An Exploration of the Cultural Adaptation Process During an International Experience in France

Journal of International Agricultural and Extension Education Volume 23, Issue 3

doi: 10.5191/jiaee.2016.23304

An Exploration of the Cultural Adaptation Process during an International Experience in France

Nathan W Conner University of Nebraska-Lincoln

T. Grady Roberts University of Florida

James Sterns Oregon State University

Abstract The purpose of this study was to explore how a group of students experienced cultural adaptation during a short-term study abroad program in Paris, France. The intrinsic case study was used and data collection methods included pre-experience questions, reflective journaling, post-experience questions, and participant observation. The grounded theory analysis method was used to identify the following eight stages of cultural adaptation: a) Initial Feelings, b) Cultural Uncertainty, c) Cultural Barriers, d) Cultural Negativity, e) Group Dynamics, f) Academic and Career Growth, g) Feelings throughout the Program, and h) Cultural Growth. Findings indicated that participants experienced cultural adaptation in a non-linear fashion and study abroad facilitators should incorporate and encourage cultural learning.

Keywords: Study Abroad, Cultural Adaptation, Experiential Learning, Globalization

Journal of International Agricultural and Extension Education Volume 23, Issue 3

Introduction suggested that study abroad facilitators To better prepare students to operate assist students in understanding culture. within a global society, calls have been Purposefully designed and implemented made for the globalization of higher learning activities prior, during, and after the education (Longview Foundation, 2008; study abroad experience will allow students National Research Council, 2009; Pickert, to reflect over their experience, connect 1992). The National Association of State prior-knowledge to new knowledge, and to Universities and Land-Grant Colleges increase global awareness (Roberts, Conner, (NASULGC) (1997) believe an educated & Jones 2013). person in the 21st century must be able to successfully operate within a global Theoretical/Conceptual/Operational environment. Framework One of the most frequently used Two cultural adaptation theories methods of internationalizing the university were used as a framework for this study: curriculum has been the use of study abroad The U-curve of Culture Shock (Oberg, programs (Zhai & Scheer, 2002). 1960), and The Dynamic Model of Culture Participation in study abroad programs has Confusion (Hottola, 2004). The two models increased from approximately 80,000 were selected due to their focus on cross- students in the 1994/1995 academic year to cultural experiences within the intercultural nearly 300,000 students in the 2012\2013 communication field and tourism fields. The academic year (Open Doors, 2014). Open models provided direction to this study by Doors attributes the increase in study abroad giving insight on how an individual feel’s participation to the shortened length and when communicating with people from reduced costs of programing. Despite the other cultures. The combined use of the increase in participation, barriers of models sets the stage for cultural adaptation participation still exist. King and Young investigation specifically in short-term study (1994) found that some students were abroad programs and has been previously hesitant to participate in a study abroad used in a research study by Conner and program because of their apprehension of Roberts (2015). The U-curve of culture learning a foreign language and their lack of shock depicted in Figure 1. has been used to exposure to cultures found outside of the outline the experiences of tourists from United States. Ingram (2005) found study “depression to recovery through the stages abroad participants had interest in of euphoria, disillusionment, hostility, continuing to learn about culture and adaptation, and assimilation” (Hottola, 2004, incorporating what they learned from their p. 448). Within the U-curve of culture cultural immersion experience into their shock, tourists initially experience euphoria, future career. Additionally, Anderson (2003) which often includes a period of excitement found participants often needed help and fascination in the new environment distinguishing between cultural traditions (Ward, Okura, Kennedy, & Kojna, 1998). and cultural stereotypes, causing students to However, the feeling of joy dissipates and have difficulty moving beyond cultural the tourists begin to enter the stage of fantasies. Study abroad facilitators are disillusionment. Tourists typically make it critical to the design and implementation of through the first three stages and begin to an effective study abroad program in which experience the upswing of the U-Curve of the students positively experience the Culture Shock Model (Ward et al., 1998). culture. Roberts, Conner, and Jones (2013) During the adaptation stage, tourists begin to

