Student Exchange Programs

This article provides a comprehensive overview of student exchange programs at both the college and K-12 level. Discussion focuses on different types of exchange programs, overarching goals, benefits and specific examples of exchange programs developed at the K-12 level. Emphasis is placed on the primary goal of all student exchange programs - to develop a greater sense of awareness, appreciation and respect for different societies and cultural norms throughout the world. The article provides practical suggestions for initiating an exchange program in a school as well as highlights alternative perspectives on international education at all levels.

Keywords Exchange Programs; Global Understanding; Intergroup Contact; International Sibling Program; Protective Studies; Service Learning; Study Tour; Total Immersion

Overview

Three of the most common models of student exchange programs at the college level include total immersion, protective studies, and tour models (Kraft, Ballantine, & Garvey, 1994; cited in Sowa, 2002). Total immersion programs place students in a foreign country, typically for one year. Students participate in coursework and an in-depth study of the language and culture of the host country (Kraft, Ballantine, & Garvey, 1994). The protective studies model connects students in U.S. programs with resident advisors and instructors in other countries and the study tour model, short in duration, provides a general overview of a specific topic or country (Kraft, Ballantine, & Garvey, 1994). According to Sowa (2002), these models are not distinct and can be combined in certain types of student exchange experiences. The majority of research focuses on college level student exchange programs, as these are the most common in U.S. schools.

However, some unique examples of exchange programs do exist at the K-12 level. Such programs do not involve intense year long placements in foreign countries, but rather organize meaningful structured interactions between students from two culturally diverse settings. Exchange programs at this level sometimes take the form of collaborative projects throughout the year accompanied by an exchange similar to a study tour and are even sometimes attempted with students as young as first grade. For obvious reasons, however, research regarding exchange programs for elementary and middle school children is limited as not many individual opportunities for students this young exist. Regardless, some schools have found unique ways to develop ties with educational institutions abroad.

Goals of Student Exchange Programs

One of the overarching goals of student exchange programs is to promote a greater awareness, appreciation and respect for other countries and cultures. Kraft, Ballantine, & Garvey (1994) highlight the most common goals of exchange programs including improved language skills and acquisition, individual and personal development, and an enhanced international and global understanding. Sowa (2002) cites the Council on International Educational Exchange (2001) that program goals include promoting peaceful cooperation between countries, assisting individuals to broaden their understanding of their own society and those of other countries and enabling students to acquire new skills. All exchange programs start out with the goal of bridging cultural understandings, promoting positive relationships, and increasing general awareness and respect for multiple perspectives on a range of societal issues. The core philosophy of most exchange programs is to create opportunities for young students to interact with people from around the world to enhance global perspectives and set the foundation for peaceful coexistence in the future.

In some instances, student exchange programs are designed with the overarching goal of helping to improve the lives of individuals in developing nations who need aid in many different forms. Some programs provide technical assistance, develop educational programs, and provide needed aid by fostering international service learning (Arum & Van de Water, 1992; cited in Sowa, 2002). These programs differ in scope and objective from more traditional student exchange programs. However, students still gain a deep understanding and appreciation for different cultures and may even gain a richer understanding as compared to students who visit industrialized nations around the world. Additionally, as a direct result of the experience, students reflect introspectively and adjust their own perspective regarding their own cultural and societal norms. Although the direct benefits many not be intended solely for the exchange student, he/she benefits from life-impacting experiences and alters his/her perspectives on political and societal issues endemic to developing nations.

Lambert (1993) acknowledges the goals discussed above as predominant guiding principles for the development of student exchange programs, but also illuminates a slightly different perspective. Lambert asserts that there are serious gaps in the knowledge many Americans have about the rest of the world and that this lack of information is a primary motivator for the growth of international exchange programs. Lambert discusses the fact that many Americans have a limited range of knowledge with regard to countries, cultures and religions outside of the United States. Student exchange programs help to fill this gap while also fostering a sense of empathy and understanding for diverse cultures (Lambert, 1993).

