Is the End Just the Beginning? The Study of the Effect of Reverse

Is the end just the beginning?

The study of the effect of reverse culture

shock on American students when they

return home from a semester long study

abroad experience.

BY Madeline Mastrianni

ADVISOR • Ed Drozda

EDITORIAL REVIEWER • Ronald Deluga

_________________________________________________________________________________________

Submitted in partial fulfillment of the requirements for graduation

with honors in the Bryant University Honors Program

APRIL 2021

Table of Contents

Abstract ..................................................................................................................................... 1

Introduction ............................................................................................................................... 2

Literature review ....................................................................................................................... 5

Research Question ................................................................................................................... 10

Research methodology ............................................................................................................ 10

Purpose ................................................................................................................................ 10

Data Source and Sample ..................................................................................................... 11

Survey Questions ................................................................................................................ 12

Interview Questions ............................................................................................................ 15

Potential Research Issues & Ethical Concerns........................................................................ 16

Results ..................................................................................................................................... 17

Survey ................................................................................................................................. 17

Interview ............................................................................................................................. 21

Limitations .............................................................................................................................. 22

Conclusion .............................................................................................................................. 23

Appendices .............................................................................................................................. 25

Appendix A – Time Period ................................................................................................. 25

Appendix B – IRB Application ........................................................................................... 26

Appendix C – Interview Consent Form .............................................................................. 29

Appendix D – Demographics .............................................................................................. 31

Appendix E – Culture Shock Breakdown ........................................................................... 32

Appendix F – Length that Initial Culture Shock Lasted ..................................................... 33

Appendix G – Length that Culture Shock after being there for 1 Month Lasted................ 34

Appendix H – Culture Shock Keywords ............................................................................. 35

Appendix I – Travel ............................................................................................................ 36

Appendix J – Culture Shock in other Countries ................................................................. 37

Appendix K – Culture Shock in other Countries Keywords ............................................... 38

Appendix L – Reverse Culture Shock Breakdown ............................................................. 39

Appendix M – Length that Reverse Culture Shock Lasted................................................. 40

Appendix N – Reverse Culture Shock Keywords ............................................................... 41

Appendix O – Timing ......................................................................................................... 42

Appendix P – Reverse Culture Shock - Timing .................................................................. 43

Appendix Q – Interview Data: Culture Shock Breakdown ................................................. 44

Appendix R – Interview Data: Travel ................................................................................. 45

Appendix S – Interview Data: Reverse Culture Shock Breakdown ................................... 46

Appendix T – Interview Data: Timing ................................................................................ 47

Appendix U – Interview Data: Reverse Culture Shock Timing ......................................... 48

References ........................................................................................................................... 49

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 1 -

ABSTRACT

This qualitative study explores symptoms of reverse culture shock experienced by U.S college

students upon returning home from a study abroad program. This qualitative study explores

the relationship between the timing of when American students returned home from their

study abroad program and reverse culture shock. Participants in this study include American

students who participated in a semester-long study abroad program outside of the country.

These students share their study abroad experience through a semi-structured survey or an

interview process. This study specifically examines the time element of when these students

returned home from their study abroad experience. Did the students return home at the

intended end date, did they return home early or did they extend their trip past the intended

end date? This study will examine the relationship between reverse culture shock and the

timing of return to the United States. The study found that there was no relationship between

the timing of when students returned home and reverse culture shock. The study did conclude

that individuals who experience culture shock were more likely to experience symptoms of

reverse culture shock. Lastly, the study found that on average students reported that their

symptoms of culture shock lasted 1-2 weeks and their symptoms of reverse culture shock

lasted 3-4 weeks.

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 2 -

INTRODUCTION

Studying abroad has become the new normal for students in the United States. Every year the

number of students in the U.S who participate in a semester-long study abroad program

increases (USA Study Abroad). As of today, 1 in 10 undergraduate students in the United

States spend a semester studying in a foreign country (USA Study Abroad). This experience

allows students the opportunity to live in a new country and spend a semester studying at a

local university. While studying in a foreign country, students get the opportunity to travel

and the ability to immerse themselves in different cultures. Researchers have studied the

effects that culture shock and the changing environment of living in a foreign country has on

these students. Living in a foreign country can be extremely difficult for a student and

researchers want to examine how students adapt under these circumstances. Recently,

researchers have started to examine the effects of reverse culture shock on students when they

return home. There is a common perception that when students return home from the study

abroad experience, they are easily able to adapt back to their lives before they left.

Researchers are studying how this is not always the case.

Spending a semester studying abroad has many benefits for a student. They can learn about

new cultures, experience a different system of education, find new interests, create lifelong

friendships, see the world from a new perspective, etc. Mulvaney and Klein (2013),

researched how to maximize the short-term study abroad experience. The authors reviewed

the potential advantages and limitations specifically, regarding academics, preparation, and

logistics of the study abroad experience. Advantages that the authors found were that the

study abroad experience is accommodating to many different populations of students,

facilitates an international experience for students who have not traveled much before this

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 3 -

opportunity, and eases students into an international situation. A few limitations to the study

abroad experience that the researchers found are that there is a limited amount of time

associated with students experiencing multiple cultures, as well as the cost of airfare being

high. Additionally, the opportunity to meet other students and natives can be hard in a foreign

country, especially during a short period. Furthermore, the temptation for students to cram

their study abroad experience could potentially sacrifice the quality of their experience.

Despite these limitations, the authors concluded that a short-term study abroad experience has

many valuable experiences. The authors suggest that in order to maximize the study abroad

program students should be prepared academically and culturally for their study abroad

adventure.

