Faculty Engagement in Cultural Mentoring as Instructors of Short-Term Study Abroad Courses

Authors

Elizabeth Niehaus, University of Nebraska-LincolnFollow
Jillian Reading, University of Nebraska-Lincoln
Matthew J. Nelson, University of Nebraska at OmahaFollow
Ashley Wegener, University of Nebraska - LincolnFollow
Ann Arthur, University of Nebraska-LincolnFollow

Date of this Version

4-2018

Citation

Frontiers: The Interdisciplinary Journal of Study Abroad, Vol. XXX, Issue 2, (April 2018): pp. 77-91.

https://frontiersjournal.org/

Comments

Copyright 2018 Elizabeth Niehaus, Jillian Reading, Matthew J. Nelson, Ashley Wegener, & Ann Arthur.

Abstract

The purpose of this study was to explore what cultural mentoring looks like in practice in shortterm study abroad courses, how frequently instructors engage in cultural mentoring, and what demographic and background variables might predict the extent to which faculty members engage in cultural mentoring. Using data from a survey of 473 faculty members from 72 U.S. colleges and universities who had recently taught short-term study abroad courses, we identified four types of cultural mentoring behaviours: Expectation Setting, Explaining the Host Culture, Exploring Self in Culture, and Facilitating Connections. We also identified key predictors of the frequency with which participants engaged in cultural mentoring, including rank, race/ethnicity, and discipline.