Benefits of Student Exchange Programs

Personal development, enhanced learning proficiency, and the development of a strong cross-cultural understanding are among the most cited benefits of student exchange programs (Sowa, 2002). In a study conducted by Kitsantas (2004), research demonstrated that student exchange programs help prepare students to participate and contribute to a multicultural world and promote international understanding of various issues. Other studies indicate that exchange programs encourage and foster abundant interest in travel, art, foreign languages, history and architecture (Carsello & Greaser, 1976; cited in Kitsantas, 2004). Such programs have a strong effect on student interest and engagement in learning about different cultures.

Kitsantas (2004) provides insight into a study conducted by Carlson & Widaman (1988) concerning the benefits of studying abroad. The researchers discussed perspectives on global issues and cross-cultural understandings with 450 students who participated in recent exchange programs. Carlson & Widaman (1988) found that the exchange experience resulted in increased levels of international political concern, enhanced cross-cultural interest and cross-cultural cosmopolitanism.

Stangor (1996) comments specifically on attitude changes over time and how exchange programs arranged with as much direct intergroup contact as possible are the most successful at instilling positive attitude changes among participants. Stangor (1996) notes that the amount of contact students have with host country members is a strong predictor of how positive students feel about their host country upon return to the United States. The more students interact with individuals from the host country, the more likely they are to have positive attitudes toward their experience upon return home. Thus, exchange programs encourage students to reflect on their own perspectives and make adjustments throughout the learning process.

With regard to exchange programs specifically focused on providing aid to developing countries, research highlights the fact that such programs provide opportunities for students to gain a deep understanding of environmental and social problems in developing nations and the implications of such problems for the rest of the world (Racette, 1996; cited in Sowa, 2002). Such experiences provide an opportunity for students to participate in a society and culture so different from their own; the impact on their perspective is tremendous. Racette (1996) further discusses the critical importance of such exchange programs because they foster a deep sense of peaceful coexistence within the United States, specifically with respect to understanding and living with immigrants (Sowa, 2002).

Examples of Student Exchange Programs

Although many examples of successful student exchange programs exist at the college level, some special programs have been developed at the K-12 level. Each program has been developed with the objective of enhancing student understanding and appreciation for similarities and differences between cultures. As opposed to traditional college level immersion exchange programs where students stay in the host country for an extended period of time, programs at the K-12 level are much more structured and limited in scope due to the age of the participants. However, the overall goals and benefits of such programs mirror those of more advanced programs. The following discussion highlights a sampling of successful programs that have been initiated over the past twenty years.

Zsiray Jr. et al. (2002) discusses the unique connection developed between two high schools, Mountain Crest High School in Hyrum, Utah and Lyceum 1511 in Moscow, Russia. The program set out to explore the similarities and differences between an American high school and its counterpart in Russia. According to Zsiray Jr. et al. (2002), participants shared expertise about high school curriculum and organizational structure, established long-term relationships, and worked on cooperative projects to help build a deeper understanding of cultural similarities and differences. Furthermore, the program provided opportunities for students to compare social systems such as family, school structure and culture (Zsiray Jr. et al., 2002).

Launched in 1992, the International Sibling Program at Lewiston-Porter High School in Youngstown, NY is another example of an exchange program. This program began with the objective of searching for other schools around the world that were interested in engaging in an exchange to promote understanding of diversity and globalism (Presutti, 1997). Four years into the implementation of the program, students at Lewiston-Porter High School hosted students from Germany, France, and Belarus. They visited Japan, Belarus and Australia and were in the developing stages of discussions with schools in East Africa (Presutti, 1997). According to Presutti (1997), the program provided a unique experiential opportunity for teaching and learning about diversity and globalism.

An exchange program developed between Choate Rosemary Hall School in Connecticut and Window Rock High School for Navajo students in Arizona is a unique program in that it was developed to foster cultural understanding and connections between two diverse populations living within the United States. Hodgin (1996) comments on how both school populations were complete polar opposites in that Window Rock struggled with truancy and discipline issues with few students aspiring to go to college. The Choate students were predominantly wealthy and upper class, with high achievement and college goals. Students experienced complete immersion in the other culture and developed a greater awareness, appreciation and respect for diversity.

