REINVENTING THE HOME STAY EXPERIENCE IN EUROPE

Transcription

1 REINVENTING THE HOME STAY EXPERIENCE IN EUROPE Jennifer Engel, Ph.D. - Director of Study Abroad, University of South Carolina, Columbia, SC, USA James P. Benn - Senior Programs Coordinator, ACCENT International, Paris, France Lisa Fleury - Adjoint au Directeur, Vassar-Wesleyan Program in Paris, France Laura Raynaud - Directrice Administrative, Dickinson College in Toulouse, France Pilar Llamas Guirao - Director of European Operations, Academic Programs International, Madrid, Spain Forum on Education Abroad Conference - December, Dublin, Ireland

2 Guiding Research Questions Within the American student- Spanish host family dynamic, what evidence of cultural transmission from student to host exists, if any? In what ways do host family members feel that the presence of American study abroad students has affected them? How do Spanish host families interpret and make meaning of their interactions with the U.S. students that they host? Jennifer Engel, Ph.D., (2012), University of South Carolina, Columbia, SC, USA

3 Context & Methodology Research sites: Granada & Valencia, Spain Phenomenological, qualitative study Focus groups, interviews & observations with host families Student focus groups; interviews with resident directors in Spain, France; cultural informant Jennifer Engel, Ph.D., (2012), University of South Carolina, Columbia, SC, USA

4 Participant Demographics Table 4.1 Participant Demographics by Research Site (N=17) Valencia Granada Female 9 6 Male 2 0 Host Mother 8 6 Host Father 1 0 Host Sibling 2 0 Table 4.2 Participant Descriptive Data (N=17) Range of Years Spent Hosting 1-18 Mean: Years Spent Hosting 8.9 Median: Years Spent Hosting 11 Mode: Years Spent Hosting 12 (4 participants) Jennifer Engel, Ph.D., (2012), University of South Carolina, Columbia, SC, USA

5 Positive Interpretations of the Hosting Experience Economically Culturally Magdalena: en mi caso, pues, te diré que es economico, porque he tenido que criar a mis hijas. Bueno, tenían 11 y nueve años y he tenido que educarlas, vestirlas, pues, todo. Entonces, ha sido una ayuda muy importante para mí. in my case, well, I will tell you that it is economic, because I had to raise my daughters. Well, they were 11 and nine years old and I had to educate them, dress them, well, everything. Anyway, it has been a very important help for me. Jennifer Engel, Ph.D., (2012), University of South Carolina, Columbia, SC, USA Marta: Yo tenía, con los americanos, tenía una sensación de que ellos eran, no sé, muy creídos de que lo suyo es lo mejor. Y no. He visto que no. O sea, que ellos eran, no sé, estrechos del mundo, y no. Cuando ya los tratas, ves que no. I had, with the Americans, I had a feeling that they were, I don t know, very arrogant about that theirs was the best. And no. I have seen that no. Or, that they were, I don t know, narrow minded about the world, and no. When you deal with them, you see that no [this isn t the case].

6 Positive Interpretations of the Hosting Experience Socially (94%) Gratifying & Enriching Feeling of Being Useful, Needed Companionship Youthful Energy & Fun Improved Quality of Life Jennifer Engel, Ph.D., (2012), University of South Carolina, Columbia, SC, USA Ana: Me dan vida. Me dan ilusion. Me siento realizada. Me siento una mujer que no estoy atrofiada. Me siento una mujer que soy jovial a pesar de mayor. Me meto en edad de ellos. Me aportan mucho, mucho, mucho bien. Mucho bien me aportan. They cheer me up. They give me hope. They make me feel fulfilled. I feel like a woman that is not wasting away. I feel like a woman that is happy in spite of being older. I get myself into their age group. They enrich me a lot, a lot, a lot. They enrich me a great deal.

