The Transformative Effects of International Education at an HIV/AIDS Clinic in South Africa

Abstract

In recent years, more psychology programs are offering study abroad courses. These courses have the additional benefit of increasing student cultural competence. The goal of this study was to examine the impact of international education on a group of graduate students in psychology who participated in a 5-week travel abroad program to South Africa. Using a small convenience sample, a qualitative research design was used to explore student perceptions of engaging in clinical work in a cross-cultural setting. The study is framed within multicultural education and transformative learning theory, both of which inform the findings. Several themes that were categorized as personal, professional, community, social/cultural, and political emerged from in-depth individual interviews with participants. They reported a deeper cultural understanding of self and others with a stronger appreciation and respect of the uniqueness of individuals and their worldviews and the importance of validating these cultural differences. Participants reported that direct contact with others who were culturally different helped them develop key clinical skills of compassion and empathy. Overall most participants found that the international experience was ‘life-changing’ and provided them with opportunities to transcend the limits of regular classroom instruction. Some students were inspired to make meaningful changes in their lives when they returned to the U.S. by increasing their involvement in community activities that provided services to the disenfranchised. Although not generalizable because of the small sample, this study demonstrates that international education can engages students in active learning and provide them with opportunities for practical application of knowledge.