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that study abroad experiences can lead to a greater understanding of self and serves as an
opportunity to challenge old assumptions and beliefs (Boone, Kline, Johnson, Milburn, &
Rieder, 2013, p. 474). With the popularity of study abroad programs growing, the impacts of
these opportunities in relation to identity development have become an increased focus of recent
literature (Boone et al., 2013, p. 474). It is suggested by Boone et al. (2013) that part of what
makes studying abroad so powerful is the cross-cultural contact that occurs and that this contact
can influence changes in attitudes, behaviours, and values (p. 475). Africa especially, is known
for offering in-depth opportunities for students to facilitate their learning with regards to topics
concerning race, racial identity, and racism within their home country (Boone et al., 2013, p.
474). It suggested, that the more the destination pushes us outside of our comfort zone, the more
potential there is for identity to be challenged (Boone et al., 2013, p. 474). As someone who has
chosen to study abroad twice, I have personally witnessed the impact that study abroad
experiences have had on my identity. For me, I think it is the combination of being submerged in
another culture and the integration of experiential learning that makes study abroad much more
powerful than a regular travel experience. For the purposes of this paper, I will utilize entries in
the reflective journal I kept during a month long study abroad in Ghana, with a focus on key
identity themes found within supporting literature. I have chosen to explore three subsections of
identity development that relate the most to my experience, including: personal, professional,
Personal Identity
STUDY ABROAD: A FAST TRACK TO INDENTITY DEVELOPMENT 3
Study abroad programs have the potential to impact and change your personal identity in
very short periods of time. Despite this trip being less than thirty days, I know that elements of
suggested by Ellwood (2011) that studying abroad is a priceless learning opportunity that
allows you to challenge norms and rework personal characteristics and attitudes (p. 960). It is
exciting to me that I can clearly see these personal identity development themes mentioned by
Ellwood outlined within the reflective journal that I kept during the trip. One key learning
opportunity noted is the experience of being outside the norm (Dolby, 2004, p. 16). I can attest
that being in Ghana certainly made me feel that I was outside the norm, being both unfamiliar
with the culture and a visible racial minority. These reflections for me are well documented on
I feel the idea of normal has completely changed for me as a result of experiences on this trip.
What I am realizing is that the idea of normal is completely subjective and based on your
personal experiences. For example, ideals of normalcy for me are heavily influenced by the
western culture that I have grown up in (M. Degenhardt, personal communication, July 6,
2017).
It is suggested by Boone et al. (2013) that the experience of being an outsider can impact self-
identity and how we view ourselves and other people within the world (p. 475). It was also
during my reflections on normalcy that I started to make connections to my own power and
privilege:
I am starting to realize how much I take for granted at home, and I am happy to have this
experience and become more appreciative and aware. I think moving forward this new
2017).
STUDY ABROAD: A FAST TRACK TO INDENTITY DEVELOPMENT 4
As anticipated by Ellwood (2011), there were also times where the group study
challenged allowed me to acknowledge my strengths and weaknesses and this experience also
correlates to identity development. Looking back on my journal, I noted several times within my
entries that the introverted and independent parts of personality were significantly challenged by
being a part of the large group. I also recognize that a huge asset for me on the trip was my
flexibility, confidence, and openness when it came to unfamiliar or frustrating situations. I was
encouraged to learn through the work of Speer (2015) that it is thought that openness and
identity (p. 15). Positive aspects of my identity were further confirmed through personal
connections made within the group which were shared by each group member in written form on
- Easy going and independent, I admire your ability to go with the flow.
All of these positive comments served to strengthen aspects of my personality that I believe
contribute to me being a strong experiential learner. I think the last point made by one of my
peers speaks to my strength in being able to embrace the study abroad experience. Ellwood
(2011) asserts that there is a need for study abroad participants to have the personal capacity to
embrace the study abroad challenges and be adaptable and make adjustments (p. 963). Having
now returned from Ghana and have had time to personally reflect, I am confident that the
Professional Identity
STUDY ABROAD: A FAST TRACK TO INDENTITY DEVELOPMENT 5
The articulation of a professional identity is critical in social work for ensuring growth as
a professional, as well as fulfillment of values and roles within the social services sector
(Moorhead, Boetto & Bell, 2014, p. 176). According to Hackett et al. (2003), a professional
encompassing worldviews, knowledge, skill and a commitment that aligns with social work
values, ethics and visions (as cited in Moorhead, Boetto & Bell, 2014, p. 176). It has been my
experience that study abroad opportunities have helped to shape a sense of professional identity
for myself. It is through this experience, that my passion for social justice is refuelled and I am
left with a clearer sense of problems within an international context that transcends to the
individual. It has been within the various experiential opportunities that the study abroad has
given me, that I am able to bring home with me a heightened awareness of structural inequalities,
oppression, power and privilege (Moorhead, Boetto & Bell, 2014, p. 179).