7 Negative Interpretations of the Hosting Experience Problematic, Inappropriate Behavior And the feeling that one must put up with such behavior to maintain her job Lack of Freedom to Manage their Time/Devote Time to Other Activities Lack of Personal/Family Privacy Irene: Por mucho que tú quieras normalizar y naturalizar la cosa, no es igual que si vivieras tú solo. Eso está claro. Cosa que es buena también, por un lado, pero a veces Cuando se acaba, se necesita un período de estar solos la familia juntos sin nadie. No matter how much you want to normalize and naturalize it, it is not the same as if you were living alone. That is for sure. Something that is good also, on one hand, but at times. When it is finished, you need a period of being alone the family together without anyone else. Jennifer Engel, Ph.D., (2012), University of South Carolina, Columbia, SC, USA

8 Self-Perceived Roles of Host Family Local Guide Isabel would explain: lo primero la ubicación de donde estamos, no? Les dejo un plano, un plano para que no se pierdan. Solemos ir a la parada del autobús, ver un poco los alrededores, como están. first the location of where we are, right? I give them a map, a map so that they don t get lost. We usually go to the bus stop, to see the surroundings a bit, what they are like. Beyond the Classroom Teacher Irene: Soy maestra, porque cuando tienen que hacer un trabajo ellos, me preguntan. El otro día dice [la estudiante], Tengo que hacer un trabajo sobre una persona importante española. Y le dije, Pues, mira, hazlo de Mariana Pineda, una figura muy importante granadina, luchadora por la revolución... Y entonces, siempre intento que estudien algo de cultura, siempre. I am a teacher, because when they have to do a project, they ask me. The other day she [the student] says, I have to do a project about an important Spanish person. I told her, Well, look, do it on Mariana Pineda, a very important figure from Granada, a fighter for the revolution And anyway, I always try to get them to study something about the culture, always. Jennifer Engel, Ph.D., (2012), University of South Carolina, Columbia, SC, USA

9 Self-Perceived Roles of Host Family Cultural Mediator Aureli: Para entender el porqué de las cosas. Muchas veces vienen y si no saben por qué y dicen, Por qué hay? Y luego, pues, si están conviviendo, pues, entonces, sí que a lo mejor llegan a entenderlas. Family/Mother Carolina: desde el primer día, se lo digo que yo voy a tratarlas como si fueran mis hijos. Si hay que alabarles algo, se lo voy a alabar. Si hay que darlo un beso, un abrazo, se lo voy a dar. Y si hay que regañarles, si hay que llamarles la atención por algo, se lo voy a llamar. To understand the why of things. Many times they come and they don t know why and they say, Why is there -? And later, well, if they are living with you, well, then, at least they come to understand things. since the first day, I tell them that I am going to treat them as if they were my children. If they have to be praised for something, I m going to praise them for it. If they have to be given a kiss, a hug, I m going to give it to them. If they have to be scolded, if they have to be called out about something, I m going to call them out. Jennifer Engel, Ph.D., (2012), University of South Carolina, Columbia, SC, USA

10 Implications for Practice: Preparation of Students Advisement of Students: Who is a good candidate for host family living? What to expect in a host family environment? Preparation of Students: What cross cultural issues might encounter? How do others perceive American culture? What does it mean to represent American culture abroad? On-site Communication: How to convey the why behind culturally based choques (clashes)? What tools do students need to best manage choques effectively? Conveying the two-way nature of the relationship & students contributions to the experience. Less transactional and more transformational! Jennifer Engel, Ph.D., (2012), University of South Carolina, Columbia, SC, USA

11 Implications for Practice: Working with Host Families Screening & Selection of Host Families: Require references; snowball recruitment; in-home interviews. Management of Family Expectations: Establish clear norms & procedures, communicate in writing. Provide host family handbook with recommendations, resources. Pre-student Arrival Orientation for New Families: Training on what to expect, issue resolution, etc. Reinforces written documentation. Provides in-depth explanation & opportunities for discussion. Utilize seasoned host family members as experts. Jennifer Engel, Ph.D., (2012), University of South Carolina, Columbia, SC, USA

12 Implications for Practice: Working with Host Families continued Ongoing Communication & Training: Training may address: student expectations & goals; cross-cultural awareness & communication; American culture; generational differences Acknowledging host family roles & scope of their influence on student learning & development Opportunity to complete end-of-term evaluation Intentional Incorporation of Host Families into Organization: Recognizes partnership, their contributions; emphasizes their value Jennifer Engel, Ph.D., (2012), University of South Carolina, Columbia, SC, USA

