A Bourdieusian concept of cultural capital is used to investigate the transformations and contestations of migrants’ cultural capital. Research often treated migrants’ cultural capital as reified and ethnically bounded, assuming they bring a set of cultural resources from the country of origin to the country of migration that either fit or do not fit. Critiquing such ‘rucksack approaches’, I argue that migration results in new ways of producing and re-producing (mobilizing, enacting, validating) cultural capital that builds on, rather than simply mirrors, power relations of either the country of origin or the country of migration. Migrants create mechanisms of validation for their cultural capital, negotiating both ethnic majority and migrant institutions and networks. Migration-specific cultural capital (re-)produces intra-migrant differentiations of gender, ethnicity and class, in the process creating modes of validation alternative to national capital.The argument builds on case studies of skilled Turk...

Migrating Cultural Capital: Bourdieu in Migration Studies:

Arthur Chickering is Distinguished Professor of Higher Education at Memphis State University. On leave from the Directorship of the Center for the Study of Higher Education at Memphis State, he is Visiting Professor at George Mason University. Zelda Gamson is a sociologist who holds appointments at the John W. McCormack Institute of Public Affairs at the University of Massachusetts-Boston and in the Center for the Study of Higher and Postsecondary Education at the University of Michigan.

Seven Principles for Good Practice in Undergraduate Education: Faculty Inventory. Institutional Inventory.

The last ten years have seen the deepening and expansion of the process of internationalization in relation to higher education. This process is multi-faceted and has included the development of education 'brands' as governments and educational institutions become increasingly entrepreneurial in their approach to higher education. The number of students who choose to study abroad has also increased considerably. Although there is a growing academic literature on the internationalization of higher education, students' own perspectives - on their motivations, objectives and experiences - are sorely lacking. Student Mobilities, Migration and the Internationalization of Higher Education is intended to address this gap. Its strong empirical focus, drawing on case studies of mobile students from East Asia, mainland Europe and the UK, helps to develop an in-depth understanding of both the commonalities and differences in the experiences of students from different parts of the world who choose to move abroad to pursue a higher education. It discusses the implications of their movement for contemporary higher education and for our understanding of migration more generally.

Student Mobilities, Migration and the Internationalization of Higher Education

Cultural Tourism: a review of recent research and trends

A: The Carnegie Foundation for the Advancement of Teaching was established in 1905 and is an “independent policy and research center. Its current mission is to support needed transformations in American education through tighter connections between teaching practice, evidence of student learning, the communication and use of this evidence, and structured opportunities to build knowledge.” (http://www.carnegiefoundation.org/about-us/about-carnegie)

The carnegie foundation for the advancement of teaching.

Even though international students are officially temporary migrants, many eventually become immigrants to the United States. Despite the large number of students who adjust their status, little is known about their migration intentions and decisions. We used a questionnaire sent to international students at the University of Minnesota to investigate these migration intentions. Here we report the factors that students consider in deciding whether to stay in the US or return to their home country on completion of their studies, and how these factors vary by nationality or other characteristics, such as gender or field of study. We also investigate whether international students see their stay in the US as temporary or as a springboard towards permanent immigration. Our findings suggest that few students arrive in the US with the intention of immigrating permanently. Instead, a wide variety of professional, societal and personal factors influence students in an ongoing decisionmaking process. Broadly speaking, economic and professional factors typically act as strong incentives to stay in the US, while personal and societal factors tend to draw students back to their home countries. In the long run, a natural progression of professional and personal decisions leads many to become permanent immigrants. Copyright © 2006 John Wiley & Sons, Ltd.

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Visitors or immigrants? International students in the United States

The scale of movement of international students has increased dramatically in the post-war period, with the United States acting as a major destination owing partly to a good education system and generous funding of graduate studies. Officially, these migrations are expected to be temporary and visa restrictions are applied accordingly; in reality many international students never return to their home countries. Despite the large number of international students in the United States, little research has been done about this group of professional migrants. Using focus group interviews, we investigate the factors that motivate students to stay in the United States or return home on completion of their degrees. We identify three categories of motivating factors: professional, societal, and personal. Among our study participants, professional factors were generally cited as encouraging the students to stay in the United States, while societal and personal factors were more likely to draw them back to their home countries, although wide variations existed among individuals. Our results suggest that certain patterns exist among national groups. These operated in two main ways. First, specific characteristics of the home country (such as difficult political circumstances) provided state-specific influences on the decision-making process. Second, the relative weight assigned to each of the three groups of factors appeared to differ among national groups.



