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"The line in my heart": How international students in a U.S. independent school conceptualize and experience their social identities.
- Format:
- Book
- Thesis/Dissertation
- Author/Creator:
- Bihn, Melinda L, author.
- Language:
- English
- Subjects (All):
- Education, Leadership.
- Education, English as a Second Language.
- Educational and Organizational Leadership--Penn dissertations.
- Penn dissertations--Educational and Organizational Leadership.
- Local Subjects:
- Education, Leadership.
- Education, English as a Second Language.
- Educational and Organizational Leadership--Penn dissertations.
- Penn dissertations--Educational and Organizational Leadership.
- Genre:
- Academic theses.
- Physical Description:
- 1 online resource (260 pages)
- Contained In:
- Dissertation Abstracts International 75-09A(E).
- Place of Publication:
- [Philadelphia, Pennsylvania] : University of Pennsylvania ; Ann Arbor, MI : ProQuest, 2014.
- System Details:
- Mode of access: World Wide Web.
- text file
- Summary:
- According to The Association of Boarding Schools (TABS), the number of international students in independent schools has grown significantly in recent years, as U.S. boarding and day schools increasingly rely on international students to ensure their financial sustainability (International Student Diversity at TABS Member Schools, n.d). International students in independent schools are part of the larger phenomenon of transnational education (Waters, 2003, 2005; Lee & Koo, 2006; Ly, 2008; Song, 2010; Lee, 2011), but their experiences vary considerably from that of their immigrant counterparts in public settings, and they have been largely overlooked in the literature on independent education (Griffin, 1991; Chimes, 2003; Bertucci, 2007; Gaztambide-Fernandez, 2009a). Drawing on a variety of literatures in independent and international education, this phenomenological study applies qualitative research methods within a framework of critical race, intersectionality, and resistance theories in order to explore how international students in an independent school for girls understand their social identities and experience these in school. Utilizing identity maps, individual interviews, and focus group conversations - methods that, in keeping with critical race theory, foreground students' voices and counter stories (Tate, 1997; Delgado Bernal, 2002; Parker & Lynn, 2002; Solorzano & Yosso, 2002; Ladson-Billings, 2010)---the study explores the lived experience of 17 international students and four international alumnae, illuminating the ways these students construct their social identities and accommodate or resist their experiences of the sojourn in independent school. By attending to international students' experiences at the intersection of culture, language, race, gender, and class, this study sheds light on the complex dynamics of difference in independent education. It contributes to the discussion of transnational education in the independent school context, identifies areas for further inquiry, and proposes steps independent schools can take to ensure that they are just, equitable environments for all students who attend them.
- Notes:
- Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
- Adviser: Sharon M. Ravitch.
- Department: Educational and Organizational Leadership.
- Thesis Ed.D. University of Pennsylvania 2014.
- Local Notes:
- School code: 0175.
- ISBN:
- 9781303944840
- Access Restriction:
- Restricted for use by site license.
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