A study by Cubillos and Ilevento (2012), studied the impact that the study abroad experience

had on student’s self-efficacy perceptions. The researchers measured self-efficacy in terms of

reading, writing, listening, and speaking. The researchers administered a 20-item

questionnaire to 39 American college students before they left for their study abroad program

in Spain or France and additionally when they returned home from their program. The

findings of the self-efficacy study found that participation in study abroad programs, despite

the length or destination of the journey, had a significant impact on the students' subskills of

reading, writing, listening, and speaking. Another study conducted by Cisneros-Donahue

(2012), found similar benefits regarding academics as a result of participating in the study

abroad experience. The researcher investigated what students believed they learned as a result

of participating in the study abroad experience. The researcher tested students on functional

knowledge, world geography, global independence, interpersonal accommodation, and

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 4 -

cultural sensitivity. The students who studied abroad reported greater knowledge in all 5

measures than they did pre-departure. These studies show the effect that study abroad has on

the value of improving students' perceptions and learning.

Despite the study abroad experience showing positive impacts on students, many educators

are struggling with how to assess the study abroad experience. Twombly, et al. (2012) came

up with recommendations to show how study abroad in the twenty-first century has a true

purpose. The recommendations that the authors made were to reconceptualize study abroad as

an integrated part of their educational sequence instead of making it look like an independent

entity. Secondly, he recommended that institutions should reframe the way they assess the

educational impact of study abroad. Lastly, the researchers said that institutions should

change the question by which they judge student participation rates to “which ones” instead of

“how many”. The study abroad program has shown that there are many advantages

academically and culturally despite the potential limitations. In order for rates of American

students spending a period of time overseas to increase, educators have to understand the

benefits these programs have on their students. By understanding these benefits, educators

would be able to offer more opportunities for students to participate in various global studies.

The study abroad experience is the new American craze among college students. Existing

literature shows that the study abroad program has many advantages to the college students.

Additionally, literature shows that this experience can also be extremely challenging for

college students. Attending a new university as well as living in a new country can be

extremely difficult. Students often experience culture shock as the result of living in a new

country. An aspect of the study abroad experience that is not widely studied is the return

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 5 -

experience. Returning home after living in a host country for a semester can also result in a

shock to individuals. This shock is known as reverse culture shock. Potential symptoms of

reverse culture shock that individuals may experience include depression, boredom, rejection,

confusion, frustration, and restlessness. This thesis is going to explore the return home

experience for American students based on the timing of when they returned home and if they

experienced symptoms of reverse culture shock.

LITERATURE REVIEW

Previous studies have shown that students who participate in a study abroad program have

experienced symptoms of culture shock and reverse culture shock. However, there is little

scholarship analyzing if reverse culture shock is correlated to the timing of when students

return home from their study abroad programs.

Study abroad programs are becoming increasingly popular yet leaving home to live in a

foreign country can be a very stressful thing for a student. A study done by Yang, et al. (2018)

examined how levels of self-determined motivation to participate in a study abroad program

can lower levels of culture shock once in-country. First, the study measured students’

motivation to study abroad through the comprehensive relative autonomy index. This index is

able to measure self-determination and is designed to be applicable to measure self-

determination within any life domain. Secondly, the researchers measured levels of culture

shock through a questionnaire. Lastly, the student’s subjective well-being was measured by

testing the students life satisfaction, positive affect, and negative affect after they arrived to

their host country by using various scales. Life satisfaction was measured using the

Satisfaction with Life Scale and positive and negative affect was measured using the Positive

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 6 -

and Negative Affect Schedule. The results of this study concluded that self-determined

motivation was positively correlated with two of the basic psychological need variables; life

satisfaction, and positive effect, but negatively correlated with cultural shock and negative

affect.

Not only do students have to adapt to a change in culture, depending on where they study,

they may also have to adapt to other changes including language, currency, safety, etc. A

study done by Mulvaney and Klein (2013), studied how students could overcome potential

obstacles while studying abroad. The focus of the study was to examine the proposed concern

of a language barrier that students might face and see if there was any way to minimize the

effect this might play in their experience. To the researchers' surprise they discovered that

students experienced other obstacles that were of greater concern than language. The

researchers found that from highest concern to lowest concern students listed; financial

concerns, safety concerns, language barriers, curricular demands, then relationship status.

This study found that a language barrier was still a concern to students, but that the main

concern students experienced was financial concerns.

A study by Presbitero (2016), studied the effects of culture shock and how cultural

intelligence plays a role in student’s adapting to their new host country. The purpose of this

study was to examine the factor that cultural intelligence (CQ) plays in examining both

culture shock and reverse culture shock. The study uses cultural intelligence as an

intercultural capability that moderates the relationship between culture shock and two forms

of adaptation: psychological and sociocultural. Reverse culture shock was also measured

based on these two forms of adaptation. Psychological adaptation was measured by using a

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 7 -

10-item questionnaire and sociocultural adaptation was measured using a different 10-item

questionnaire. The researchers conducted two separate studies. The first study was taken by

students who recently arrived in their host country and the second study was taken by students

who recently arrived home after their study abroad experience. The researchers found that

both culture shock and reverse culture shock were both significantly but negatively related to

psychological and sociocultural adaptation. Additionally, they found that cultural intelligence

served as a moderator in lessening the impact of culture shock and reverse culture shock.

Often the process of students returning home from their study abroad experience is

overlooked. Many believe that the students come home and are immediately able to adjust

back to what their life was like before they left. This is not always the case. Many students

experience the effects of reverse culture shock when they return home. Kartoshkina (2015),

studied the reentry process home after the study abroad experience. The purpose of this study

was to examine the pros and cons associated with the return home experience. The motivation

for this study was to understand the reentry experience of US college students and to provide

possible explanations for why the students experience certain emotions when they return

home. The researchers developed two research questions that they wanted to answer: What

did college students experience when they returned home from studying abroad? How did

these students explain their reentry experiences? The students shared their experiences

through a semi-structured interview and an online survey. The findings of this study

discovered that the students shared a wide range of experiences. The researchers noted that

many of the participants described the reentry experience as “bittersweet”. Students explained

that they experienced mixed emotions being back in their home country. They enjoyed

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 8 -

everything they missed but they found it hard to fully re-immerse themselves in the American

culture.

