise entitled. You may withdraw your consent at any
time and discontinue participation without penalty. You are not waiving any legal claims,
rights or remedies because of your participation in this research study.
INVESTIGATOR’S CONTACT INFORMATION
If you have any questions or concerns about the research, please feel free to contact:
Wendy Barclay, Principal Investigator Patricia Tobey, Faculty
Sponsor
wbarclay@usc.edu tobey@usc.edu
University of Southern California University of Southern
California
RIGHTS OF RESEARCH PARTICIPANT – IRB CONTACT INFORMATION
If you have questions, concerns, or complaints about your rights as a research participant
you may contact the IRB directly at the information provided below. If you have
questions about the research and are unable to contact the research team, or if you want to
talk to someone independent of the research team, please contact the University Park IRB
(UPIRB), Office of the Vice Provost for Research Advancement, Stonier Hall, Room
224a, Los Angeles, CA 90089-1146, (213) 821-5272 or upirb@usc.edu.
Abstract (if available)
Abstract
Higher education is beginning to see a shift in emphasizing co-curricular activities and experiences outside the classroom. Furthermore, higher education institutions are taking a more philanthropic approach and adding the component of community service into their institutions and into their mission statements. The form in which this community service is offered varies. Some are in the immediate setting, as seen especially in institutions located in an urban setting. Some last a long period of time such as a few weeks or even a summer. Some result from an emerging crisis, for instance the tsunami in Indonesia, Katrina, or more recently Haiti. Yet some are a more purposeful short term projects located in a particular company. This thesis focuses on that short term emersion experience. Throughout a year, I followed a group of thirteen individuals who embarked on a ten day alternative spring break experience to Isla de Las Mujeres, Mexico. The purpose of this research is to understand how American undergraduate students perceive their own self-development changes after participation in an international alternative spring break experience.
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Asset Metadata
Creator
Barclay, Wendy R.
(author)
Core Title
Alternative spring break and internationalization: a qualitative study using Chickering’s theory of student development
School
Rossier School of Education
Degree
Master of Education
Degree Program
Education
Publication Date
08/07/2010
Defense Date
05/12/2010
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
alternative spring break,Arthur Chickering,internationalization,OAI-PMH Harvest,student development,volunteerism
Place Name
Isla Mujeres
(city or populated place),
Mexico
(countries)
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Tobey, Patricia (
committee chair
), Gaeke, Melissa (
committee member
), Tierney, William G. (
committee member
)
Creator Email
wbarclay@usc.edu,wendy5187@gmail.com
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-m3336
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UC1447397
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Barclay, Wendy R.
Type
texts
Source
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(contributing entity),
University of Southern California Dissertations and Theses
(collection)
Repository Name
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Repository Location
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Repository Email
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Tags
alternative spring break
Arthur Chickering
internationalization
student development
volunteerism