Master Thesis
Master program „Management of Cultural Diversity“
Tilburg University
Academic Year 2011/2012
“Identity construction in intercultural encounter”
15th of August, 2012
Word count: 25.281
Details of student:
Name:
ANR:
Stefanie Neumann
182528
Name of Supervisors:
Supervisor 1:
Supervisor 2:
Second Reader:
Dr. Massimiliano Spotti
Msc Paul Mutsaers
Dr. Veerle Draulans
Title of Master Thesis Circle:
“Experiences of (in) security in diverse settings”
Title of thesis:
“Identity construction in intercultural encounter”
Abstract:
Based on the findings of qualitative research, the study deals with the process of identity
constructions in intercultural encounters regarding the change of identity belongings. The
studies contextual background is the growing number of international mobile students
participating in study abroad programs for a limited time period with the aim of personal
development and growth as well as the improvement of soft skills such as language, openmindedness or a feeling of empathy. Data consist of 15 qualitative interviews conducted
with German students participating in a regional scholarship program. Comparing the
findings to existing theories about identity construction and information about exchange
programs, the study discusses the idea of multidimensional identity belongings and the
programs impacts on them. Since the study participants went through a threefold process
of identity construction in their intercultural encounters – the comparison between self to
self, self to others and others to self - this study found out that within this process some
identity belongings changed whereas others remained. Especially national identity and the
awareness of the self underwent a reflection and have been changed in individual
intensities, whereas cultural or ethnic belonging have not been affected through this
special form of intercultural encounters.
Keywords:
Identity Construction, Belonging, Intercultural encounter,
National identity, Student mobility, Hybridity
Table of content
Preface .........................................................................................................................................I
1. Introduction and Problem Statement ......................................................................................2
1.1. Research Problem Statement ...........................................................................................2
1.2. Research Setting ..............................................................................................................5
1.3. Research Question ...........................................................................................................5
1.4. Relevance of the study.....................................................................................................6
2. Theoretical framework ...........................................................................................................8
2.1. Intercultural contact and Sojourners................................................................................8
2.2. Identity Construction .......................................................................................................9
2.3. Individual identity .........................................................................................................10
2.4. Collective identities ....................................................................................................... 11
2.5. Forms of identities .........................................................................................................13
2.5.1. National identity .....................................................................................................13
2.5.2. Ethnic identity.........................................................................................................14
2.5.3. Cultural identity......................................................................................................15
2.5.4. Local identity vs. “Glocality” ................................................................................16
2.5.5. Hybrid identities .....................................................................................................16
3. Methodology.........................................................................................................................19
3.1. Rationale for a qualitative approach in this study .........................................................19
3.2. Research Design ............................................................................................................20
3.3. Relationship to site and study set up .............................................................................20
3.4. Data Collection ..............................................................................................................21
3.4.1. Interviews ...............................................................................................................21
3.4.2. Reports, blogs and additional data ........................................................................24
3.4.3. Participants ............................................................................................................25
3.5. Analysis of Data ............................................................................................................26
3.6. Research Quality Indicators ..........................................................................................28
4. Contextual factors.................................................................................................................30
4.1. Development of student mobility ..................................................................................30
4.2. The aim of study abroad programs ................................................................................31
4.3. The question of German national identity .....................................................................32
4.4. Foundation Baden-Württemberg Stiftung .....................................................................34
4.5. Scholarship Program Baden-Württemberg-STIPENDIUM ..........................................36
5. Results ..................................................................................................................................38
5.1. Identity construction ......................................................................................................38
5.1.1. “If you stereotype the German, I will perfectly fit into that” - Self to self .............38
5.1.2. “Something like that will never happen to you in Germany” - Self to others........39
5.1.3. “It was really weird to see such a positive picture of Germany” - Others to self ..41
5.2. National identity ............................................................................................................42
5.2.1. “You were just 'forced' to represent something abroad” - The strengthening of
national identity...........................................................................................................42
5.2.2. Distancing from and relying on German history....................................................44
5.3. Additional changes in identity belongings - Local, transnational and hybrid identities47
5.4. Contact to home country................................................................................................49
5.4.1. Importance of contact – Social aspects ..................................................................49
5.4.2. Reasons for staying in contact – Political and Societal aspects ............................50
6. Discussion.............................................................................................................................52
7. Conclusion............................................................................................................................61
8. References ............................................................................................................................. II
9. Appendixes ...........................................................................................................................IX
Preface
The present study embodies the completion of the Master program “Management of Cultural
Diversity” at the University of Tilburg, the Netherlands. It has been written in the from March
2012 to June 2012.