13 From Theory into Practice James P. Benn (2012), ACCENT International, Paris, France

14 Implications for Practice: Preparation of Students Advisement of Students: Who More is prepared a good for candidate for host family living? Choques What The to expect Ideal Candidate in a host family environment? when they are more Preparation of Students: Mature Mature What cross cultural issues might AND encounter? Minimal language skills How do Flexible others perceive American culture? Interested in the host culture Willing What does it mean to represent American culture abroad? On-site Communication: Studious Patient How to convey the why behind culturally Wants to based live with children choques (or not) Open-minded (clashes)? Financially secure Financially secure What tools do students need We all to best agree. manage Is lactose choques intolerant effectively? Willing to grow and change Conveying Etc the two-way nature of the relationship Etc & students Is vegan contributions Responsible to the experience. Less transactional and more transformational! does not want to live in a home stay Etc James P. Benn (2012), ACCENT International, Paris, France Less transactional Less prepared for The Real choques Candidate When they are less Allergic to cats Mature Does not speak the foreign language Flexible Wants to live near the school Willing Smokes Patient More transformational? Etc

15 Who are we? US Admin - Abroad Student Home stay What are our roles? Who defines those roles? The student? The home stay? US Admin / Home school? Admin Abroad? James P. Benn (2012), ACCENT International, Paris, France

16 Results of Evaluations: Roles & Expectations Based on 37/80 evaluations returned in Spring Why did you decide to live in a home stay? 40% = program requirement 35% = to improve language skills 24% = to learn about French culture James P. Benn (2012), ACCENT International, Paris, France

17 Results of Evaluations 2a. Before you arrived in Paris, what role did you expect the home stay to play in your study abroad experience, if any? 37% = expected help with Paris, France, and French 16% = had no, few, or vague expectations 10% = had simple expectations provide a place to stay as well as conversation in the native language. 2b. Has that idea changed? 2c. If so, how? 32% = Yes 19% = No 49% = did not answer the question 14% = home stay experience surpassed expectations 11% = home stay experience disappointed them James P. Benn (2012), ACCENT International, Paris, France

18 Results of Evaluations 3. As the student, what do you feel is your role in this experience? 8% (3 in 37) answered this question: My part was to share and discuss cultural differences. Learn as much as possible Be helpful. James P. Benn (2012), ACCENT International, Paris, France

19 Criteria and selection of the home stay in Paris: APUAF survey in American programs in France; 20 housed students in home stays Program Objectives: "Foster Integration" House a group French language Cultural understanding Cultural adaptation Lisa Fleury (2012), Vassar-Wesleyan Program in Paris, France

20 How does the program try to reach these objectives? Maslow s Hierarchy of needs Lisa Fleury (2012), Vassar-Wesleyan Program in Paris, France

21 Where do our students want to live? Housing Questionnaire: What is your principal concern or priority regarding housing? Student s Answer: I don t want to be inconveniently far away from school or any American students. I really hope to be social and comfortable with my family. I really don t want to live in any secluded or isolated part of the city. I really want to improve my French and a friendly, social family is really important to me so I can feel comfortable speaking casually with my family. Internet access is also really important to me. I am used to a big, busy family. I eat healthy food, no meat. Lisa Fleury (2012), Vassar-Wesleyan Program in Paris, France

22 What do students expect from the home stay experience? Meet specific concerns Inclusion and interaction Independence Creature comforts Convenient central location Common interests Lisa Fleury (2012), Vassar-Wesleyan Program in Paris, France

23 Student thinks «Parisian Host» Parisian family Like my family Lisa Fleury (2012), Vassar-Wesleyan Program in Paris, France

24 Parisian hosts are 1 in 4 households are single parents Majority women who work outside the home Lisa Fleury (2012), Vassar-Wesleyan Program in Paris, France

25 Student thinks «where I want to live in Paris» «central» «Paris» Lisa Fleury (2012), Vassar-Wesleyan Program in Paris, France

26 Central historic Paris has the LEAST number of households with children (average 22%) % of families with at least one child under 25 years old Lisa Fleury (2012), Vassar-Wesleyan Program in Paris, France

27 Where housing is available One and two ROOM apartments constitute 58% of central Paris housing market. Lisa Fleury (2012), Vassar-Wesleyan Program in Paris, France

