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The Aims of Overseas Study for US Higher Education in the Twentieth Rhetoric and Reality in Study Abroad: The Aims of Overseas Study for U.S. Higher Education in the Twentieth Century The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Contreras Jr., Eduardo. 2015. Rhetoric and Reality in Study Abroad: The Aims of Overseas Study for U.S. Higher Education in the Twentieth Century. Doctoral dissertation, Harvard Graduate School of Education. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461042 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Rhetoric and Reality in Study Abroad: The Aims of Overseas Study for U.S. Higher Education in the Twentieth Century Eduardo Contreras Jr. Julie Reuben Jal Mehta David Engerman A Thesis Presented to the Faculty of the Graduate School of Education of Harvard University in Partial Fulfillment of the Requirements for the Degree of Doctor of Education 2015 © 2015 Eduardo Contreras Jr. All Rights Reserved i ACKNOWLEDGEMENTS Throughout the process of writing this dissertation I have been fortunate to have a large group of intellectual and professional mentors, supportive friends, and loving family members to help me along the way. It gives me great joy to thank them here. First and foremost, I want to thank my terrific advisor, Julie Reuben and the members of my dissertation committee, Jal Mehta and David Engerman for their sage advice, thoughtful feedback, and continued support. There are several faculty members at the Harvard Graduate School of Education who I also gladly thank. Judy McLaughlin and Jim Honan stand out in this regard for their continued mentorship and encouragement. Joe Zolner, Dick Light, and Natasha Warikoo have also been influential in helping me in different ways during my time at Harvard. In addition to the faculty, caring and helpful professionals at Harvard like Stacy Peazant and Khanh-Anh Le have also been tremendous sources of guidance for me during this process. I would also like to thank numerous archivists and librarians at Smith College, The University of Delaware, and Harvard for helping me locate obscure university documents, long-forgotten books, and other miscellaneous dusty bits for this project. There is also a long list of friends that I’m delighted to mention here for their kind support, wise feedback, and continued good humor. First, the S570 student peer group turned out to be a long-term and much trusted writing workshop crew. Lynne Sacks, Jenna Gravel and Tori Theisen-Homer have been a stellar group and their suggestions have helped improve this dissertation greatly. Becca Miller, Ken Kimura, and Bryan McAllister-Grande are three extraordinary peers with similar interest in old things who have been highly influential in shaping my work and thinking. I’m very grateful for their support. In the final ii stretch of the dissertation, I was lucky to share office space for a time with two cohort mates, Marc Johnson and Adrienne Mundy-Shephard, whose intellect, quick wit, and camaraderie were a constant source of inspiration and joy. Another cohort mate to whom I owe sincere gratitude for sharing his many talents with me is Phil Lee. I also want to thank another peer group of Martha Ferede, Lisa Utzinger Shen, and Janine de Novais for their deep, humane thinking and substantial support over the years here. I am also very lucky to have an extraordinary family who provide endless encouragement and love. I can still call on my great Aunt Maggie for her wisdom and bountiful enthusiasm for living. I adore her for all that she has brought to my life. My brothers, Eric and Nick, are wise beyond their years, too funny for words, and I’m fortunate to be able to call on them for all things big and small. My father Eddie has always been generous with his love and support, and my Mother Sylvia has been the rock of the family and my inspiration for how to work and treat others with fairness, dignity and compassion. Thanks for everything mom and dad. Finally, there is no way I would be submitting this dissertation without my wife, Ingrid. Her sharp mind, editorial insights, vibrant enthusiasm, constant support, and loving companionship have made me better in every way. Thank you Ingrid. iii TABLE OF CONTENTS ACKNOWLEDGEMENTS ........................................................................................... i ABSTRACT ................................................................................................................... vi INTRODUCTION ........................................................................................................ 1 Dissertation Outline and Research Questions ...................................................................... 6 Description of Terms and Clarification of Aims ................................................................. 10 CHAPTER 1: Sympathetic Knowledge, Internationalism, and the Institute of International Education, 1910s – 1930s ........................................................................ 15 The Conference on the Foreign Relations of the United States, an Experiment in Education and a Proposal for an Institute of International Relations ............................................................... 22 The American University Union in Europe and the American Council on Education: Additional U.S. Higher Education Organizations Considering International Issues ................... 24 Two Proposals for an Institute of International Education ............................................................. 29 Conclusion ........................................................................................................................... 40 CHAPTER 2: Experiments in The Junior Year Abroad at The University Of Delaware And Smith College: 1920s - 1945 .................................................................. 42 Introduction ......................................................................................................................... 42 Study Abroad Experiments at The University of Delaware and Smith College ................. 44 The University of Delaware: Foreign Study Plan ............................................................................... 44 Smith College: The Junior Year in France ........................................................................................... 56 Student Experiences and the Rhetoric of Cross-national Understanding on the Foreign Study Plan and Junior Year in France ............................................................................................................. 64 The Institute of International Education's Reaction to these Study Abroad Experiments 70 iv Conclusion ........................................................................................................................... 72 CHAPTER 3: Present, Yet Marginal: Study Abroad and the International Dimension of U.S. Higher Education, 1946 - 1969 ......................................................................... 76 Introduction: ........................................................................................................................ 76 Positive Rhetoric Without Financial Support: Federal Impact on Study Abroad at U.S. Colleges and Universities, 1945 to 1969 ................................................................................ 79 Rationales and Strategies for Expanding the “International Dimension” of U.S. Higher Education in the 1950s and 1960s ......................................................................................... 87 Growth from the Margins: Undergraduate Study Abroad Within the International Dimension of U.S. Higher Education ................................................................................ 102 Conclusion .......................................................................................................................... 106 CHAPTER 4: Three Principles For Legitimacy and the Contentious Rise of the U.S. Student Global Ambassador in Study Abroad: 1950 - 1969 ........................................ 109 Introduction: ....................................................................................................................... 109 The Push for Standards: Academic Focus, Selectivity, and Control .................................. 110 Clarity of Objectives and Academic Focus ....................................................................................... 112 Prioritizing Selectivity ........................................................................................................................... 121 The Pursuit of Ideal Institutional Control: Balancing Conditions for Academics and Cross- national Understanding ........................................................................................................................ 129 The (Ideal) American Student as Goodwill Ambassador ................................................... 137 Conclusion .......................................................................................................................... 149 CHAPTER 5: A Renaissance of Rhetoric and a Turning Point for Study Abroad, 1970-1989 ...................................................................................................................... 151 Introduction .......................................................................................................................
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