A study by Hadis (2005) studied various elements that could potentially affect a student re-

immersing themselves back in their culture in the United States. This study examined global

mindedness, independence, reverse culture shock, and academic focus. The findings of this

study concluded that independence and open-mindedness had the largest impact on a students'

academic focus when they returned home. Additionally, independence was also correlated

with global-mindedness and reverse culture shock. Extremely independent students felt the

transition coming home to a structured way of life was difficult. A study done by Carruthers

(2017) examined one student's returning home experience after studying abroad. This student

claimed that she was worried about feeling homesick, experiencing culture shock, or having

trouble with the language barrier while she was gone but instead said that returning home

ended up being the hardest part of the journey. While abroad she was able to gain

independence and participate in new experiences on her own. When she came home, she had

to adjust back to living with her parents and felt like she was taking steps backwards in her

personal growth. When she was gone, she said she idolized home in her head and when she

came home it was different. When you leave to study abroad, you immerse yourself in a new

culture and quickly change your way of life. She thought that everything was going to be the

same when she came home which proved not to be true. She described her experience as

waking up from a strange dream and one she had a lot of trouble overcoming.

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 9 -

This feeling is common among students who return home from the study abroad experience.

A study done by Gaw (2000) studied if reverse culture shock influenced students' self-

reported problems, students' willingness to see a counselor and student support service usage.

This study was important because it examined the mental health effects that students

experience while abroad and after returning from studying abroad. The study examined

problems that students faced while studying abroad and their willingness to get help for these

problems when they returned home. The study found that students that returned who were

experiencing high levels of reverse culture shock were more likely to report more of a

personal adjustment than students who returned with a low level of reverse culture

shock. However, they discovered that their willingness to see a counselor was not related to

their symptoms of reverse culture shock. Lastly, they discovered that there was a negative

correlation between reverse culture shock and service usage.

In conclusion, there are many factors associated with the study abroad experience. Students

can immerse themselves in different cultures as well as create lifelong memories. The study

abroad experience is a hard experience for many students. Being away from your family and

friends in an environment you do not know is extremely difficult for college-aged individuals.

A study conducted by Miller-Perrin (2014) examined the internal and external changes

associated with the study abroad experience. Oftentimes students who study abroad

experience many changes associated with their new way of life and the purpose of this study

was to dive deeper into understanding the change associated with this. This study examined

these external and internal outcomes by examining old literature and old studies conducted on

this topic. This study found that the study abroad experience represents an exciting change in

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 10 -

a student's academic journey. By allowing college campuses to stretch across the globe,

students are given the opportunity to transform internally and externally. These changes can

potentially last a lifetime for a college student. Despite challenge’s students might face, this

study concluded that experiencing these challenges will allow a student to grow and impact

their life in the long term. This study concluded that institutions should encourage students to

leave their comfort zone to experience this powerful internal and external change associated

with studying abroad.

RESEARCH QUESTION

The hypothesis being tested in this study:

1. Is there a relationship between the timing of when American students return home

from their study abroad program and reverse culture shock?

The goal of this study is to examine reverse culture shock on students returning home from

their study abroad experience during three specified time periods. This can be found in

Appendix A. The experience of culture shock in the host country will act as a control or

independent variable in my analysis. The existing research on reverse culture shock does not

examine this timing element. Additionally, this study will investigate why the students

returned at the time they did.

RESEARCH METHODOLOGY

Purpose

The purpose of this study is to determine if there is a relationship between the timing of when

American students return home from their study abroad program and reverse culture shock.

The timing of when the student returned home from studying abroad will be broken up into 3

separate groups.

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 11 -

1. Did the student return to America at their program's intended end date.

2. Did the student return home to America before their intended end date.

3. Did the student return home to America later than their intended end date.

Additionall

y, this study will examine if there was a relationship between culture shock and reverse

culture shock. For example, if students experienced culture shock in their host country, were

they more or less likely to experience reverse culture shock when returning home.

Data Source and Sample

The data for this study was gathered through a survey and a semi-structured interview format.

The survey yielded 115 responses and 15 interviews were conducted. The survey consists of a

variety of questions ranging from questions about their experience, how they adapted when

they first got there, their experience returning home, demographics, etc. Additionally, the

interviews conducted contain the same questions that were sent out in the survey. Interviews

do not restrict the participants from answering in a specific way which allows the participants

to share their experience in their own words with no restrictions. Participants in this study

were not limited to Bryant University students. The reason for this is that most students at

Bryant participate in a study abroad program in the fall rather than the spring. Therefore, this

would not be representative of the whole student body of students who participate in study

abroad programs.

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 12 -

My study specifically examines American students who study abroad in another country and

not students who study abroad in America. This study will be sent out to college students who

have participated in a semester-long study abroad program in the last four years. Participants

had to participate in a study abroad program in fall 2015, spring 2016, fall 2016, spring 2017,

fall 2017, spring 2018, fall 2018, spring 2019, fall 2019 or spring 2020. I will only examine

within the last four years because their study abroad experience is the most recent.

Survey Questions

The purpose of this survey is to generalize the study abroad experience while also asking

participants to elaborate on some of their own experiences. This survey consists of multiple

choice and open response questions.

