Abstract:

The researcher was interested in examining the impact of globalization on personal self identity. Although there are many aspects of global movement discussed in the literature review (i.e. exogamy, transnationalism, multi-racial identities), the researcher chose to investigate the impact of study abroad, as an example of global experience, on self identity. The purpose of this study was to determine whether individuals who study abroad experience changes in self identity. Both quantitative and qualitative approaches were taken to obtain a more in-depth understanding of the shifts in identity experienced by participants encountering difference abroad. The quantitative portion of the study utilized constructs from the Optimal Theory Applied to Identity Development (OTAID) developed by Myers et al. (1991) by using the Self Identity Inventory (SID, developed Sevig, Highlen, and Adams (2000) based on OTAID. The SII measured change in self identity by examining individuals' scores on subscales for conditional (CA) and unconditional acceptance of self and others (UCA). The research hypothesis was that participants who study abroad will have significantly increased UCA than participants who do not study abroad. Cross-tabulations, a one way analysis of variance, and paired sample t-tests were used to analyze the data. The results revealed no significant difference in the UCA scores of the treatment group at posttest, but showed a significant difference in the control group. Further analysis revealed a difference between groups in UCA at pretest with 70.8% of treatment group scoring in UCA compared to 46.7% of the control group. The qualitative portion of the study used phenomenological interviewing to explore how participants negotiate self identity and experience themselves while studying abroad. Interview transcripts were coded, analyzed for meaning units, which were synthesized into themes. Two main themes were emerged: (1) Identity Negotiation and (2) Experiences of Study Abroad. Several sub themes and sub-sub themes also emerged in the qualitative analysis. Overall, the qualitative results showed that in Identity Negotiation, participants' experienced intense emotions and/or vulnerability, that led to a series of cognitive processes (observe, analyze, rationalize, avoid, and reflect). These cognitive processes informed their decision to support or modify their identity when confronted with difference. In the Experience of Study Abroad, participants reported increased awareness of duality and stereotypes, and empathy for others.