Journal of Agricultural and Extension Education Volume 23, Issue 3 adapt to their new cultural environment, personal actions during the assimilation accept cultural differences, and integrate stage (Ward et al., 1998). cultural differences and customs into their

Figure 1. The U-curve of culture shock (Oberg, 1960)

Hottola (2004) modified the U-curve metaworld (Hottola, 2004). Hottola of culture shock (Oberg, 1960) and found described a metaworld as a safe retreat that tourists experience initial cultural similar to the culture to which the traveler is confusion and typically experience euphoria accustomed. As travelers learn from their during the planning stage of the trip. experiences, they move toward the (Hottola, 2004). Travelers experience initial adaptation or opposition stages of the model cultural confusion when entering the country (Hottola, 2004). Figure 2. depicts Hottola’s and may discover they need a break from the dynamic model of e culture confusion. countries culture and need to enter a

Figure 2. Initial culture confusion and adaptation/opposition (Hottola, 2004)

Purpose and Objectives affected by their cultural surroundings while The purpose of this study was to participating in a short-term study abroad investigate the cultural adaptation process program, and (3) propose a conceptual that occurred when College of Agricultural framework of the cultural adaptation and Life Sciences students travel to Paris, students in the College of Agricultural and France for a short-term study abroad Life Sciences experience on a short-term program. Specific research objectives of this study abroad program. study were: (1) describe how agricultural and life sciences students experienced Methods culture throughout a short-term study abroad The case study was used because it program, (2) assess how students were allowed for a holistic depiction and analysis

Journal of Agricultural and Extension Education Volume 23, Issue 3 of one or more bounded systems (Merriam, study abroad program: pre-travel questions, 1998). More specifically, an intrinsic case post-experience questions, participant study was used for this study. The intrinsic observation, and reflective journaling. The case study is used when “one wants better pre-travel questions were electronically understanding of this particular case” (Stake, mailed to all 17 students prior to the 1994, p. 237). This case was of particular international experience. Four emails with interest because the participants were the pre-travel questions attached were sent exposed to long standing cultural traditions. out to the students. The timing between each The program took place in Paris, France email was developed based on the Tailored over a duration of 7 days. The program was Design Method (Dillman, Smyth, & selected as the case for this study by using Christian, 2009). Thirteen of 17 participants purposeful sampling (Merriam, 1998) based completed the pre-travel questions. The data on the following criteria: (a) must be a short- collected from the pre-travel questions were term study abroad program that is between analyzed holistically and used to allow one and three weeks in duration, (b) the categories and sub-categories to emerge. As short-term study abroad program course the categories and sub-categories emerged must be held within the College of from the pre-travel questions, it was evident Agricultural and Life Sciences, and (c) the that saturation had occurred and that the four faculty member facilitating the program students that failed to complete the pre- must be willing to participate. travel questions would not have added or Seventeen students: Seven female altered the categorization of data. and 10 males participated in the program. Participant observation was selected Fifteen of the participants were to allow the researcher to begin the study undergraduate students, and two participants without knowing the participants, and then were graduate students. The group of progress to a participatory role in which the participants consisted of three students who researcher is actively involved in the had never traveled outside the United States activities taking place (Jorgensen, 1989). and 14 participants that had collectively Observations were recorded in a field visited the Bahamas, Belgium, Belize, notebook and were transcribed using Brazil, Columbia, Costa Rica, France, Microsoft Word at the end of each day of Germany, Greece, Ireland, Italy, Mexico, the study abroad program. This was done to Spain, and Zimbabwe. More specifically, ensure the researcher was able to accurately one participant had previously visited Paris, capture and expand on their field notes. France. Additionally, five of the students Reflective journaling was used to allow were international students. The decision to participants to write down their thoughts collect data from graduate students, while critically analyzing their feelings international students, and students that had (Russell & Vallade, 2010). Participants were travel experience outside of the United given five prompts to guide them through States, including Paris, France may be a the reflective journaling process and were limitation of this study and it is at the verbally instructed to write in their journal discretion of the reader to transfer the each day of the experience. At the end of the findings from this case study to other study program, participants emailed their abroad experiences. reflection journals to the researchers. Two The following four types of data- participants completed and returned the collection methods were administered at reflection journal. Additionally, all 17 various times throughout the short-term students completed the post-experience