McLane (1991) describes an especially unique program developed in the late 1980's and early 1990's to foster connections between a first grade class in Seattle and one in Russia. First grade teachers at Kimball Elementary School in Seattle brainstormed possible collaborative projects that could be shared in music, art, language, literature, science and social studies between the two schools (McLane, 1991). The project culminated in an exchange in June 1990 where first grade students from Russia accompanied by their parents and teachers visited Kimball Elementary School and spent an extended period of time in Seattle.

Application

When schools consider developing student exchange programs, whether at the college or K-12 level, they must analyze whether or not they have the resources (including time and finances) necessary to sustain a program for a lengthy period of time (Jenkins, 1996; cited in Sowa, 2002). A distinction between K-12 and college level exchange programs is that K-12 programs often do not last into perpetuity whereas college level programs are designed to afford opportunities year after year to different student cohorts. Therefore, the considerations necessary with regard to resources when initiating a program at the K-12 level differ significantly from those necessary at the college level. Individuals planning the development of such exchange programs at any level must consider their overarching objectives as well as the feasibility of such an endeavor. Sowa (2002) indicates that educational institutions must diversify and tailor their programs to meet the needs of their student population.

Sowa (2002) further asserts that educational institutions serious about developing exchange programs must establish strong and sustainable connections with schools in foreign countries to ensure the program can be successful into the foreseeable future. Researchers at the K-12 level often discuss the need to develop strong bonds with educational institutions abroad, to communicate frequently with exchange institutions, and to research fully the types and purposes of the connections that can be made (McLane, 1991, Zsiray Jr. et al., 2002). Organizing and developing an exchange program at any level requires a high degree of dedication, flexibility and willingness to make connections between seemingly unconnected educational institutions.

Once an exchange program is initiated, those responsible for sustaining program structures must consider practical applications such as orientation programs for participants both before departure and while abroad. Lambert (1993) highlights the importance of examining the content of orientation programs to ensure that the program accomplishes its goals. Furthermore, consideration must be given to the types of support and guidance that are available for students while abroad and upon their arrival back in the United States. Simply setting up connections between educational institutions in different countries is not enough; programs must develop comprehensive protocol to sustain and support successful relationships.

For students interested in taking advantage of already existing international student exchange opportunities at the college level, many exist directly on college campuses for students to explore and discuss opportunities with counselors or advisors. Alternatively, college and even high school students can consult a variety of resources on the internet providing direct information regarding exchange opportunities such as the Council on International Educational Exchange and the Center for Global Education. Numerous resources exist for students to explore exchange opportunities.

Viewpoints

One of the major issues raised in discussions on student exchange programs is that fact that relatively few American students participate in such programs. Although the number of participants has increased over the years, less than 1 percent of all Americans enrolled in higher education participate in study abroad programs (Christie, 1999; cited in Sowa, 2002). Some reasons cited in literature include the fact that student exchanges can be quite expensive and often families need to incur the costs associated with travel and lodging while abroad (Sowa, 2002). Sowa (2002) further asserts that colleges frequently deny academic credit from foreign institutions, thus making it difficult for a student interested in participating in an exchange to justify falling behind in his or her studies at the home institution. Furthermore, Sowa (2002) discusses how faculty members at the college level sometimes discourage students from participating in exchange programs because of timing issues and inconveniences that occur as a result of not being physically present at the home institution. For these and a variety of other reasons, American college students are not taking as much advantage of exchange programs as necessary to promote the type of cultural awareness and global understanding that research indicates is possible.

A second issue raised in the literature discusses the fact that developing countries are poorly represented in student exchange programs (Jenkins, 1996; cited in Sowa, 2002). Although researchers highlight ample benefits that are direct results of participation in exchange programs to developing nations, very few American students plan to participate in such opportunities. Sowa (2002) indicates that many areas such as sub-Saharan Africa have very few educational resources and opportunities and this fact alone may contribute greatly to the lack of participants in programs designed specifically for service learning in developing nations.

