Abstract
Focusing on a new branch campus in South Korea of an American university, this paper examines connectedness and social identity for students who are already international by virtue of their secondary education abroad, as they return “home” for higher education. Such already international students are part of a relatively invisible population, excluded from aggregate calculations of “international students.” Drawing on a decade’s work on student diversity at the main US campus, a year at the Korea campus, and a range of written accounts from students in both campuses, this research considers their identity and connectedness from the perspective of a basic set of coordinates: which “where” are we, which “who” are you (or me or us), and how will that matter for our interaction?
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Notes
- 1.
The Korean government defines international students as non-Korean students attending Korean universities (Gϋrϋz, <CitationRef CitationID="CR11" >2011</Citation Ref>, Appendix F). The UNESCO Institute for Statistics and OECD calculations define “international students” as “crossing borders for the specific purpose of studying” (Clark, <CitationRef CitationID="CR7" >2009</Citation Ref>). Project Atlas defines international students as “students who undertake all or part of their higher education experience in a country other than their home country OR [sic] students who travel across a national boundary to a country other than their home country to undertake all or part of their higher education experience” (Project Atlas, <CitationRef CitationID="CR27" >2015</Citation Ref>).
- 2.
We are indebted to our Mason Korea colleague, Imseok Yang, for this observation.
- 3.
We are indebted to our Mason Korea colleague, Imseok Yang, for these observations.
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Rosenblum, K.E., Haines, D.W., Cho, H. (2017). Where Are We, When Are We, and Who Are We to Each Other? Connectedness and the Evolving Meanings of International Education. In: Tran, L., Gomes, C. (eds) International Student Connectedness and Identity. Cultural Studies and Transdisciplinarity in Education, vol 6. Springer, Singapore. https://doi.org/10.1007/978-981-10-2601-0_10
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