Journal of Agricultural and Extension Education Volume 23, Issue 3 questions on the last day of the experience in and filling in categories that need further Paris. Responses were transcribed verbatim refinement and development” (Strauss & using Microsoft Word. Corbin, 1990, p. 116). Additionally, the In order to analyze the data, the researchers continually considered grounded theory analysis method was used similarities and differences between the (Koro-Ljungberg, Yendol-Hoppey, Smith, & emerging categories, Oberg’s (1960) U- Hayes, 2009) to provide a systematic curve of culture shock, and Hottola’s (2004) process of open coding, axial coding, and Dynamic model of culture confusion. The selective coding (Corbin & Strauss, 1990). comparisons helped to guide this study. Line by line open coding was used to label Participants were assigned numbers and categorize each line of data (Glaser, for anonymity. Additionally, data were 1978). Axial coding was used to categorize labeled as pre-experience (Pre), post- and separate out the codes that emerged experience (Post), or field notes (Field), in from the initial stage of open coding order to determine when the data was (Grbich, 2007). Selective coding allowed for collected. To better help the readers the process of “selecting the category, determine if the findings are transferable, systematically relating it to the other Table 1 has been provided. categories, validating those relationships,

Table 1 Participant Information Participants

Never Traveled Outside the United States P-1;P-4;P-14 Traveled Internationally P-2; P-3; P-5; P-6; P-7; P-8; P-9; P-10; P-11 P-12; P-13; P-15; P-16; P-17 International Student P-3; P-9; P-13; P-15; P-17 Graduate Student P-3; P-9

Trustworthiness was achieved Member checking was achieved by verbally through the use of credibility, transferability, confirming the meaning of the participant’s dependability, and confirmability (Lincoln statements through informal discussion & Guba, 1985). Credibility was achieved by before adding the data to the field notebook using prolonged engagement, persistent that was used to record participant observation, triangulation, referential observations and discussions that took place adequacy materials, and member checking between the participants and the researchers. (Lincoln & Guba, 1985). Prolonged Thick descriptions of the context and data engagement and persistent observation were were used to vicariously enter the setting practiced during seven days of intense and make decisions regarding the observation, lasting 12 to17 hours per day. transferability of the findings (Creswell & Triangulation was achieved through multiple Miller, 2000). A methodological journal sources of data collection. The students’ provided an audit trail that was used to trace reflective journals were used as referential data back to its raw sources and provide adequacy materials, because they are an evidence of objectivity or conformability unobtrusive method of data collection (Creswell & Miller, 2000). (Erlandson, Harris, Skipper, & Allen, 1993).

