The influence of public pedagogy on adult and higher education learners' perceptions of and motivations to study abroad at a Hispanic serving institution

dc.contributor.advisorCoryell, Joellen E.
dc.contributor.advisorPate, Priscilla E.
dc.contributor.authorNguyen, Shelbee Rhea
dc.contributor.committeeMemberCuero, Kimberley
dc.contributor.committeeMemberCantú, Norma
dc.date.accessioned2024-02-12T18:28:23Z
dc.date.available2024-02-12T18:28:23Z
dc.date.issued2012
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractThis study utilized qualitative single-case study design to provide rich description and offer new understandings within a socio-cultural theoretical frame about how adult and higher education learners perceive and are motivated to participate in study abroad programs. Three faculty-led study abroad courses at a Hispanic serving institution in the Southwest were used as embedded cases within the larger case to assess influences on study abroad participation. Specifically, this research focuses on influences from social networks and popular culture, as sources of public pedagogy, and the role these influences play in both perception formation and ultimate motivation to participate in study abroad programs. Data collection for the dissertation study occurred in the fall 2011 semester with N=15. A total of three focus groups and ten follow-up interviews were conducted. Transcriptions from these interviews as well as chalk-talk data collected within the focus group served as the primary data sources. Conclusions from this research suggest that social networks and popular culture do play a role in perception formation and motives to participate in study abroad programs at a Hispanic Serving Institution. Further, findings from this research are situated at the crux of what is known and unknown about study abroad participation lending an integration of previous notions and new understandings. Ultimately, family, friends, social networks within the institution, specific television programming and popular culture in general serve as important mediators to perception formation and motivation to participate in study abroad programs.
dc.description.departmentInterdisciplinary Learning and Teaching
dc.format.extent216 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9781267344014
dc.identifier.urihttps://hdl.handle.net/20.500.12588/4702
dc.languageen
dc.subjectPopular Culture
dc.subjectPublic Pedagogy
dc.subjectSocial Network
dc.subjectSociocultural
dc.subjectStudy Abroad Participation
dc.subject.classificationMulticultural Education
dc.subject.classificationAdult education
dc.subject.classificationEducational sociology
dc.subject.classificationeducation
dc.titleThe influence of public pedagogy on adult and higher education learners' perceptions of and motivations to study abroad at a Hispanic serving institution
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentInterdisciplinary Learning and Teaching
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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