(RSCH 201) AA Humanities Assignment
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Liberty University *
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Apr 3, 2024
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Brookelynn Rhyne
Professor Marsh
RSCH 201-D27
December 6, 2021
Article Analysis: Humanities Assignment
The purpose of this article was to communicate through personal experience the effectiveness that international study has on the individual. Along with the continued commitment of when researching multicultural education and second language acquisition. Garbati and Rothschild’s thesis was to review existing studies to then combat the question of whether “collaborative autoethnography or ‘the study of self collectivity’ approach” would be satisfactory for an empirical approach to the area of study (Garbati, Rothschild
). They based their research on previous areas of focus such as, language, identity construction, and motivation. Because of previous findings, the authors wanted to dive deeper. Their goal was to represent the lasting impact that studying abroad has on the participants. The form of research the investigators used was very much qualitative rather than quantitative. This is known because they way they decide to perform their study. They reviewed the reflections of two individuals that participated in studies abroad. Not only that, they both remain in multicultural education and second language acquisition. The research design outlined by Hark (2019), that was employed was ethnography. Which can be defined as
“the study of people in their own environment through the use of methods such as participant observation and face-to-face interviewing” (“What is Ethnographic Research?”). This was determined again by the research process. Garbati and Rothsc
hild suggested that four main thematic areas became
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apparent during the process which were as follows: “
language and culture, academic context, identity, and the sustainability of experiences” (2016). They used reflexive memos and e-mails as their data, to then compare the two experiences relative to their hypothesis. The research began with two participants who experienced yearlong stays in France during their third year at University. Although they both had different motives for wanting to travel to France, they were certain that were both interested in the opportunity as young adults. Followed by many years after the trips, they both pursued French education, and learning French as a second language. Even though their experiences seem to prove very similar, they didn’t meet until years after due to a online graduate course. T
he authors expressed that, “In this research, we reflect on our study abroad experiences to determine the indirect and direct impacts that these experiences have had on our professional journeys” (Garbati and Rothschild).
Following the research, the authors concluded that the four themes found in the process were helpful in addressing their research question. In addition, they found them to provide insight into the role that international study played in their personal and professional lives. Through the analyzation of their individual narratives by way of thematic coding, they then were ready to meet and compare their individual findings, and see whether or not they correlated with one another. After their meeting is when the four themes emerged, and they could then relay the research that would either prove or disprove their hypothesis. In the area of language and culture, they both began their journey with an interest improving their French proficiency. While they both had a foundational knowledge of the language and culture credited to their primary school education, they both addressed the fact there is always room for improvement. Both participants doubted their French abilities, knowing that they could get by in France, but they were not highly confident in their skills. They report
ed,
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“Our perceptions of our French skills seemed to improve the longer we were in France” (Garbati and Rothschild). One of the participants also made note that her informal use of the language also improved, and that during her stay when speaking, she would always do so in French, unless
interacting with an English speaking person. Furthermore, in the terms of cultural knowledge the two stated, “we each felt that we became residents, rather than temporary visitors” (Garbati and Rothschild). By consensus it was apparent that they both were invested in being immersed more into the culture and learning as much as they could. When discussing the theme of academics, they found their experiences to be different. The participants explored the different areas in why their experiences could have varied such as, the professors, the courses, or the grading scale, and what they found that could have possibly been the underlying factor was the professors. One explained in an e-mail, ‘"The professors seem
nice, they are all pretty funny which makes things more relaxed." At the same time, she noted, "The professors did not really do much to help us socialize."’ She followed with expressing that the lack of personal interaction from her profess
ors did not take away from her academic experience. However, her co-participant did share that she felt her time was enhanced because of
her educator’s devotion to her students. Finally, they said, “We acknowledge the course systems we experienced in France were different for each of us, so our different experiences with our professors may have reflected this” (Garbati and Rothschild).