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Findings participants to think about fulfilling lifelong Findings from this study were dreams of traveling abroad, while building organized into stages and sub-stages of up excitement for learning about other cultural adaptation. cultures (P-4; P-5; P-8, Pre). P-5 stated, “I’m excited about trying new foods and having Initial Feelings experiences that I would never get in the Initial concerns. U.S.” (Pre). Additionally, excitement grew The language barrier was of great as participants dreamed about the beauty of concern to many participants (P-1; P-3; P-4; Paris (P-8; P-9, Pre). P-5; P-7; P-8; P-9; P-10; P-12, Pre). P-4 (Pre) expected to be overwhelmed by the Need for personal growth and language barrier. P-7 (Pre) was concerned cultural growth. about not being able to quickly learn French The study abroad program aimed to words in order to complete simple tasks. fulfill a need for personal awareness, However, P-8 (Pre) was concerned about not development, and growth. Participants being able to decipher different dialects. expected to learn about the culture of Paris Additionally, P-14 (Pre) was nervous about to broaden their view of the world, other being immediately judged by Parisians and cultures, and to enhance their critical felt that Americans often “portray thinking skills (P-7, Pre). P-14 (Pre) said, themselves in such a manner that it leaves a “personally it will make me more aware of bad impression on the people of Paris.” my own opinions on cultures unlike my own and how I analyze them, ultimately allowing Negative cultural views. me to grow as a person.” There was a strong Negative views and opinions of the need to learn about Parisian culture in an culture made it challenging for some effort to grow as a human being (P-1; P-5; participants to positively view the culture. P- P-8; P-12; P-14, Pre). 13 (Pre) previously had a negative experience in Paris and said, “the experience Anticipation of cultural acceptance I had wasn’t as good as I was expecting.” and integration. Similarly, preconceived notions of the The initial openness to new people in Paris were abundant and experiences showed that participants participants were concerned about being anticipated being open to the culture in ways treated rudely by Parisians (P-3; P-6; P-7; P- that allow them to accept cultural 8; P-12, Pre). One participant anticipated differences (P-3; P-7, Pre). Participants fully experiencing his negative preconceptions of anticipated experiencing different customs the French people (P-2, Pre). He said, “After throughout the program. P-4 (Pre) said, “I my trip to Ireland last summer, I expect to plan on embracing the differences I be taken aback by impoliteness of the experience on this trip. I do not believe there culture and amazed at the selfishness of the is one correct way to live your life, and I am people, just as I was last year whenever I anxious to see firsthand and witness how the encountered French tourists” (P-2, Pre). French go about their daily lives.” There was anticipation about accepting the Initial excitement. Parisian custom of consuming wine at meals Despite the participant’s initial (P-4; P-7, Pre). Additionally, many of the concerns, excitement grew as participants participants anticipated moving beyond prepared for the study abroad program. cultural acceptance, to integrating some of Participation in the program allowed

Journal of Agricultural and Extension Education Volume 23, Issue 3 the French customs into their lives. P-12 (Pre) said, “I think I will be much more Confusion. tuned in to European customs and might Silence fell over the room when one even have to readjust after I come back to of the study abroad facilitators explained the the U.S.” In agreement, Participant P-7 subway system and several of the (Pre) indicated that she will allow her participants looked lost and confused about experiences in Paris, influence her how to navigate the public transportation development as a person. system (Field, Day 1). Additionally, participants had a difficult time grasping the Cultural Uncertainty concept of customer service in Paris. This Focus on life in the United States. concept appeared to challenge the As participants arrived at the hotel in participant’s thinking (Field, Day 2). Paris, many of them decided to stay in the hotel lobby and wait several hours for their Lack of cultural understanding. room to become available. Participants A lack of cultural understanding discussed who they were going to email or emerged as many of the participants Facebook (Field, Day 1). There was also a continued to struggle with the concept of discussion about final grades for the spring French service. When dining at a restaurant, semester. When two of the participants were the wait staff appear only when needed and asked if they were going to go into the city do not continuously check on the customers. and explore, they said they were not going A few of the participants got frustrated with to leave the lobby and they continued this idea of service and quit participating in talking about friends at home (Field, Day 1). the group (Field, Day 2).