1. What college/university do you attend in the United States? (Open Response)

2. What year did you study abroad?

a. Fall 2015

b. Spring 2016

c. Fall 2016

d. Spring 2017

e. Fall 2017

f. Spring 2018

g. Fall 2018

h. Fall 2019

i. Spring 2020

3. What was your housing style like while living in your host country?

a. Homestay

b. Apartment

c. Dorm

d. With a Family or Friend

e. Hotel

f. Other

4. When you initially arrived in your host country did you experience symptoms of

culture shock?

Culture shock is defined as the feeling of disorientation experienced by someone who

is suddenly subjected to an unfamiliar culture, way of life, or set of attitudes.

a. Yes

b. No

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 13 -

5. If you answered yes to the question above, what symptoms of culture shock did you

experience? (Open Response)

6. Roughly how long did this culture shock last?

a. 1 Day

b. 2-3 Days

c. 3-5 Days

d. 1 Week

e. 2 Weeks

f. 3+ Weeks

7. If you experienced culture shock, did you experience it for the first time after already

being in your host country for more than a month?

a. Yes

b. No

8. If you answered yes to the question above, what symptoms of culture shock did you

experience? (Open Response)

9. Roughly how long did this culture shock last?

a. 1 Day

b. 2-3 Days

c. 3-5 Days

d. 1 Week

e. 2 Weeks

f. 3+ Weeks

10. Did you travel to other countries outside of your host country when you were abroad?

a. Yes

b. No

11. Did you experience symptoms of culture shock in any of these other countries?

a. Yes

b. No

12. If you answered yes to the question above, what symptoms of culture shock did you

experience? (Open Response)

13. What was your program's intended end date? (Month Day year)

14. Did you leave right after your program ended (intended end date)?

a. Yes

b. No

15. If you answered no to the question above, was it before or after the intended end date?

a. Before

b. After

16. Depending on your response above why was it before or after the intended end date?

(Open Response)

17. When you initially arrived back to America did you experience symptoms of reverse

culture shock?

Reverse culture shock is defined as the emotional and psychological distress suffered

by some people when they return home after an extended period of time overseas.

a. Yes

b. No

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 14 -

18. If you answered yes to the question above, what symptoms of reverse culture shock

did you experience? (Open Response)

19. Roughly how long did this reverse culture shock last?

a. 1 Day

b. 2-3 Days

c. 3-5 Days

d. 1 Week

e. 2 Weeks

f. 3+ Weeks

20. If you experienced reverse culture shock, did you experience it for the first time after

already being home for more than a month?

a. Yes

b. No

21. If you answered yes to the question above, what symptoms of reverse culture shock

did you experience? (Open Response)

22. Roughly how long did this reverse culture shock last?

a. 1 Day

b. 2-3 Days

c. 3-5 Days

d. 1 Week

e. 2 Weeks

f. 3+ Weeks

23. How old are you?

24. What is your gender?

a. Male

b. Female

c. Prefer not to answer

d. Other

25. What is your race?

a. White

b. Black or African American

c. American Indian or Alaska Native

d. Asian

e. Native Hawaiian or Pacific Islander

f. Other

26. What is your ethnicity?

a. Hispanic or Latino

b. Not Hispanic or Latino

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 15 -

The purpose of the interview is to allow participants to open up about their personal

experience. Participants have free-range of how they want to answer the questions instead of

being restricted to a multiple-choice answer.

Interview Questions

The purpose of the interview is to allow participants to open up about their personal

experience. Participants have free-range of how they want to answer the questions instead of

being restricted to a multiple-choice answer.

1. What college/university do you attend in the United States?

2. What year did you study abroad?

3. What was your housing style like while living in your host country?

4. When you initially arrived in your host country did you experience symptoms of

culture shock?

Culture shock is defined as the feeling of disorientation experienced by someone who

is suddenly subjected to an unfamiliar culture, way of life, or set of attitudes.

5. If you answered yes to the question above, what symptoms of culture shock did

you experience?

6. Roughly how long did this culture shock last?

7. If you experienced culture shock, did you experience it for the first time after

already being in your host country for more than a month?

8. If you answered yes to the question above, what symptoms of culture shock did

you experience?

9. Roughly how long did this culture shock last?

10. Did you travel to other countries outside of your host country when you were

abroad?

11. Did you experience symptoms of culture shock in any of these other countries?

12. If you answered yes to the question above, what symptoms of culture shock did

you experience?

13. What was your program's intended end date? (Month Day year)

14. Did you leave right after your program ended (intended end date)?

15. If you answered no to the question above, was it before or after the intended end

date?

16. Depending on your response above why was it before or after the intended end

date?

17. When you initially arrived back to America did you experience symptoms of

reverse culture shock?

Reverse culture shock is defined as the emotional and psychological distress suffered

by some people when they return home after an extended period of time overseas.

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 16 -

18. If you answered yes to the question above, what symptoms of reverse culture

shock did you experience?

19. Roughly how long did this reverse culture shock last?

20. If you experienced reverse culture shock, did you experience it for the first time

after already being home for more than a month?

21. If you answered yes to the question above, what symptoms of reverse culture

shock did you experience?

22. Roughly how long did this reverse culture shock last?

23. How old are you?

24. What is your gender?

25. What is your race?

26. What is your ethnicity?

POTENTIAL RESEARCH ISSUES & ETHICAL CONCERNS

Potential ethical concerns that could arise in my thesis project would be found only in my

survey or the interview process. For my survey, confidentiality and informed consent are the

most important ethical concerns. Participants had to complete a consent form before starting

the survey and were advised that they could end their participation at any time during the

survey. All participants were above the age of 18 so parental consent was not necessary.

Additionally, the survey was anonymous which protects the confidentiality of participants.

During the interview process, the interviewees were allowed to read the questions beforehand.

This allowed participants to feel comfortable talking openly about their experiences.