The topic of this study originated from a personal interest in identity change through
intercultural encounters as I have been participating in various exchange programs and have
studied abroad on various occasions. Especially after the first exchange period I felt that I was
had the impression of undergoing a strong identity formation process. Additionally, the first
positive experience in an intercultural encounter led me to undertake subsequent stays abroad.
On a more societal level, the topic became appealing to me, as due to my studies, I realized
the changing societal environment and wanted to achieve more knowledge about migration
processes. So I combined both topics to achieve a better insight in contemporary societal and
globally caused challenges. As for the research setting, I chose the Foundation BadenWürttemberg Stiftung since I knew the organization from former activities and in addition, it
has a good reputation regarding its Scholarship program.
I would like to thank the Foundation and especially the department of Education for its
support and the opportunity to conduct my study within their organizational network.
Furthermore, a very special gratitude goes out to the fifteen scholarship participants who
agreed to share their experiences with me and who allowed me to use their information for my
thesis.
Lastly, I would like to thank my supervisors at Tilburg University for the scientific and
personal support during the whole writing process of this thesis.
Stuttgart, August 2012
Stefanie Neumann
I
1. Introduction and Problem Statement
1.1. Research Problem Statement
“Super-diversity” is the new concept trying to explain the complex situation of
contemporary society. Through flows of people, ideas and goods between many places,
societies become more and more diverse in their thinking, living and interacting. These
movements influence and are influenced by the public opinion within societies and may lead
to a more open and tolerant dealing with each other. However, it may also lead to polarisation
processes, as a diverse environment may cause a mental recollection on societal belongings.
Taking Great Britain as an example, Vertovec (2006:24) coined the term “superdiversity” as an approach to present-day social scientific challenges and as a “process of
assimilation among particular, ethnically-defined groups measured in terms of changing”. He
states that “it demonstrates that where, how and when people encounter one another
[...is]closely defined by intersection of a range of variables including ethnicity, income,
gender, age and locality” (Vertovec, 2006: 25). Some researchers claim that the world
becomes more homogeneous and that cultural differences start to vanish through
globalization and global communication (as discussed in Robertson, 1995). However,
Vertovec tries to explain that members with a similar ethnic background may form new social
groups or join existing ones, which are composed by different norms, values, intentions and
traditions (Interview with Steven Vertovec, 17th of June 2009). British policy makers argue
that in an era of super-diversity we have to deal with fluid identity constructions rather than
with one single and stable identity (Fanshawe & Sriskandarajah, 2010). They lay out today’s
identities to be “more complex and fluid than they used to be, reflecting shifting interests and
allegiances” (Ibid.: 5). Thus, contemporary super diverse societies may be described as an
immense intercultural encounter of people with diverse backgrounds and as a product of
complex sociocultural spaces interplaying with each other according to the rules of discourse
and happening in a certain context. These circumstances have an impact on the process of
identity construction.