Cultural surprises. Comparisons. Once in Paris, participants felt Before leaving the United States, uncertainty due to cultural surprises. When participants acknowledged there would be the program facilitator announced there cultural differences between the United were not many public restrooms in Paris, P- States and France. Particularly, the pace of 4 (Day 1) had a shocked/surprised look on living would be much more relaxed in her face. After entering the hotel room for France than in the United States (P-4; P-7; the first time, P-1 (Day 1) expressed P-14, Pre). Upon arriving at the hotel, displeasure in the unexpected smallness of participants immediately began comparing it the hotel room. In addition, P-10 (Day 1) to hotels in the United States. However, complained and acknowledged that he was upon entering the hotel rooms, the shocked that the room was so small. When participants quickly realized a noticeable traveling around the outskirts of Paris, P-14 size difference between room sizes in France (Day 1) was surprised by the amount of and in the U.S. (Field, Day 1). P-1 (Day 1) graffiti that was present on the buildings. P- led a group discussion on how U.S. hotels 14 (Day 1) inquired about the graffiti and do not always have windows that open was told the graffiti was not removed completely. Participants discussed the two because it is an expression of feelings. The country’s attitudes toward personal participants learned that the primary school responsibility for actions (Field, Day 1). system in France expects all students to fit Comparisons were made when the group one mold, and for that reason, all students was submersed in learning about and tasting are treated the same (Field, Day 2). cheese (Field, Day 3). Participants felt that

Journal of Agricultural and Extension Education Volume 23, Issue 3 the cheese was much better than the Kraft Complaints about the broken air conditioner Singles found in the United States (Field, were also addressed (Field, Day 5). During Day 3). Additionally, P-14 compared an excursion to an old market, vendors got religion in the countries and concluded that upset with a participant and pushed him out Parisians have more dedication to religion of the store for making such a small bread than Americans (Field, Day 3). purchase (P-2, Day 5). He said, “I made an effort to be polite to all the vendors, and the Cultural Barriers politeness was seldom returned” (P-2, Day Language barrier. 5). P-8 (Post) concurred: “We were greeted Participants got an opportunity to with a cold shoulder at all shops and practice some common French sayings at the businesses and were not made to feel beginning of the program, but many welcome.” Several of the participants felt participants were too apprehensive to the Parisian people and culture ruined the attempt the phrases they learned (Field, Day entire program (P-1; P-2; P-10, Post). 1). Some participants refrained from attempting to order dinner using French Frustration. phrases, thus affecting the full cultural Many of the participants experienced experience (Field, Day 1). P-8 (Day 2) frustration from time to time. The language stated, “There is a language barrier to the barrier was one area that caused frustration. level that it was difficult for me to get P-7 and P-14 (day 2) experienced frustration anything to eat today.” While visiting a trade when attempting to follow instructions from show, P-7 (Day 2) told an employee she the security guard at the Eiffel Tower. They only spoke English. The employee walked were frustrated by the confusion and away and never returned. The language embarrassment of the situation. Once again, barrier prevented P-7 (Day 2) from getting frustration with the language and service service and asking about the food being was experienced when visiting a large sold. The language barrier was also an issue wholesale food distribution center (Field, while visiting the Eiffel Tower (Field, Day Day 4). Several participants were frustrated 2). P-14 indicted that not being able to when the food distribution center ran out of understand the French language made it English translators. They felt this was rude difficult to fully experience the culture and would never happen in the United around her (Post). States.

Cultural Negativity Cultural avoidance. Negative experiences. Two of the participants decided to At various times throughout the stay at the hotel instead of visiting the Eifel program, participants had experiences that Tower (Field, Day 2). The participants did left negative perceptions of Paris and the not interact with any of the Parisians at the people of Paris. The experience of staying at Eifel Tower (Field, Day 2). Similarly, the hotel was a negative experience for participants who decided to go on a boat many of the participants (Field, Day 1). tour avoided sitting by Parisians and isolated When the group was accused of noise themselves by sitting in a group. Participants violations at the hotel, many of the did not mingle with anyone on the boat tour participants got defensive and said it was not except people from their own group (Field, the group’s fault, because Parisians do not Day 2). know how to design a hotel (Field, Day 5).