Understanding international and global contexts is especially important for social workers
today, due to the rise of globalization and transnationalism (Moorhead, Boetto & Bell, 2014, p.
176). From the experiences I have gained in Ghana, I believe that I have also gained additional
competence with working with diverse populations. By interacting with the local people,
observing the work of NGOs and attending lectures at local universities, I am left feeling better
equipped to consider the perspectives of world views alternative from my own. Moving forward
in my career, I will be better able to understand the realities of people moving to Canada from
developing countries and how different their experiences in Canada could be from where they
came from. As a result, I now have a wider knowledge of social disadvantage and an enhanced
ability to work with diverse populations and colleagues. Due to what I have learned in Ghana, I
STUDY ABROAD: A FAST TRACK TO INDENTITY DEVELOPMENT 6
have an enhanced respect for cultural differences and I am better able to appreciate perspectives
outside of the Eurocentric world view that dominates North American societies.
Visitor Identity
Visitor identity is a concept found in the literature examining the effects of study abroad
and its potential impacts on participants. The concept of visitor identity speaks to a unique sense
of identity that is formed within the context of the study abroad while in the host country. Being
submerged in the host country can be very powerful, as it can serve to magnify aspects of your
social location that, when at home, feel quite small and insignificant (Boone et al., 2013, p. 474).
While visiting the host country and interacting with local people, visitors have the unique
experience of having their identity reflected back to them. Visitor identity is often impacted by
outsider perceptions and is further enhanced by the comparisons made within the host country. It
is suggested by Dolby (2004) that national identity shifts from passive to active when placed
within a new context and I experienced this first hand when I was in Ghana (p. 154). As a
Canadian visitor in Ghana, I was faced with my national identity quite often and although I had
not given a lot of thought as to what it means to be Canadian, I realized very quickly that others
had. It was through encounters with the local people that I learned about the various
preconceived notions that people hold about Canada and what it represents. We learned about the
power and privilege that is assumed of people from Canada and the economic viability that is
also perceived. The following section of my journal reflects this realization well:
This experience brings up a need for me to reflect on the perspective of my identity of others
towards me. We are told on this trip that white people are seen as being closer to god I
dont know for sure but I think that this comes from an affiliation with Jesus also being
portrayed as white. I think this, on top of believing that Canada is a promise land and that we
STUDY ABROAD: A FAST TRACK TO INDENTITY DEVELOPMENT 7
are rich, creates a view that we as white Canadians are superior. I am hopeful and happy to
take any opportunities during this trip to try and change that view point for people in any way
It is suggested by Dolby (2004) that perceptions of our own national identity can be
shaped and even challenged by the study abroad experience (p. 154). For me, it was the
individualist values embedded in western culture that were significantly challenged through my
experiences as a visitor in Ghana. Being in Ghana has left me with a new respect for the value of
community and a desire to integrate community more into my life in Canada. My appreciation
understanding of an afro-centric world view. I also felt challenged when faced with the grim
reactions to this challenging situation were documented in my journal entry for the day,
We live in a throwaway society, and because we are so privileged, we get to use all sorts of
goods, throw them away without a second thought, and never have to face the consequence
of our unsustainable actions. As a result, it is vulnerable places such as Ghana that truly
experience the consequence of our lifestyle (M. Degenhardt, personal communication, July 5,
2017).
I am truly grateful to have had the opportunity to study abroad in Ghana and enhance my
identity in so many ways. Through an intentional embrace of the learning opportunities provided,
I believe that I have expanded my personal identity, created cultural competency within my
professional identity, and gained valuable insight through my temporary identity as a visitor. I
have learned so much in only twenty-seven days in Ghana, confirming for me that study abroad
Reference
Boone, K., Kline, C., Johnson, L., Milburn, L., & Rieder, K. (2013). Development of visitor
Dolby, N. (2004). Encountering an American self: Study abroad and national identity.
Ellwood, C. (2011). Undoing the knots: Identity transformation in a study abroad programme.
Moorhead, B., Boetto, H., & Bell, K. (2014). India and Us: Student development of professional
social work identity through a short-term study abroad program. Social Work Education,
Speer, C.D. (2015). Its more how other people perceive you: Social identity formation through