Additionally, interviewees were told they could stop the process at any time if they did not

feel comfortable sharing their story. will allow for participants to make sure they are confident

and feel comfortable talking openly about their experiences. Discussing life events that were

unpleasant can be a form of psychological trauma that I did not want any interviewee to

experience while participating in my interview. Another ethical concern can be the

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 17 -

confidentiality and privacy of the interviewee. The interviewees name will not be disclosed

after the interview.

IRB Application can be found in Appendix B and interview consent form can be found in

Appendix C.

RESULTS

The results were broken down first by observing and understanding the demographics of the

study and then by analyzing students experience with culture shock and reverse culture shock.

Demographics –

The survey was taken by 145 participants and there were 15 participants in the interview

portion. This population was not limited to Bryant University students. The age range of the

participants was 20-25 years old. After cleaning the data for incomplete responses, there were

115 useable survey responses. Useable data meaning there was enough data shared in each

response to analyze their study abroad experience.

69% of the survey responses came from females while 31% came from males. Additionally,

66% of the interview participants were females while 33% were males. This breakdown can

be found in the chart in Appendix D. This was not an even split and could be a potential

limitation to the study.

Survey

The survey data was analyzed for potential trends among the data. The results found that out

of the 115 people who participated in the survey, 58% of the students initially experienced

culture shock when they first arrived in their host country, 5% of the students experienced

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 18 -

culture shock after being in their host country for more than a month, and 7% of the students

never experienced symptoms of culture shock. This data is found in Appendix E. Of the

students who initially experienced culture shock in their host country, 3% of the students said

the culture shock lasted for 1 day, 15% of the students said it lasted for 2-3 days, 13% of the

students said it lasted 3-5 days, 33% of the students said on average it lasted 1 week, 28% of

the students said that it lasted 2 weeks, and 7% of the students said it lasted 3+ weeks. This

data is shown in appendix F. Out of the 6 students who said they did not experience

symptoms of culture shock until after being in their host country for more than a month, 17%

said it lasted 1 day, 33% said it lasted 1 week, 33% said it lasted 2 weeks, and 17% said it

lasted 3+ weeks. This data is found in Appendix G.

To understand better what kind of emotions the students who experienced culture shock were

feeling, the data was analyzed for keywords among the responses. These keywords were taken

from student’s open response answers about what symptoms of culture shock they

experienced. As seen in the pie chart in Appendix H, 45% of the students included language

in their responses, 16% included culture, 7% included disorientation, and 7% included

confusion. Living in a foreign country can come with a new language and culture. Students

have to adapt to this initial new shock of a new language and culture. Additionally, this can

make students feel disoriented and confused.

A large aspect of participating in a study abroad program is traveling to different countries.

The survey found that 91% of students traveled to another country outside of their host

country and 9% of students did not travel and only stayed in their host country. This can be

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 19 -

found in Appendix I. Out of the 105 students who traveled to a different country 46% of

students experienced culture shock while 54% did not. This can be found in Appendix J.

To better understand the emotions experienced by students in these countries, the student’s

open response questions were analyzed for keywords. As seen in the pie chart in Appendix K,

58% of the students included language in their responses, 26% included currency/money,

10% included food, and 6% included cultural differences. Similar, to living in a new country

visiting a new country different from your home country and host country can present a new

language. Additionally, different countries have different currencies as well as different foods.

This can come as a shock to students resulting in students experiencing culture shock.

The survey also studied if students experienced symptoms of reverse culture shock. The

results showed that 58% of students experienced reverse culture shock initially when they

returned home to their host country, 2% of students experienced symptoms of reverse culture

shock after already being home for a year, and 40% of students never experienced reverse

culture shock. This can be found in Appendix L. Of the students who initially experienced

reverse culture shock when they returned home 9% said the culture shock lasted for 1 day, 7%

said it lasted for 2-3 days, 9% said it lasted 3-5 days, 21% said on average it lasted 1 week,

26% it lasted 2 weeks, and 28% it lasted 3+ weeks. This data is shown in Appendix M. Out of

the 2 students who said they didn’t experience symptoms of reverse culture shock until after

being in their host country for more than a month, 1 said it lasted 3-5 days and 1 said it lasted

2 weeks.

Similar to culture shock, student’s open response answers about symptoms of reverse culture

shock were analyzed for keywords. As seen in the pie chart in Appendix N, 26% of students

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 20 -

said they missed/wanted to go back to their host country, 14% said driving, 13% said

depressed, and 12% said sadness. Missed, driving, depressed, and sadness were the most

common keywords found. Upon returning home, the initial shock of not being in their host

country anymore can come as a big shock to students. Students said they initially missed their

country because they were so used to being there. Additionally, students said driving came as

a shock because for most students the did not drive during their study abroad experience. The

sudden freedom to be able to get in a car and drive anywhere was an adjustment back for

students. Lastly, students said they were depressed and lonely.

The results of the timing element found that 68% (79/115) students left at the intended end

date, 20% (24/115) left before their intended end date, 12% (14/115) left after their intended

end date. Additionally, 23 out of the 24 students who left before their intended end date left

because of COVID-19. 1 student left early because they finished their program early. The 14

students who left after their intended end date left later because they either stayed longer to

travel by themselves or met up with friends and family to travel. This can be found in

Appendix O.

Lastly, the survey found that out of the 14 students who left after their intended end date, 10

of them experienced symptoms of reverse culture shock. Out of the 77 students who left at

their intended end date, 56 of them experienced symptoms of reverse culture shock. Out of the

24 students who left before their end date, 8 of them experienced symptoms of reverse culture

shock. This can be found in Appendix P.

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 21 -

Interview

The results from the interview that out of the 15 people who participated in the interview,

66% of the students initially experienced culture shock, 13% experienced culture shock for

the first time after being in their host country for more than a month, and 20% of the students

never experienced symptoms of culture shock. This can be found in Appendix P. On average

the interviewees reported that their symptoms of culture shock regardless of if they initially

experienced symptoms or if they experienced symptoms after a month, lasted between 1 week

a few weeks.

