International Graduate Student Scholars Reflect on Their Master’s Work and its Applicability in Their Home Countries

By Doris H. Christopher.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

At the completion of their master’s degrees, international graduate student scholars at the University of Hawaii were surveyed about the future applicability of their studies. Participants were scholarship recipients of the Ford Foundation International Fellowship (IFP) Program. The IFP program, begun in 2000, provides opportunities for advanced study “to exceptional individuals who will use this education to become leaders in their respective fields, furthering development in their own countries and greater economic and social justice worldwide” (http://www.fordifp.net/). Scholars were surveyed and asked to comment on how their graduate study would help them in their country and how they expected to use what they had learned upon returning home. The paper describes the areas of impact the scholars intended and reports accomplishments of several scholars already in place in their home countries. Issues of education and social justice are linked directly to the data reported. The paper ends with a discussion of return migration and reacculturation, pointing to the need for effective re-entry programs for return migrants.

Keywords: Graduate Education, Social Justice, International Students, Return Migration, Re-Entry

The International Journal of Learning, Volume 14, Issue 10, pp.47-58. Article: Print (Spiral Bound). Article: Electronic (PDF File; 550.011KB).

Dr. Doris H. Christopher

Assistant Professor, Institute for Teacher Education, Curriculum Studies, College of Education, University of Hawaii - Manoa, Honolulu, Hawaii, USA

Doris received her doctorate from the University of Minnesota in Education with an emphasis in Second Languages and Cultures. She has taught in graduate programs and in teacher education programs for in-service and pre-service teachers. Doris taught English as a Second Language (ESL) in US public schools and in Saudi Arabia, Iran, and the Dominican Republic. She has studied Latin, Spanish, and Hindustani including a one year language scholarship to New Delhi. Currently Doris teaches at the University of Hawaii in teacher preparation and master’s degree programs. Her main research interests are teacher education and teacher knowledge.

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