Migration processes are complex topics, while the reasons to migrate are numerous ranging from unwilling and forced movements to voluntary changes. The migration topic has
been studied a lot in the last decades and has been dealt with in different areas (Treibel,
2008). Its increasing importance is revealed in scientific research as well as in media, societal
and political discussions. By now, one widely discussed focus in social sciences lays on
2
permanent migration movements, researching social cohesion and societal change through
migration. With the globalization and the flow of goods, ideas and people, also areas like
education become more international. In the meantime, international educational mobility, so
called student mobility, determines a large number in migration statistics every year, but until
now mobile students do not get the deserved attention. King & Ruiz-Gelices (2003: 230)
claim that “recent key texts on the history (Cohen, 1995) and theory of migration (Bretell and
Hollifield, 2000; Papastergiadis, 2000) say absolutely nothing about student migration, or
mention it only in a couple of lines. […] It seems […] that population geographers and
migration sociologists have practically ignored students as worthy of attention in their studies
of migration”. With the rise of globalization, the amount of students studying or seeking for a
degree in a foreign country increased (Gribble, 2008). Keely (2010: 80) gives a clear number
in that context - worldwide the number of mobile students increased from 0,6 million in 1975
to 2,9 million in 2006. Governmental programs support the idea of student mobility, by
aiming to motivate students to increase their willingness to spend a period abroad and to
support them financially.
International exchange programs, such as provided in schools and universities, form a
voluntary opportunity to migrate for a certain amount of time, and with the aim to study
abroad and to return (at least provisionally) to the country of origin after finishing the
program (King & Ruiz-Gelices, 2003). Within this limited period of time, participants get in
contact with “foreign cultures”; the experience of cultural differences is meant to be part of
the knowledge acquaintance process of the cultural “other” within the programs (Holmes,
2002). Here it is important to mention that neither the own nor other cultures can be seen as
homogeneous constructs. Additionally, it might be considered that not only two cultural
encounters are at stake within an educational exchange program, but a gathering of several
and diverse ways of acting, behaviour and thinking from people of different origins and
beyond home and host country takes place.
As researchers and professionals assume that identity change may occur through
international encounter, identities must be seen as fluid and dynamic constructs rather than
stable and unchangeable (Hall, 1996). Moreover, Hall (1996) emphasizes that stable identities
start to vanish in contemporary societies. The encounter of different traditions, religions,
cultures and languages occurs in our lives, in the centre of everything we do and see. So,
experiences of international encounter become a point of reference in individuals’ lives, not
dependent on whether they link good or bad memories with it (Alred & Byram, 2002).
Furthermore, psychological studies focusing on the readiness of individuals when re-entering
3
their country of origin after their experience abroad emphasize that this kind of intercultural
encounter causes a change in the individuals, especially in terms of their cultural identity and
social belonging (Sussman, 2001).
Experiences and the acknowledgement of new points of view due to international
encounters may be seen as one point that causes some kind of change within the participants.
The outcomes of changes within the individuals´ identities through international encounter
may be several, e.g. 1) reintegration into home-country without any difficulties and any
experiences of problems, 2) re-adaptation to the home-country by aligning new norms, values
and ideas with old ones (Ward et al., 2001) and constructing a “third space” (Bhaba, 1994), 3)
by re-strengthening own cultural values and identities, or 4) by the construction of cultural
boundaries, the feeling of cultural anxiety and the call for cultural core values (Grillo, 2003).
Within this study I examine the experiences of students who spent some months abroad
for educational reasons. By talking with them about their stays abroad, I tried to detect in
what form international encounters affected the individuals´ lives, the process of identity
construction and the belonging to social groups. Additionally, I took the idea of hybrid
identities as discussed by Homi K. Bhabha (1994) and Stuart Hall (1996) and seen as a
crucial point in migration research into account. Furthermore, I considered contemporary
aspects, such as the influence of social media and as such the contact to the home country in
this special form of intercultural encounter. One assumption may be that modern media
influences the identity formation process. Individuals do not leave a culture completely, but
often stay in contact with family members and friends back home via modern media
possibilities.