A third major issue concerns student safety and stricter regulations to ensure that host families provide safe environments for students while they are visiting from foreign countries. Zehr (2005) highlights a proposal by the United States Department of State to increase screening requirements for adults interacting with foreign youth visiting as part of high-school exchange programs. The stricter regulations are meant to protect students staying with host families in the United States by ensuring that adults in the household are not abusive and are not, specifically, sex offenders. Zehr (2005) discusses how some child advocates do not believe the regulations are strict enough and that more attention must be paid to ensure the safety of youth visiting the United States. Similarly, parents of young students from America who send their children to exchange programs in other countries around the world have similar concerns that their children are placed with safe, caring individuals in the host country. In this era of heightened security concerns, safety plays a major role in decisions to participate in exchange program opportunities.

Conclusion

Less of a major concern, but also an issue of debate in literature regarding exchange programs is the fact that research consistently finds that student attitudes toward host countries tend to become more negative over time as students are studying abroad (Klineberg & Hull, 1979; cited in Stangor, 1996). Stangor (1996) indicates that it is likely this trend occurs because students come to the host country with high expectations and positive perceptions which wane over time. Lambert (1993) further asserts that learning a foreign language is one of the principal reasons that young students attend exchange programs, yet few of the students that participate have the skills necessary to function easily in non-English settings. Lambert (1993) asserts that students spend the majority of their time acquiring language skills rather than participating in more substantive learning opportunities about the host country. Furthermore, many students studying abroad spend a majority of their time with other English speaking students to aid in providing familiar, comforting surroundings. Therefore, the benefits discussed earlier may not be fully realized by all students who participate in such exchange programs.

Terms & Concepts

Exchange Programs: Programs offered through secondary schools and colleges in which students choose to study and live in another country in order to learn the language and culture.

Global Understanding: Global understanding refers to knowledge of other societies, cultures, and languages that helps contribute to a deep appreciation and respect for differences and similarities between different nations.

Intergroup Contact: Intergroup contact refers to the amount of contact individuals have between two different groups. Research indicates the amount of contact students have with host country members is a strong predictor of how positive students feel about their host country upon return to the United States

International Sibling Program: International Sibling Program at Lewiston-Porter High School in Youngstown, NY is an example of an exchange program that was launched in 1992 with the objective of searching for other schools around the world that were interested in engaging in an exchange to promote understanding of diversity and globalism.

Protective Studies: The protective studies model connects students in U.S. programs with resident advisors and instructors in other countries.

Study Tour: The study tour model, short in duration, provides a general overview of a specific topic or country.

Total Immersion: Total immersion programs place students in a foreign country typically for a year. Students participate in coursework and an in-depth study of the language and culture of the host country.

Bibliography

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McLane, J. (1991). From Seattle to Novosibirsk: A 1st grade exchange. Educational Leadership, 48 , 58-60. Retrieved June 7, 2007 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=9104222500&site=ehost-live

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Suggested Reading

Fugate, D. L. & Jefferson, R. W. (2001). Preparing for globalization: Do we need structural change for our academic programs? Journal of Education for Business, 76, 160-166. Retrieved June 7, 2007 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=4435676&site=ehost-live

Gao, G. & Gudykunst, W. (1990). Uncertainty, anxiety, and adaptation. International Journal of Intercultural Relations, 14, 301-317.

Goodwin, C. & Nacht, M. (1988). Abroad and beyond: Patterns in American overseas education. Cambridge: Cambridge University Press.

Kelley, C. & Meyers, J. (1995). Cross-intercultural adaptability inventory . Minneapolis, MN: National Computer Systems.

McCabe, L.T. (1994). The development of a global perspective during participation in semester at sea: A comparative global education program. Educational Review, 46 , 275-286. Retrieved June 7, 2007 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=9501254359&site=ehost-live

Ward, C. & Kennedy, A. (1993). Psychological and sociocultural adjustment during cross-cultural transitions: A comparison of secondary students at home and abroad. International Journal of Psychology, 28, 129-147.

Younes, M., & Asay, S. (2003). The world as a classroom. College Teaching, 51 , 141-147.