| International education, an arguably marginalized educational priority since the initial fervor of the post-Cold War era, is once again in the spotlight. Colleges and universities are focusing on the value of international education to prepare global citizens. Politicians have also begun to look to colleges to assist with issues of national security and international diplomacy through international education. Cultural competence and proficiency in multiple languages are now near-universally viewed as critical components of the development of young American students. Study abroad is one of the major vehicles in this process. However, the total percentage of American college students participating in study abroad is extremely low (often said to be below 1%). Experts argue that in order for students to maximize the educational, cultural and language-learning benefits of a foreign study experience, immersion in the host culture is critical. Students are encouraged to sustain long-term immersion for optimal gain. Less often discussed in relation to foreign study is the common phenomenon of reverse culture shock in which students experience a range of transitional difficulties upon reentry, ranging from mild to severe. This study addresses the ways in which immersion and reentry relate to one another, and what additional factors, such as age, sex, communication with home contacts and others, relate to students' levels of immersion and experiences of reverse culture shock, and includes a discussion of effective efforts to mitigate challenges. |