Moreover, in the subject of identity formation, the studies showed that, “[the] narratives revealed growth in independence, development of courage, and demonstration of pride” (Garbati and Rothschild). Again, despite parts of their experiences varying, evidence showed that they both developed new skills and individualistic traits by spending a years time in France.
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Lastly, in determining the lasting impact, both participants reflect on how they were affected both personally and professionally. In regards to their personal lives, it is noted that they
maintained relationships with the other study abroad students at a greater capacity than the ones made in France. On a professional level, their narratives disclose the influence their time abroad had on their occupational trajectories. One participant mentioned, “I guess I never really thought that French would play such a role in my life and if there hadn't been a study abroad program offered, I don't know that it would have. Declaring a major in French led me to other opportunities that have greatly shaped the person I am today, both personally and professionally”
(Garbati and Rothschild). Furthermore, they explained that the impact of the their studies extended far beyond the time that they spent in France.
The limitations outlined in the article were simply due to personal preparation. It is believed that with more precautionary efforts when making arrangements to study abroad, that their experience could have been relieved of the stress and anxiety that they faced because of it. Along with that, the study had implication for CAE research, which is a collaborative autoethnography approach, and due to this being a fairly new methodology, and could discount the credibility of the study, this study is a good example of how a CAE method can be beneficial when applied to this area of study.
Lastly, the authors suggest that their findings could be strengthened by the use of CAE and more study abroad experiments. They then go on to encourage those looking to study abroad
to adapt a CAE methodology when abroad, not only to contribute to the research find in signs displayed within the article, but also for their own personal growth.
Original Summary:
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Previous research on the effectiveness of studying abroad has been superficial, because instead of focusing on each of these aspects: language, identity formation, and motivation, along with the integration of its lasting affects, it has overlooked how it might be beneficial long term. In this study the researches focus on all areas of interest. They conduct their experiment by recording the narratives of two students who studied abroad in France. They first review existing studies and then compare it to their own in hopes of determining that a CAE, or collaborative autoethnography approach would prove successful. They openly coded their data consisting of e-
mails and personal notes, then comparing them and looking at the practical and theoretical implications of using the CAE.
Original Analysis: The two articles specifically differed in the way that one represented a qualitative method
of research rather than a quantitative. The humanities piece focused more on data obtained by first-hand observation, interviews, recordings, etc. Where as the sciences assignment applied data acquired through testing a theory. The sciences article had a clear hypothesis that they wanted to test, but the humanities article strictly strove to have a better understanding of a topic rather than proving it true. Continually, they varied in the fact that one used an ethnography research design where the other used a casual-comparative design. Ethnography is defined as the scientific description of the customs of individual peoples and cultures. A casual-comparative design seeks to find relationships between independent and dependent variables after an action or
event has already occurred. Ethnography clearly falls under the heading of qualitative research, and casual-comparative, quantitative research. Finally, the two articles differed greatly when concerning their sample size. The humanities experiment gained their evidence from two
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individuals, but the sciences study was conducted using 223 participants. This allows the sciences project to have a wider range of results that will ultimately help in the proving of their hypothesis. Meanwhile, in order for the humanities piece to say in confidence that their research question is valid, they would have to conduct more studies of a similar type.
The two conclusions have very different findings. The sciences article had experimental data that was recorded to show a trend, and to aid the validity of their hypothesis. In contrast, in the humanities article, their evidence was based on personal accounts, and cannot be suggestive of how other might be affected. They can say that due to their findings, it is reason to believe that
the majority who study abroad will feel the lasting impacts. However, they cannot confirm it to be fact to the same extent that the sciences piece can.
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Works Cited
Garbati, Jordana F, and Nathalie Rothschild.
Lasting Impact of Study Abroad Experiences: A - Proquest
. 2016, https://www.proquest.com/docview/2539303942?accountid=12085.
“NPS Ethnography: African American Heritage & Ethnography.”
National Parks Service
, U.S. Department of the Interior, https://www.nps.gov/ethnography/aah/aaheritage/ercb.htm.