In this study I considered highly qualified student migration to be the main field of
research, as little attention has been given to that field yet. The process of identity
construction and the effects on it in a stay abroad for a limited amount of time is meant to be
the core theme. I compared concepts applied to former general migration research to this
particular study and to international student mobility, such as the idea of transnationalism and
hybrid identities. Furthermore, I tried to draw a connection between identity construction in
intercultural encounter and the use of social media. As far as it could be researched, the
impact of social media on the identity construction has not yet been studied in relation to
study abroad programs. By now, the focus has been laid on professional expatriation
management and the effect on business peoples´ lives abroad and at home (Knell, 2007). With
this study I have decided to switch focus and move it to students and their experiences in
4
intercultural encounters as well as the identity outcomes of that voluntary, yet short-termed,
migration act.
1.2. Research Setting
Exchange programs range from exchange years in schools and universities to voluntary work
in different sectors for social and/ or economical reasons to professional exchanges to
improve skills and expertise. The programs as such are numerous and widely diverse in their
aims and operation.
This study focuses on sojourners, to be more specific on the experiences of identities
changes within the framework of the scholarship program “Baden-WürttembergSTIPENDIUM”. Within this program the Foundation “Baden-Württemberg Stiftung” awards
about 1000 scholarships every year to pupils, students and working people. The Foundation is
directly intertwined with the state of Baden-Württemberg. They sponsor German scholarship
fellows with an educational background in the state during their time abroad and foreign
scholarship fellows during their stay in Baden-Württemberg. One of the aims of the
scholarship program is an active and global network of people that feel physically and / or
spiritually linked to the state of Baden-Württemberg (Information Leaflet BadenWürttemberg-STIPENDIUM). Lived “glocality” is a keyword for this scholarship program
as it can be linked to contemporary society.
The Scholarship program cooperates with several educational institutions worldwide
and offers a wide range of intercultural perspectives. Additionally, the Foundation cooperates
with worldwide networks and professional institutions, specialized in the field of organising
exchange programs. For this study, the focus will lay on ”outgoing” scholarship fellows,
which means people originally seeking for a higher degree in the state of Baden-Württemberg
and spending some time abroad for educational reasons. Since 2001 about 6.000 outgoing
students have been awarded the scholarship (Calculation from Baden-Württemberg Stiftung,
2012).
1.3. Research Question
The research is meant to find out in which way an international encounter has impact on
individuals’ life and their identities back home and how this is dealt with by returnee
scholarship fellows. The focus in this study lies on encounters with a dedicated amount of
time, which means a period abroad from four to twelve months. To enlighten the research the
following research question has been developed:
“How does intercultural experience brought by the scholarship program “BadenWürttemberg- STIPENDIUM”
influences
the identity construction
of program
5
participants?”
I formulated the following sub-questions:
1. Are identity belongings changed through international encounter brought by the
scholarship program?
a. If yes, which identity belongings are changed and how does that reveal?
b. How does the environment react on the identity change of returnee scholarship
fellows?
c. How returnee scholarship fellows describe their identity belonging before and after
the program?
2. What have the participants‘ expectations been regarding their own ideas about self and
identity before, during and after the intercultural encounter?
3. How is the returnee scholarship fellows´ identity construction affected in intercultural
encounter regarding
a. the comparison of self for self,
b. the comparison of self for others,
c. the comparison of others for self?
3. Do social media allow the intercultural experience to unfold or do they contribute to the
maintenance of identity belongings through contact to the home country?
1.4. Relevance of the study
Acculturation studies gave a first insight in the adjustment processes of migrants to new
living situations (see amongst others Berry, Segall, Kagitcibasi, 1997). These kinds of studies
have also been applied to international students and travellers (Ward et al., 2001).
Acculturation studies give a quite static view on cultural adjustment and belonging, in
particular when used in social psychological studies when determining the level of
acculturation of migrant groups into mainstream societies. Bearing that in mind, I laid the
focus on the idea of fluid identity constructs facing international encounter and the creation of
a “third space” in identity construction as developed by Homi K. Bhabha (1996).
Up tp now, a lot of attention has been paid to “regular” migration research, whereas
higher education migration still needs more investigation. Therefore I focused on students
going abroad for a limited amount of time. The empirical research on participants´
6
experiences after their return is the key to this study and gives a first-hand insight.