Like the survey, interviewees were asked if they had traveled to other countries during their

study abroad experience. All 15 participants had traveled to at least another country outside of

their host country. Out of the 15 students who traveled to a different country 27% of students

experienced culture shock while 73% did not. This can be found in Appendix Q.

The interviews also opened up about their experience with reverse culture shock. The results

were that 27% of students experienced reverse culture shock initially when they returned

home to their host country, 20% of students experienced symptoms of reverse culture shock

after already being home for a month, and 53% of students never experienced reverse culture

shock. This can be found in Appendix R. On average the interviewees reported that their

symptoms of reverse culture shock regardless of if they initially experienced symptoms or if

they experienced symptoms after a month, lasted between 1 month to 3 months.

The results of the timing element found that 80% (12/15) of students left at the intended end

date, 13% (2/15) left before their intended end date, 7% (1/15) left after their intended end

date. This is seen in Appendix S. Additionally, both students who left early from their

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 22 -

program left because of COVID-19. The 1 student who left after their intended end date left

because they were traveling with family.

Since the interviewees were able to open up and talk about their experiences the data was not

analyzed for keywords. The responses that participants shared will be documented in the

conclusion.

Lastly, the survey found that out of the 2 students who left after their intended end date, 2 of

them experienced symptoms of reverse culture shock. Out of the 12 students who left at their

intended end date, 7 of them experienced symptoms of reverse culture shock. Out of the 1

student who left before their end date, 0 of them experienced symptoms of reverse culture

shock. This can be found in Appendix U.

LIMITATIONS

There were a few limitations in this study to address. The first limitation was the sample size.

Since there were only 115 usable surveys and 15 interviews conducted, this is not reflective of

the entire study abroad population in the United States. Secondly, the male to female ratio was

not split evenly. Most of the participants were female which could skew the data and not be

reflective of the male population. Lastly, the survey was self-reported, and did not measure

for causality. This study specifically compared the reverse culture shock and the timing of

when students returned home, but almost all the data was self-reported which may be

influenced by emotion bias. Additionally, the study was not measuring causality, so the

findings show relationships, but not in any particular direction.

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 23 -

CONCLUSION

After analyzing the results, the study concluded that students who left at their intended end

date or after their intended end date were more likely to experience symptoms of reverse

culture shock. Students who left before their intended end date were less likely to experience

reverse culture shock. This could be a result of not being in the country for an extended period

of time so the student didn’t have time to fully immerse themselves in their host country. As

opposed students who left at their intended end date or after their intended end date spent a

full semester or more in their host country which allowed them to fully immerse. Therefore,

when they got home the transition back could have been extremely hard because they had to

re-immerse into their home country.

The study did conclude that individuals who experience culture shock were more likely to

experience symptoms of reverse culture shock. Out of the 72 students who experienced

symptoms of culture shock in their host country, 76% (55 students) of those students

experienced reverse culture shock. Out of the 48 students who experienced symptoms of

culture shock in other countries, 83% (40 students) of them experienced culture shock in their

host country and 73% (35 students) of them experienced reverse culture shock when they

returned home. This could be because students had to spend time adjusting once they arrived

in their host country that they became accustomed to their new way of life so when they

returned home they had to re-adjust all over again. Additionally, out of all the data only 1

student experienced reverse culture shock who did not experience culture shock.

Additionally, on average most students reported that their culture shock lasted for

approximately 1-2 weeks and on average most students reported that their reverse culture

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 24 -

shock lasted 3 weeks to 1 month. This could be because students knew their experience

wasn’t long-term so they had an easier time overcoming their culture shock. As opposed,

when the students returned home, they knew that living back in the United States was long-

term so it took longer and was harder from them to overcome reverse culture shock. One

interviewee noted that, “I was so used to traveling every weekend and I had nothing to look

forward to when I came home”. Additionally, many students noted that they had a hard time

adjusting back to the fast-paced way of life and the heavier course-loads.

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 25 -

APPENDICES

Appendix A – Time Period

Time Period 1: Did the student return to America at their program's intended end date.

Time Period 2: Did the student return home to America before their intended end date.

Time Period 3: Did the student return home to America later than their intended end date.

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 26 -

Appendix B – IRB Application

Proposal to IRB for Research: Involving Human Subjects

Name(s) of Investigators Madi Mastrianni, Ed Drozda

Title of Research Project: Is the end just the beginning? The study of the effect of reverse

culture shock on American students when they return home from a semester long study

abroad experience.

Anticipated Start and End Dates of Experiments 10/12/20-02/12/21

Basic Level Review

To be considered at the Basic Level, the study must not involve children or adults unable to

give consent, must not place subjects at more than minimal risk, and must fit one of the

following categories (check all that apply). See Section V for description of each category.

Normal educational practices

Educational testing

X Survey/interview procedures

Observation of behavior without intervention

Use of archival data

Evaluation of Federal research and programs

Consumer acceptance studies

Risk Assessment

Indicate with a check if any of the following risks are involved:

Deception as part of the experimental procedure? If yes, the proposal must

include a description of the deception and the method of “debriefing” after

the experiment.

Any probing of information which a subject might consider to be personal or

sensitive?

The presentation to the subject of any materials they might find to be

offensive, threatening, or degrading?

Possible compromise of privacy of participant or family, including use of

personal information and records?

The administration of physical stimuli other than auditory or visual stimuli

associated with normal activities?

Deprivation of physiological requirements such as nutrition or sleep?

Manipulation of psychological and/or social variables such as sensory

deprivation, social isolation, psychological stress?