28 Student: «Comfortable» Historic Paris Beautiful Paris Lisa Fleury (2012), Vassar-Wesleyan Program in Paris, France

29 Parisians: Comfortable Availability & affordability Size Lisa Fleury (2012), Vassar-Wesleyan Program in Paris, France

30 Student thinks Meals: Healthy & simple Unhealthy Lisa Fleury (2012), Vassar-Wesleyan Program in Paris, France

31 French host thinks Meals: Healthy & simple Complicated Lisa Fleury (2012), Vassar-Wesleyan Program in Paris, France

32 Software recruiting criteria: Contacted by the mother Kind and welcoming Who lives there French language use Host motivation Quality and quantity of interaction Non-discriminatory to the student Liaison with program administration Accommodate specific concerns Lisa Fleury (2012), Vassar-Wesleyan Program in Paris, France

33 Hardware recruiting criteria: Location Laundry and Wifi Hygiene, safety Pets? Smoker? Access to public transportation Room Access-floor-elevator General suitability Apt. size Lisa Fleury (2012), Vassar-Wesleyan Program in Paris, France

34 Paris has increasing number of households : Trends: Young diverse households; Older, single, retired; children leaving home Lisa Fleury (2012), Vassar-Wesleyan Program in Paris, France

35 Negotiating Authenticity Reality of offer College concerns Expectations Program objectives Student concerns Reinventing - Stress cross cultural models - Sanford s concept of psychological disequilibrium to challenge college students Lisa Fleury (2012), Vassar-Wesleyan Program in Paris, France

36 Toolbox for a successful home stay Lisa Fleury (2012), Vassar-Wesleyan Program in Paris, France

37 Toolbox for a successful home stay Tools for students Tools for hosts - Appropriate terminology - Housing questionnaire - Orientation & case studies - Information session & case studies - Identifying positive contributing factors - Periodic breaks to avoid burnout Tripartite housing contract Transparent, culturally appropriate communication & Cross-cultural vision Tripartite in-home visit Conflict resolution protocol Home stay evaluations and debriefing sessions Helpful thank you gifts & gestures Laura Raynaud (2012), Dickinson College in Toulouse, France

38 Toolbox for a successful home stay Tools should be adapted to each program's needs Statistics show a marked decrease in student requests to change hosts and a higher satisfaction on the part of both students and hosts Laura Raynaud (2012), Dickinson College in Toulouse, France

39 Present and future of the home stay % of students selecting home stay in Spring 2013 Standardization of protocols and procedures Conclusions Laura Raynaud (2012), Dickinson College in Toulouse, France

40 Percentage of Students that selected Homestay in Spring 2013 (Spain & France) SITE CITY SIZE HOUSING OPTIONS TYPE OF PROGRAM LANGUAGE OF INSTRUCTION % Granada Small home stay & Dorm Language and Humanities Spanish 73.3% Sevilla Medium home stay & Dorm Lge, Humanities, Communications Spanish 62.5% Sevilla Medium home stay & Dorm Lge, Business & Applied Social Sciences English & Spanish 58.0% Barcelona Large home stay, Dorm, Apartment Language, Humanities, Business, Communications Spanish 45.0% Paris Large home stay, Dorm, Apartment Language and Culture English & French 27.0% Paris Large home stay, Dorm, Apartment Language and Culture French 22.6% Barcelona Large home stay, Dorm, Apartment Business, Economics, Politics English & Spanish 14.0% Pilar Llamas Guirao (2012), Academic Programs International, Madrid, Spain

41 Standardization of protocols and procedures within institutions and/or organizations US PERSPECTIVE ON-SITE PERSPECTIVE 1. Why do we want to provide a home stay experience? 2. What type of home stay experience do we want to provide? 3. What role does the host family play in the student experience? 4. From a risk-management perspective: what safety precautions do we consider essential? 1. Why would families host an American student? 2. What are the options on-site? (Demographics, economics, social) 3. How can we maximize that role? 4. Do safety precautions in the US mirror those in the host culture? 5. What are the legal implications of the home stay experience? 5. What are the on-site laws in regards to the relationship between the organization and the host family? Pilar Llamas Guirao (2012), Academic Programs International, Madrid, Spain