Additionally, as far as it could be reviewed, there are no studies in existence about the
use of social media during sojourns and its influence on identity belongings before and after
the exchange.
7
2. Theoretical framework
2.1. Intercultural contact and Sojourners
Ward et al. (2001) state that the increased encounter of people with diverse cultural
backgrounds can be seen as a result of globalization processes. Whereas intercultural
encounters take place from the beginning of mankind onwards, contemporary globalization
reinforced the mobility of people and though the number of conjunctures. The construct of
intercultural encounter can be split into two different layers – contact between individuals in
the same cultural society but with different cultural backgrounds and those of persons getting
in contact with a “foreign” cultural society e.g. through travelling. So, a first distinction has to
be made between “within-society” encounters and “between-society” encounters. Another
obvious reason of distinction is the purpose of the visit and the intention of return (Ward et
al., 2001; Mizukami, 2007).
Both forms of intercultural encounter are increasing due to different motives. As Ward et
al. (2001: 8) pinpoint “Between-society contacts are fuelled by the globalisation of industry,
entertainment, education and leisure pursuits [...]Within-society contacts are increasing due
to more and more nation states changing from being predominantly monocultural to
multicultural societies” as result of an increasing number of migration and refugee
movements. They furthermore explain the dimensions that have to be considered when
talking about intercultural contact: 1. the individual’s/ group’s interaction with each other, 2.
the social circumstances in which the individuals/ groups meet each other and 3. the
relationship between these two points.
Klineberg & Hull (1979) defined the expression of “sojourners” as “between-society
culture travellers”, forming the assumption that these people live in a country different from
their country of origin for a certain amount of time and have the intention to return to their
original culture (as discussed in Ward et al. 2001: 6). Ward et al. (2001) furthermore state that
a distinction has to be drawn between sojourners and long term intercultural travellers, such
as refugees or immigrants. Anyway, the terms of migrants and sojourners are often used
interchangeably and Mizukami (2007) adheres that “migrants include various types of
sojourners, and even tourists are sometimes included in the term”. But, as mentioned above,
important is the movement between places and the idea of a permanent residence that allows
distinguishing between both terms. As Ward et al. (2001: 21) term it: “a sojourn is a
temporary stay, and, therefore, a sojourner is a temporary resident. Sojourners voluntarily go
abroad for a set period of time that is usually associated with a specific assignment or
contract. […] In most cases sojourners expect to return home after the completion of their
8
assignment.”
It has been found that all kinds of intercultural contact have an impact on the
individuals and groups that come into contact with each other, “they tend to have an impact
on each other’s social structures, institutional arrangements, political processes, and value
systems. The nature and extent of these changes will depend on the conditions under which
the contact occurs [...], the relative power of the interacting groups, and a wide range of
other variables” (Ward et al., 2001: 27). That involves the process of identity construction of
individuals.
For this study I considered both layers of intercultural encounter. As the participants of
the program first get in contact with cultures different from their own and upon return get in
contact again within their own sociocultural space. Furthermore, I will use the term sojourner
as termed by Ward et al. (2001) from here onwards to refer to the participants of the study.
This may imply the participant’s purposes and the duration of their stay: a temporary stay of
no longer than 11 months in a country different from the country of origin on a volunteer
basis and with the aim to return home after the program is over (Ward et al., 2001; Mizukami,
2007).
2.2. Identity Construction
Identity is a concept that has been dealt with by many disciplines. Influenced by social
sciences, especially by sociology, psychology and anthropology, mainly two different aspects
are distinguished: the difference between individual identity answering the question about the
self and “who am I”; and the question of social belonging, named social or collective identity
(Tajfel, 1981).
An additional but very crucial question is “What do we need identity for?”. The basic
ideas of identity are on the one hand to differ from others and to be seen as individuals, and
whereas on the other hand individuals need to be similar to others as it is important to belong
to social groups. Jenkins (2008: 5) names it as follows: “identity is the human capacity […]
to know who´s who (and hence what´s what). This involves knowing who we are, knowing
who others are, them knowing who we are, us knowing who they think we are, and so on”.