Physical exertion beyond a level that is moderate for the participant?

Exposure to drugs, chemicals, or hazardous agents?

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 27 -

Explain the need for any risks for the participants, that is, how they are required for successful

completion of the study:

In this study a survey and interviews will be conducted. The questions between the interviews

and the survey will remain the same. The reason for this is the opportunity to connect with

some individuals on a more personal experience about their journey rather than through the

survey. Individuals who partake in the interview will NOT fill out the survey. This is because

I do not want to duplicate the data I collect.

Individuals will be asked questions about their study abroad experience in both the survey and

the interview. There will be a disclaimer section in both the consent form before the survey

and the consent form before the interview that will state, “this study may uncover difficult

topics related to your study abroad, if you feel your experience was traumatic and you don’t

want to relive it, you may remove yourself from the study at any time”. If participants had a

traumatic experience, I do not want to have them relive it. Participants of the survey will be

able to stop doing the survey at any time and interviewees will be allowed to see the questions

before so they can decide if they want to participate or not.

Project Description

Clearly state the purpose of the study and the area of knowledge it contributes to (or attach

document):

The purpose of this study is to analyze if the timing of when a student returned home from

studying abroad has a correlation to levels of reverse culture shock. The timing of when the

student returned home from studying abroad will be broken up into three separate groups. The

first group will be the group that returned home back to America right when their program

ended. This can also be viewed as the expected return home date. The second group will be

the group of students who returned home early from their study abroad experience. This could

be potentially due to homesickness, a pandemic, etc. The third group will be the group of

students who extended their study abroad trip. This means that they pushed back the original

return date so that they could stay longer. Additionally, this study will also examine if there

was a correlation between levels of culture shock and levels of reverse culture shock among

students. For example, if students experienced culture shock in their host country were, they

more or less likely to experience levels of reverse culture shock when returning home.

Briefly explain the nature of the experimental procedures and the information to be obtained

(or attach document). If students are performing the research, indicate that and describe their

activities.

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 28 -

The questions pertain to the demographics of the person (gender, age, ethnicity, race etc.),

their experience with culture shock (did they experience it, when did they experience, what

symptoms did they experience, etc.), their experience with reverse culture shock (did they

experience it, when did they experience, what symptoms did they experience, etc ), and when

they returned home from their study abroad experience (at the intended end date, before the

intended end date, after the intended end date).

See attached Qualtrics links for specific questions.

Explain measures taken to assure anonymity and confidentiality of the information:

All answers will stay anonymous- the survey does not ask anyone to disclose their name and

Qualtrics does not allow us to link the answers to the participants’ email accounts. When

interviewing the participants, their names will not be recorded with their answers, everything

with be completely anonymous.

Participant Description

Describe the approximate number and range of ages of participants in this study:

50 -100 Undergrads (Juniors and Seniors, approx. age 19-22)

50-200 Alumni from the last 3 years (approximately age 22-25)

Describe the criteria for selecting participants:

The survey will be distributed via email to current students who have participated in a

semester long study abroad program through the study abroad office. The alumni version will

be distributed through email and Facebook study abroad program pages.

Describe any inducements for subjects to participate (check all that apply):

Extra credit in a course

Money. If yes, give approximate value:

Raffle or other type of contest.

Other (please specify):

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 29 -

Appendix C – Interview Consent Form

Consent Form

1. Statement of purpose

You are invited to participate in a study on the effects of reverse culture shock and culture

shock experienced by students when they participated in a semester long study abroad

program. We hope to learn if there is a relationship between the levels of culture shock and

reverse culture shock experienced by a student and if there is a relationship between levels of

reverse culture shock experienced based on when the student arrived home from their study

abroad program. You were selected as a possible participant in this study because you

participated in a semester long study abroad program.

2. Description, Including Risks and Benefits

If you decide to participate, we will conduct an experiment involving the following

procedures: An interview consisting of questions pertaining to your personal experience with

study abroad will be administered. It will take about five minutes to complete and all

responses are kept anonymous.

3. Confidentiality

Any information obtained in connection with this study will remain confidential and will not

be disclosed to the general public in a way that can be traced to you. In any written reports or

publications, no participant other than the researchers will be identified, and only anonymous

data will be presented.

This consent form, with your signature, will be stored separately and independently from the

data collected so that your responses will not be identifiable.

4. Statement that Participation Is Voluntary

This study may uncover difficult topics related to your study abroad, if you feel your

experience was traumatic and you don’t want to relive it, you may remove yourself from the

study at any time.

Your participation is totally voluntary, and your decision whether or not to participate will not

affect your future relations with Bryant University or its employees in any way. If you decide

to participate, you are also free to discontinue participation at any time without affecting such

relationships. However, it is requested that you notify the investigator of this.

5. Persons to Contact

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 30 -

If you have any questions, please contact me, Madeline Mastrianni

([email protected]) or my thesis advisor, Ed Drozda ([email protected]). If you

have any additional questions later, we will be happy to answer them. You can have a copy

of this form to keep.

6. Signature Indicating Informed Consent

Please sign below if you have decided to participate. Your signature indicates only that you

are at least 18 years of age and have read the information provided above. Your signature

does not obligate you to participate, and you may withdraw from the study at any time

without consequences.

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 31 -

Appendix D – Demographics

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 32 -

Appendix E – Culture Shock Breakdown

58%

37%

When did you experience culture shock?

Initially After being in the country for 1 month Never

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 33 -

Appendix F – Length that Initial Culture Shock Lasted

1 Day 2-3 Days 3-5 Days 1 Week 2 Weeks 3+ Weeks

# of students

Time

How long did culture shock last?

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 34 -

Appendix G – Length that Culture Shock after being there for 1 Month Lasted

0.5

1.5

1 Day 2-3 Days 3-5 Days 1 Week 2 Weeks 3+ Weeks

0 0

2 2

# of students

Time

How long did culture shock last?

