COMMUNITY COLLEGE OVERSEAS STUDY-TOUR PROGRAMS: A CASE-STUDY OF WORLDMINDEDNESS

Purpose. The purpose of this investigation was to evaluate the effects of a six-week overseas study-tour program on attitudes of worldmindedness. Also investigated were the relationships existing between worldmindedness and students' variables, including the participants' satisfaction with the program. Methodology. From Broward Community College, Florida, 53 students were selected to form the sample population which consisted of (a) an experimental group of 19 students who participated in the overseas program, (b) a control group of 19 non-overseas students who attended a course in Beginning French, and (c) a control group of 15 non-overseas students who were enrolled in American Literature. The three groups responded to biographical questions and were administered the Sampson and Smith (1957) Worldmindedness Scale at the beginning of the experiment, and again at the end, six weeks later. Participants in the tour were also given two questionnaires developed by the investigator to evaluate their satisfaction with the program and perceptions gained overseas. The results were computed using the analysis of variance, t test for correlated means, multiple linear regression, and Spearman Rho techniques. Findings. The findings shows that: (a) There was no significant difference in mean scores between the overseas students and their non-overseas peers as measured by the Worldmindedness Scale. (b) There was no significant difference between the overseas students' pretest and posttest mean scores as measured by the Worldmindedness Scale. However, through subsidiary hypotheses involved in subgroup comparisons, it was found that the students classified as antiworldminded on the pretest scored significantly higher on the posttest. (c) Number of weeks spent abroad was the most significant independent variable accounting for changing attitudes of worldmindedness. Sex and socioeconomic status, although significantly related to worldmindedness, were not considered important. (d) There was low correlation between the participants' satisfaction with the program and worldmindedness even though degrees of satisfaction fluctuated from good to excellent. (e) Finally, factors such as language barrier and cultural shock appeared not to have affected the participants' perceptions during the overseas tour. Conclusions. The lack of positive findings indicated that the overseas program was not successful in promoting attitudes of worldmindedness. However, when considering the experimental group, the results revealed that the overseas experience had been most profitable to the antiworldminded participants. Additional findings showed that among the students' variables selected for the study, number of weeks spent abroad previous to the experiment was the variable influencing a large portion of attitudes of worldmindedness. Finally, high degrees of satisfaction with the program and favorable perceptions acquired toward other cultures lent support to the assumption that overseas programs are among the best means developed to promote international understanding. Discussion. Despite the lack of positive findings--a lack mostly attributed to the shortness of the tour--overseas study-tour programs should be expanded in order to help the antiworldminded individuals to gain a deeper understanding of the world, and efforts to increase cultural interactions while traveling abroad should be emphasized in order to realize the social expectations of the worldminded participants.