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Group Dynamics the newsletter done was the best part of the Group issues. day. It made me feel so . . . relieved.” Many participants criticized their Attention was also given to other academic peer’s actions and were upset when three activities through the program. Students group members left with three U.S. students participated in an academic scavenger hunt they met while visiting the Eiffel Tower though Paris. Many of the participants took (Field, Day 2). Several participants said their the scavenger hunt seriously because it peers should have not left with three females taught them about food labeling in France, they just met. Additionally, P-7 and P-14 and it was a required activity (Field, Day 5). (Day 2) were upset with the group for letting them struggle to understand the directions Professional growth. from the security guard at the Eiffel Tower. The experience in Paris helped P-16 The security-guard incident at the Eiffel (Post) learn about the food marketing system Tower caused P-7 and P-14 (Day 2) to leave of another country while taking into the group in an attempt to calm down. Once consideration various cultural perspectives. again, tensions arose among group members P-6 (Day 4) felt that she gained knowledge when they decided to sit on the steps and about employment in her field and that she watch street performers (Field, Day 3). P-14 would be able to use this knowledge to (Day 3) felt frustrated with the decision to advance in her field. sit on the steps for so long, because it was a waste of time and prevented her from Classroom issues. exploring the culture of Paris. However, P- Participants spent a portion of the 10 (Day 3) disagreed with her and was time in Paris inside a classroom, learning frustrated that the group did not decide to about Paris culture and the academic content stay longer on the steps. He felt sitting on of the program. P-14 (Day 6) felt most of the steps was an excellent way to experience the classroom learning should have taken the culture of Paris (P-10, Day 3). Tensions place before leaving the U.S. and “if there rose again when the group took part in a needed to be lectures in Paris, they should scavenger hunt throughout the city (Field, be done in an interactive way and outside.” Day 5). P-7 (Day 5) began to feel frustrated by the lack of clear directions from the study Feelings throughout the Program abroad facilitator. The lack of clarity made Excitement. her group face challenges when completing Excitement resonated throughout the the scavenger hunt. (P-7, Day 5). study abroad program. Participants were smiling and laughing while attempting to Academic and Career Growth learn French phrases (Field, Day 1). Academic focus. Participants continued to practice the Participants acknowledged that this phrases in hopes they would be able to use study abroad program was more than an them in a real conversation with someone opportunity to explore Paris; it was an who spoke French. Excitement about the academic experience for which college scavenger hunt was evident in some of the credit would be received (P-12, Day 2). participants (P-6; P-13; P-15; P-16, Day 5). Participants spent time discussing the academic newsletter assignment and Need to fit in. scheduling time to complete the assignment The need to fit in was felt by many (Field, Day 2). P-6 (Day 6) said, “Getting of the participants, at various times during

Journal of Agricultural and Extension Education Volume 23, Issue 3 the program. Initially, there was a need to (Post) agreed that relaxing and feeling attempt French communication, so Parisians comfortable was the first step in overcoming would be respectful of the participants (P-4, the communication barrier. Day 1). P-12 (Pre) was concerned with sticking out and being considered different. Cultural respect and acceptance. He said, “I think my lack of knowledge of Participants showed signs of cultural French customs and language will make me respect and acceptance at different times stick out as a tourist but after the first few during the program. When some participants days I should be okay.” were frustrated by the small room size at the The need to fit in seemed to grow hotel, P-7 and P-14 (Day 1) decided to stronger when participants broke off into respect the fact that hotel rooms in France pairs or small groups to explore the city are much smaller than rooms in the United (Field, Day 2). P-7 and P-14 were hungry at States (P-7; P-14, Day 1). Instead of simply 10:00 one evening, and were concerned that relaxing in the hotel room, P-13 (Day 2) it was not culturally appropriate to visit a realized the cafes were the appropriate place cafe late in the evening (Field, Day 2), so to sit and relax. Similarly, P-10 (Day 3) they the hotel staff if Parisians ate at cafes accepted the slower pace of the Parisian late in evening (P-7; P-14, Day 2). lifestyle and simply enjoyed his time sitting on the steps, taking in the culture. Negative attitude toward the United Additionally, respect and acceptance of the States. culture was shown through the participants’ P-15 (Post) felt as if people in France enthusiasm about visiting a non-tourist area were better than people in the United States. of Paris (P-4; P-15, Day 5). Being able to He focused on what he thought were explore outside the tourist areas while positive aspects of France and did so in a focusing on academic content allowed way that allowed him to view the United participants to really feel what it was like to States negatively (P-15, Post). P-15 (Post) be a Parisian and to accept the culture in focused on the increased social time, the Paris (P-13, day 5). Exposure to Parisian quality of food, increased environmental dining, art and the people helped P-6 (Post) efforts, and the conservative economy. realize she respects the culture of Paris. Similarly, P-9 (Post) felt France had a much better appreciation for food and health than Positive cultural experiences. the United States does. Positive experiences during the study abroad program allowed participants to Cultural Growth submerge in the culture. P-7 and P-14 (Day Overcoming language barriers. 2) experienced the Parisian’s idea of a The scavenger hunt activity allowed perfect waiter. This allowed them to P-3 and P-6 (Day 5) to interact with experience authentic French service while Parisians and to successfully communicate practicing appropriate behavior in the using the French language. P-4 (Post) restaurant (P-7; P-14, Day 2). P-14 (Day 2) acknowledged that she was initially said that her positive experience with the challenged by the language barrier. waiter, the French language, and the food However, interaction with the group made were her most memorable experiences. her feel more comfortable; she began to Participation in the cheese-tasting course attempt the French language and it became was also a positive experience (Field, Day much easier to communicate (P-4). P-5 3). Two of the participants (P-3; P-9, Post)

