Aplicación de los elementos didácticos en el proceso de enseñanza aprendizaje.

experience that bolstered and reaffirmed his or her self-assurance. Further, many of the participants indicated that after studying abroad, they felt more confident in their ability to make decisions, navigate predominantly White environments, and engage in new experiences. For example, Claudia Garrido, a Hispanic female junior who studied abroad in Beijing, felt empowered to try new opportunities. During her interview, she stated:

While in China, I was like "Oh my goodness. I'm able to do this. What more am I able to do?" I think the experience pushed me and motivated me to take advantage of the opportunities that are being presented towards me…I had just finished my

87

Sophomore year, when I studied abroad. In the Fall, I was going to be a Junior. I was like I only have two more years here. What am I doing with my life? It was at that moment back, I was like "every opportunity presented towards me, I was like I’ve got to do this." I think it really motivated me to reach for things that before I wouldn't have.

Claudia’s increased confidence inspired her to identify and commit to new opportunities offered at SU.

Leo also described the affect study abroad had on his confidence level. At the time of the study, Leo was in the process of selecting graduate programs. During a site visit, Leo attended and participated in a graduate level course. When asked how study abroad influenced the way he interacted with people, Leo mentioned the course and remarked:

I feel like I actually had something to contribute. I had these experiences to talk about, and relate it to the course material. Stuff like that, I would not have felt comfortable two, three years ago, doing that. I would have been like, "This is their space. Their learning. I'm just here on a visit. I'm just going to keep my mouth shut, and just listen." Not anymore. If I'm here, I'm going to say something if I feel like I should.

The study abroad experience caused Leo to be more assertive and self-possessed. Leo went on to say:

Coming to a space like SU, I would be nervous. This is his space or her space. However, now I feel I can joke around with whoever I'm interviewing with, or whoever I have to shake hands with. I can be myself.

Leo attributed much of this increased confidence to the way in which he looked up to fellow students in the program, as he further elaborated:

There was a freshman on trip. She could do what the sophomores and the juniors and the seniors could do, which was go back and forth with a tenured professor, ask Dr. Stokes questions. I remember thinking to myself I can't do that. I

remember one time Dr. Stokes asked me, “You good? You haven't said anything." I said, "Yeah, I'm just tired." Really it was more so I felt I had nothing to

88

contribute to the class. That was a challenge in itself. It was insecurities but I knew I wanted to be like them. I wanted to get to they were at mentally. Leo valued having older students in the program because they served as mentors. Leo strived to emulate his mentors - to be more vocal, opinionated, and confident. As a result of his participation in the study abroad program, his mentors empowered him in a variety of ways, marking a significant change to when he began the program when he even questioned his ability to participate.

Students also mentioned being more vocal in discussions and interactions with people as a result of going abroad. Jake Nicholson, an African American junior who studied abroad in both Beijing and Cape Town remarked:

Helping the guy develop a financial plan and having him listen to me, even though he was like twice as old as I was, helped me gain a sense of confidence in what I do, when I lead my organizations, or whenever I have a group project or something, I have more strength and more confidence behind my voice and my opinion.

Jake attributed his sense of pride and confidence to the people in South Africa valuing his experience and intellect, regardless of his age. Furthermore, the confidence Jake

developed abroad transferred to many of his obligations back home. Similar to Jake, several participants shared experiences demonstrating increased self-assurance. The second theme to emerge was my friends, family, and community. This theme is discussed below.

89 Theme 2 – My Friends, Family, and Community

All the participants indicated that their study abroad experience positively affected their families and friends, as well as challenged them to think about how they could help other people in their community. Under theme #2, two subthemes emerged: (1) family change of perspective and (2) social responsibility.

Subtheme 1 – Family change of perspective. Family change of perspective was