LES ETUDIANTS INTERNATIONAUX SONT TOUJOURS PARTAGES ENTRE LE DESIR DE RESTER AUX ETATS-UNIS ET CELUI DE REGAGNER LEUR PAYS D'ORIGINE



L'ampleur des mouvements d'etudiants internationaux a considerablement augmente dans la periode de l'apres-guerre, les Etats-Unis apparaissant comme le principal pays de destination, en partie du fait de la qualite de son systeme d'education et de sa politique genereuse de financement des etudes post-universitaires. Officiellement, l'immigration d'etudiants etrangers est censee n'avoir qu'un caractere temporaire et les restrictions de visas s'appliquent en consequence. En realite, bon nombre d'etudiants internationaux ne regagnent jamais leur pays d'origine. En depit du grand nombre d'etudiants internationaux residant aux Etats-Unis, peu de recherches ont ete faites sur ce groupe de migrants qualifies. Sur la base d'interviews ciblees sur des groupes, nous avons enquete sur les facteurs qui motivent les etudiants a rester aux Etats-Unis ou a retourner dans leur pays d'origine des l'obtention de leur diplome. Nous avons recense trois categorie de facteurs: des facteurs a caractere professionnel, societal ou personnel. Parmi les participants de notre enquete, les facteurs professionnels ont generalement ete cites comme incitant les etudiants a rester aux Etats-Unis, tandis que les facteurs a caractere societal ou personnel etaient davantage susceptible de les pousser a rentrer au pays, malgre les motivations tres diverses citees par les personnes concernees. Certains comportements caracterisant plus particulierement differents groupes nationaux se detachent de cette enquete. Ils se verifient essentiellement de deux facons. Premierement, les caracteristiques specifiques du pays d'origine (telles que des circonstances politiques difficiles) pesent d'un poids particulier sur la decision des etudiants se trouvant dans cette situation. Deuxiemement, l'influence relative qu'est cense exercer chacun de ces trois groupes de facteurs varie selon les groupes nationaux.



“LA MONEDA SIEMPRE TIENE DOS CARAS…”: INTENCIONES DE LOS ESTUDIANTES INTERNACIONALES DE PERMANECER A LOS ESTADOS UNIDOS O DE RETORNAR A SUS PAISES DE ORIGEN



La magnitud de los movimientos de estudiantes internacionales aumento raudamente en el periodo consecutivo a la guerra, siendo los Estados Unidos el lugar de destino preferido, debido a un buen sistema educativo y al generoso financiamiento de estudios de posgrado. Oficialmente, estas migraciones son temporales y sujetas a una serie de restricciones de visado; en realidad, muchos de los estudiantes internacionales nunca regresan a sus paises de origen. A pesar de la gran cantidad de estudiantes internacionales en los Estados Unidos, son muy pocos los estudios realizados sobre este grupo de migrantes profesionales. Recurriendo a entrevistas de grupos, hemos investigado los factores que, una vez terminados los estudios, determinan que los estudiantes permanezcan en los Estados Unidos o retornen a su pais de origen. Hemos identificado tres categorias de factores determinantes: profesionales, de sociedad y personales. En general, los participantes en este estudio dijeron que los factores profesionales alentaban a los estudiantes a permanecer en los Estados Unidos, mientras que los factores de sociedad les incitaban, mas bien, a retornar a su pais de origen, aunque se observaron grandes diferencias entre las personas. Los resultados del presente estudio apuntan a la existencia de ciertos patrones entre los grupos nacionales. Estos funcionan de dos maneras: primero, las caracteristicas especificas del pais de origen inciden en el proceso de toma de decisiones (por ejemplo, circunstancias politicas dificiles); y segundo, el peso relativo de cada uno de los tres grupos de factores difiere de un grupo nacional a otro.

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“There are always two voices…”: International Students' Intentions to Stay in the United States or Return to their Home Countries

https://www.uwosh.edu/facstaff/alberts/research-publications/docs/Chocolate%20II.pdf

Constructing quality: The multinational histories of chocolate

This study investigates patterns in classroom incivilities among pre-tenure geography faculty at US colleges and universities. The analysis considers experiences of different groups of faculty, and societal and institutional contexts for faculty and student expectations. Most respondents reported experiencing minor incivilities, a minority outright hostility. Women reported experiencing more incivilities than other demographic groups. Large class size increased reports of misbehaviours. Instructors' physical appearance was also noted as influencing student–faculty interactions. Instructors' approaches to incivilities differed among groups. Non-White and international instructors reported fewer instances of confronting misbehaviours. Mentoring and sharing expertise are identified as key ways to support instructors.

Classroom Incivilities: The Challenge of Interactions between College Students and Instructors in the US

To be considered for listing as a World Heritage site, properties must meet the conditions of “integrity” and/or “authenticity” and be of “outstanding universal value.” Identifying and maintaining ...

Heike C. Alberts

Papers

Visitors or immigrants? International students in the United States

“There are always two voices…”: International Students' Intentions to Stay in the United States or Return to their Home Countries

Constructing quality: The multinational histories of chocolate

Classroom Incivilities: The Challenge of Interactions between College Students and Instructors in the US

Maintaining authenticity and integrity at cultural world heritage sites.