Journal of Agricultural and Extension Education Volume 23, Issue 3 had a positive interaction with three middle- Participant P-6 (Day 4) integrated aged French women. The two participants French phrases into her vocabulary. This were struggling to read a map when the helped her to interact with Parisians on her three women approached them and began to own, without the help of someone fluent in help them interpret the map (P-3; P-9, post French (P-6, Day 4). P-6 (Day 4) planned to experience). The participants were spend the rest of the summer learning pleasantly surprised. Additionally, P-6 and French. Participants did not hesitate to P-10 (Day 3) felt sitting on the steps allowed attempt communication with Parisians and them to take in the culture and enjoy the were encouraged when communication was moment. The scavenger hunt activity also successful (P-6; P-13, Day, 1; Day 4). allowed for positive interactions with Exploration of the food marketing system in employees and customers at local Parisian France led P-3 (Day 6) to say, “I am going stores (P-6; P-13, Day 5). to try to eat fresh food even though it is difficult to get in the United States and you Cultural identification and cannot get the same freshness as you can in recognition of culture. France.” During the program, participants were continuously making an effort to point Increased interest in future out and recognize the culture of Paris. experiences abroad. Participants noted the prominence of cafes P-4 (Post) said, “I am inspired to and the fact that people seemed to hang out travel more in the future.” “Being in Paris in cafes and relax (Day 1). P-15 (Day 1) said made me wish I had studied abroad Parisians enjoy simply sitting around a cafe, previously. I enjoyed every minute. I hope drinking coffee, and socializing. Parisians that in the future I am able to travel abroad have an expectation for high-quality food again” (P-5, Post). (P-15, Day 1) and to excellent service (P-2; P-12; P-15, Day 1). Conclusions and Recommendations Figure 3. depicts the cultural Cultural integration. adaptation conceptual framework.

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Figure 3. Cultural adaptation stages and sub-stages for the Commodities to Cafes—Agricultural and Food Marketing in France short-term study abroad