42 Pre-departure/arrival Standardization of Protocols and Procedures US INSTITUTION / ON-SITE STAFF o Determine host family involvement within the program o Establish a protocol for the recruitment and selection of host families (questionnaire, visit, training) o Establish conflict resolution policies and procedures STUDENTS HOST FAMILIES Providing inter-cultural training and establishing a support structure for both students and host families Providing home stay information to students taking into account the management of students expectations Providing information about students o Providing written norms of exchange (rules, compensation, contract) Pilar Llamas Guirao (2012), Academic Programs International, Madrid, Spain

43 During program Standardization of Protocols and Procedures STUDENTS HOST FAMILIES Providing realistic and meaningful information about the home stay experience during orientation Conflict Resolution Tools Self-Reflection sessions: facilitating communication with the program and the host family On-going communication (in group or individually) Post program Evaluation and implications in the future Pilar Llamas Guirao (2012), Academic Programs International, Madrid, Spain

44 Future of the home stay From theory into practice and from practice into theory Standardization of protocols and procedures Incorporating host families into organizations and institutions Ongoing dialogue STUDENTS ON-SITE STAFF US INSTITUTIONS HOST FAMILIES PARENTS Pilar Llamas Guirao (2012), Academic Programs International, Madrid, Spain

45 Small Group Discussion 1. How do we encourage students to reflect on their role in the home stay experience? 2. How can those working in country explore & contribute to the dialog on cultural exchange in home stays by (re)inventing a theoretical framework? 3. How can we balance students comfort while encouraging intercultural competency & remaining true to the immersion experience? 4. Thinking from the perspective of the host families, how do we maximize the home stay experience for them, and by association, for the student? 5. What is the next step with regard to the home stay experience? Pilar Llamas Guirao (2012), Academic Programs International, Madrid, Spain

46 Large Group Discussion: Questions, Comments & Wrap Up

47 Selected Bibliography Diao, W., Freed, B. & Smith, L. (2011). Confirmed Beliefs or False Assumptions? A Study of Home Stay Experiences in the French Study Abroad Context. Frontiers: The Interdisciplinary Journal of Study Abroad, Vol. XXI. Engel, J. (2011). Making meaning of the American student-spanish host family experience. Retrieved from: Engle, L & Engle, J. (2003) Study Abroad Levels: Towards a Classification of Program Types. Frontiers, Volume IX, Fall Gutel, H. (2008). The home stay: A Gendered Perspective. Frontiers, Volume XV, Winter Hartung, E. (2002). The Student as Outsider. International Educator, Spring King, N. & Huff, K. (1997). Host family survival kit: A guide for American host families. Boston: Intercultural Press. Knight, S.M. & Schmidt-Rinehart, B.C. (2002). Enhancing the home stay: Study abroad from the host family s perspective. Foreign Language Annals, 35(2). Knight, S.M. & Schmidt-Rinehart, B.C. (2010). Exploring conditions to enhance student/host family interaction abroad. Foreign Language Annals, 35(2). Knight, S.M. & Schmidt-Rinehart, B.C (2004). The home stay Component of Study Abroad: Three Perspectives. Foreign Language Annals, 37(2). Livert, D. (2006) What Maximizes the Education Abroad Experience? CIEE Seville Conference, Ogden, A. (2008). The View from the Veranda: Understanding Today s Colonial Student. Frontiers: The Interdisciplinary Journal of Study Abroad, Vol. XV. Radomski, C. H. (2008). Building peace in the family: American host families of Muslim exchange students post 9/11. In Lin, J., Brantmeier, E.J. & Bruhn, C. (Eds.), Transforming education for peace (pp ). Charlotte, NC: Information Age Publishing. Rivers, W. (1998) Is Being There Enough? The Effects of home stay Placements on Language Gain During Study Abroad. Foreign Language Annals, 31(4). Weaver, G. (1986). Understanding and coping with cross-cultural adjustment stress. In R. M. Paige (Ed.), Crosscultural orientation: New conceptualizations and applications (pp ). Lanham, MD: University Press of America.

48 Merci & gracias to the Forum, and to you, for joining us.