The purpose of this study was to provide a better understanding of the effect of cultural dislocation on adult learning and to throw new light on the ways in which self-directed learning behaviors vary cross-culturally. The topic was investigated through a mixed-method research design that entailed, in a first and principally quantitative phase of study, developing and administering a survey of learning behaviors with a sample of wives of international students at Florida State University–and, in a second qualitative phase, conducting in-depth focus group discussions with a subset of the same subjects on topics arising from the results of the questionnaire. Member checks with focus-group discussion members enabled the researcher to further validate and deepen the insights derived from the qualitative phase of the study. Analysis of the two types of data made it possible to triangulate on a first set of answers to the research questions of the study. The wives surveyed came from twelve different countries ranging from East Asia to the Middle East and the former Soviet Union. Analysis of the quantitative data revealed that intensity of learning behaviors and type of learning activity undertaken varied considerably within the sample of international student wives, though–as the existing literature on adult learning would suggest–they were most pronounced among the younger and better educated women and among those with greatest English proficiency. Religious and cultural differences also accounted for a good deal of the variability. Results of the focus group discussions and follow-up interviews confirmed that many of those not officially pursuing formal schooling were nonetheless concerned with their own education and had found ingenious ways to continue learning. Meeting in friends' houses in connection with religious and cultural events provided one prominent venue for learning. Women in general and those from non-Western cultures in particular seem to place strong emphasis on learning through relationships with others both within and without their cultural communities. The study concludes with some recommendations for further study and for more effective support of the learning ambitions of international students' wives. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of
Philosophy. / Spring Semester, 2005. / November 23, 2004. / Adult Learning, International Students, Self-Directed Learning, Adult Education, Wives Of Foreign Students, Wives Of International Students, Tallahassee, Foreign Students, Florida State University, International, Wife / Includes bibliographical references. / Peter B. Easton, Professor Directing Dissertation; Barbara C. Palmer, Outside Committee Member; Emanuel Israel Shargel, 1936-, Committee Member; John A. Sample, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_180786 |
| Contributors | Nugraha, Sumedi P. (authoraut), Easton, Peter B. (professor directing dissertation), Palmer, Barbara C. (outside committee member), Shargel, Emanuel Israel, 1936- (committee member), Sample, John A. (committee member), Department of Educational Leadership and Policy Studies (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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