Participants experienced initial stereotypes and actual cultural customs and feelings prior to arriving in Paris and traditions. Similarly, the participants formed continued to experience additional stages of negative cultural views regarding Parisians, cultural adaptation once in the destination before arriving in Paris. Similar to country. With the exception of the initial Anderson’s findings, participants in this feelings stage, identified stages were study seemed to have a difficult time experienced at various times in the short- differentiating between stereotypes and term study abroad program. Participants did cultural customs. not progress through the stages of cultural Participants need for cultural growth adaptation in a linear fashion, but moved led to an anticipation of cultural acceptance freely between the stages. The learning and integration. However, it seemed many activities could have influenced the stage of participants failed to experience Oberg’s cultural adaptation the participants (1960) stage of euphoria and began the experienced. Prior to arriving in France, program in Oberg’s stage of disillusionment, participants felt concerned with their and Hottola’s stage of initial cultural inability to speak the French language. King confusion (2004). Participants’ choice to and Young (1994) found that the stay in the lobby and avoid interactions with nervousness associated with learning Parisians aligns with Ward’s et al. (1998) another language made some students assertion that people in the disillusionment hesitate to study abroad. Additionally, stage attempt to avoid cultural interactions. Anderson (2003) found that participants on In accordance with Hottola, participants’ study abroad programs often have conversation regarding life back home difficulties distinguishing between cultural served as a metaworld. In agreement with

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Ingram (2005), participants realized the Corbin, J., & Strauss, A. (1990). Grounded study abroad program stimulated interest to theory research: Procedures, canons, learn how to speak French. Interestingly, the and evaluative criteria. Qualitative recognition of the academic expectation and Sociology, 13(1), 3-21. focus of the study abroad programs Creswell, J. W., & Miller, D. L. (2000). contradict Anderson’s (2003) assertion that Determining validity in qualitative students view short-term study abroad inquiry. Theory into Practice, 39(3), programs as glorified vacations instead of 124-130. academic learning experiences. Participants Crotty, M. (2004). The foundations of social fit into Oberg’s and Hottola’s adaptation research. Thousand Oaks, CA: SAGE stage and continuously experienced a stage Publications. of cultural identification and recognition of CSREES/USDA. (2002). Global education: culture that helped them to reduce time What is it? Why should you care? spent in Hottola’s cultural confusion stage. CSREES/USDA International Short-term study abroad facilitators Programs. Retrieved from should consider integrating language https://sharepoint.agriculture.purdue.e development, discussion of cultural du/ces/iec/Shared%20Documents/Mo stereotypes and traditions, and discussion of dule%208/2Global%20Education%20i how students may experience cultural ntro%20Radomski.pdf surprises and find the need to retreat to a Dillman, D. A., Smyth, J. D., & Christian, L. metaworld. Additionally, learning M. (2009). Internet, mail, and mixed– experiences focused on infusing cultural mode surveys: The tailored design learning into academic learning should be method. (3rd ed.). Hoboken, NJ: provided before, during, and after the Wiley. program. Replication of this study will allow Duffy, S. B., Toness, A. S., & Christiansen, for comparisons to be made between study J. E. (1998). Internationalization of abroad programs and geographic regions. land-grant university curriculum for a Research focused on the depth and breadth sustainable environment. Journal of of reflective journaling and programmatic International Agricultural and and facilitator differences should also be Extension Education, 5(2), 43-50. doi: explored. 10.5191/jiaee.1998.05205 Erlandson, D. A., Harris, E. L., Skipper, B. References L., & Allen, S. D. (1993). Doing Anderson, A. (2003). Women and cultural naturalistic inquiry: A guide to learning in Costa Rica: Reading the methods. Newbury Park, CA: Sage contexts. Frontiers: The Publications. Interdisciplinary Journal of Study Glaser, B. G. (1978). Theoretical sensitivity. Abroad, 9, 21-52. Mill Valley, CA: Sociology Press. Conner, N. W., & Roberts, T. G. (2015). Grbich, C., (2007). Qualitative data The cultural adaptation process during analysis: An introduction. Thousand a short-term study abroad experience Oaks, CA: Sage. in Swaziland. Journal of Agricultural Hottola, P. (2004). Culture confusion: Education, 56(1), 155-171. doi: Intercultural adaptation in tourism. 10.5032/jae.2015.01155 Annals of Tourism Research, 31(2), 447-466. doi: 10.1016/j.annals.2004.01.003

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