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 35 -

Appendix H – Culture Shock Keywords

Language

45%

Culture

16%

Disorientation

Confusion

Anxious

Homesick

Food

Lost

KEYWORDS- CULTURE SHOCK

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 36 -

Appendix I – Travel

0 20 40 60 80 100 120

Yes

105

# of People

Did you travel to other countries outside of your

host country?

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 37 -

Appendix J – Culture Shock in other Countries

Yes No

Did you experience culture shock in any of these

countries?

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 38 -

Appendix K – Culture Shock in other Countries Keywords

Language

58%

Currency/Money

26%

Food

10%

Cultural Differences

KEYWORDS- CULTURE SHOCK OTHER COUNTIRES

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 39 -

Appendix L – Reverse Culture Shock Breakdown

58%

40%

When did you experience reverse culture shock?

Initially After being home for 1 month Never

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 40 -

Appendix M – Length that Reverse Culture Shock Lasted

1 Day 2-3 Days 3-5 Days 1 Week 2 Weeks 3+ Weeks

# of students

TIme

How long did reverse culture shock last?

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 41 -

Appendix N – Reverse Culture Shock Keywords

Missed

33%

Driving

18%

Depression

16%

Sadness

14%

Language

Fast-Paced

Homesickness

Anxiety

Adjust

Tipping

KEYWORDS- REVERSE CULTURE SHOCK

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 42 -

Appendix O – Timing

20%

12%

68%

When did you leave your study abroad program?

Before After Intended

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 43 -

Appendix P – Reverse Culture Shock - Timing

0 10 20 30 40 50 60

Intended

Before

After

# of Students

Timing

Reverse Culture Shock- Timing

Did not experience RCS Experienced RCS

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 44 -

Appendix Q – Interview Data: Culture Shock Breakdown

67%

20%

13%

When did you experience culture shock?

Initially After being in the country for 1 year Never

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 45 -

Appendix R – Interview Data: Travel

73%

27%

Did you travel to other countries?

Yes No

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 46 -

Appendix S – Interview Data: Reverse Culture Shock Breakdown

27%

20%

53%

Did you experience symptoms of reverse culture

shock when you initially returned home?

Initially After 1 month Never

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 47 -

Appendix T – Interview Data: Timing

13%

80%

When did you leave your study abroad program?

Before After Intended

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 48 -

Appendix U – Interview Data: Reverse Culture Shock Timing

0 1 2 3 4 5 6 7

Intended

Before

After

# of Students

Timing

Reverse Culture Shock - Timing

Did not experience RCS Experienced RCS

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 49 -

REFERENCES

Cisneros-Donahue, Teresa et al. "Assessing The Academic Benefit Of Study Abroad".

Journal Of Education And Learning, vol 1, no. 2, 2012. Canadian Center Of Science

And Education, doi:10.5539/jel.v1n2p169.

Cubillos, Jorge H, and Thomas Ilvento. “The Impact of Study Abroad on Students'

Self-Efficacy Perceptions.” Foreign Language Annals, vol. 45, no. 4, 2012, pp. 494–

511., doi:10.1111/j.1944-9720.2013.12002.x.

Gaw, Kevin F. “Reverse Culture Shock in Students Returning from Overseas.”

International Journal of Intercultural Relations, vol. 24, no. 1, 2000, pp. 83–104.,

doi:10.1016/S0147-1767(99)00024-3.

Hadis, Benjamin F. “Why Are They Better Students when They Come Back? Determinants

of Academic Focusing Gains in the Study Abroad Experience.” Frontiers: The

interdisciplinary journal of study abroad 11 (2005): 57-70.

Kartoshkina, Yuliya. “Bitter-Sweet Reentry After Studying Abroad.” International Journal

of Intercultural Relations, vol. 44, 2015, pp. 35–45.,

doi:10.1016/j.ijintrel.2014.11.001.

Miller-Perrin, C, and D Thompson. “Outcomes of Global Education: External and Internal

Change Associated with Study Abroad.” New Directions for Student Services, vol.

2014, no. 146, 2014, pp. 77–89.

Mulvaney, Mary Kay, and Kim Klein. Preparing Tomorrow’S Global Leaders: Honors

International Education. 1st ed., National Collegiate Honors Council, 2013, pp. 167-

187.

Mulvaney, Mary Kay, and Kim Klein. Preparing Tomorrow’S Global Leaders: Honors

International Education. 1st ed., National Collegiate Honors Council, 2013, pp. 315-

335.

Presbitero, Alfred. “Culture Shock and Reverse Culture Shock: The Moderating Role of

Cultural Intelligence in International Students’ Adaptation.” International Journal of

Intercultural Relations, vol. 53, 2016, pp. 28–38., doi:10.1016/j.ijintrel.2016.05.004.

Twombly, Susan B., et al. Study Abroad in a New Global Century : Renewing the Promise,

Refining the Purpose, ASHE Higher Education Report, John Wiley & Sons,

Incorporated, 2012. ProQuest Ebook Central,

https://ebookcentral.proquest.com/lib/bryant/detail.action?docID=1051824.

"USA Studyabroad". USA Studyabroad, 2020,

https://studyabroad.state.gov/. Accessed 3 Mar 2020.

Is the end just the beginning?

Honors Thesis for Madeline Mastrianni

- 50 -

Yang, Ying, et al. “Self-Determined Motivation for Studying Abroad Predicts Lower

Culture Shock and Greater Well-Being among International Students: The Mediating

Role of Basic Psychological Needs Satisfaction.” International Journal of

Intercultural Relations, vol. 63, 2018, pp. 95–104., doi:10.1016/j.ijintrel.2017.10.005.