Re-entry friction: The curious effects of cultural dislocation on outcomes for global service learning returnees

Abstract

Our investigation explored year-long re-entry growth trajectories of global service learning returnees’ international interests (a global learning outcome) and psychological well-being (a psychosocial outcome) as functions of both (a) pre-departure levels of the same variable and (b) subjectively and objectively assessed degree of cultural dislocation. Participants were 111 (87% female; 72% Caucasian) college students who participated in a short-term (13 to 62 d) global service learning immersion to one of 15 countries. International interests remained stable from pre-departure through 12 months re-entry and were best predicted by the pre-departure level of the same variable. Neither subjective nor objective cultural dislocation moderated the re-entry trajectory. The growth trajectory for psychological well-being was best explained by a cubic function. After re-entry, psychological well-being decreased, reaching its lowest point at approximately 4 months, and returned to baseline by 12. Subjectively reported sociocultural adaptation to the host country was a significant predictor to both the re-entry level of psychological well-being, the rate of decline, and the subsequent rate of return to baseline. Those who adapted more strongly to their host country experienced more psychological difficulty upon return and took longer to return to baseline. We recommend preparing students for the potential re-entry friction by adhering to known best practices for education abroad (i.e., providing ample pre-departure and re-entry programming and services). We suggest that pre-departure preparation include psychoeducation for stress and coping and we recommend framing the period of re-entry friction (contrasting reverse culture shock) as an invitation to personal growth and exploration.