According to that, identity can be seen as a mind map, or even as a map for human
localization within the societal world. An important issue when talking about identity
construction is the point that identity construction starts in the very early childhood and keeps
on developing through the years (Lacan, 1966). Identity construction can furthermore be seen
as a permanent process that never ends and that shapes the individual as well as the individual
shapes it´s identity (Mead, 1934).
9
To sum up the process of identity construction, two major aspects need to be
acknowledged. Firstly, identity is a social construct and therefore secondly needs the
recognition of the individual about itself and the recognition of the societal environment.
Both forms of recognition are crucial in identity construction. So within identity construction
a first self-recognition is important to know what is important in life, what are personal needs,
what are internal desires. By comparing this internal (self) aspects to external identities of
others, the individual knows how to categorize the self and to position in a certain group.
Three steps in identity construction are taken based on comparisons: a self-to-self comparison
(to find out about internal aspects), a self-to-others comparison (to find out about the personal
position taken in a certain environment) and an others-to-self comparison (to find out how
others see the own identities in comparison to their own). Therefore the “other” is an
important point in identity construction as it must be seen as reciprocal process between
society and individual (Propszt, 2007).
2.3. Individual identity
From the very beginning of identity research onwards, a distinction is made between
individual identity and collective identities. According to Keupp (2010) the most important
point of the individual identity is the interaction of the individual’s subjective interior and the
societal exterior. In the first place the individual has to be aware of the self and its selfconcept. Mead (1934) argues that all experiences and memories can be lined up
chronologically so that identity is related to time and space. He distinguishes identity in “I”
and “Me” and raises a difference between identity and self. The “I” as subjective part knows
about the “Me” as objective part of the identity (as discussed in Reynolds & Herman-Kinney,
2003).
To link Meads’ identity theory with a more psychological dimension, Erikson can be
taken into account. He describes identity as a construct – a construct to understand the own
inner unity and continuity, marked as a social function (as discussed in Keupp, 2010). Erikson
furthermore designes an identity model including life stages, ranging from the very first days
of life until the late years of adolescence. He did not create any specific definition of
“identity”, but gathered his information from the result of his clinical works and studies
(Wilberg, 1995). With the achievement of the adolescence stage, the individual reaches an
identity that is strong enough to secure a further life. Erikson establishes the term of “Ego
Identity” by defining “the conscious feeling of having a personal identity is based on two
simultaneous observations: the perception of the self-sameness and continuity of one’s
10
existence in time and space and the perception of the fact that others recognize one’s
sameness and continuity. (Cotê & Levine, 2002: 178). That accompanies the general idea of
the identity construction process.
To get back on a societal level and to take into account society as a part of identity
construction, Ricoeur´s concept of the self-reflective individual is well known. He argued that
the self is sceptical and questions itself continuously, and therefore interacts with its
environment. With his theory of a “narrative identity” he distinguishes “ipse” as reflexive “I”
and “idem” as self-hood towards others (as discussed in Crawshaw, 2002). So identity has,
according to Ricoeur and similar to Mead (1934), a bilateral meaning. Crawshaw (2002: 14f.)
even goes a step further in saying that Ricoeur’s theory enables the individual to choose when
facing the other: “Thus identity implies not only our reiterated awareness of selfhood [...] It
also means our identification with other members of a potentially global community, our
ability to see ourselves as in their place and to act [...] on the basis of fundamental
sameness”.
2.4. Collective identities
Next to the question “Who am I” in identity construction, the question “Who are we” plays an
important role. Social identity theory as described by Tajfel and Turner (1982) and as point of
view for a collective identification within the society gives individuals a point of reference,
implies a sense of belonging to certain groups. Tajfel and Turner (1982) argue that a person is
socially defined through characteristic indicators such as gender, age and ethnic background
within a given socio-cultural space. Especially the social identity is according to Tajfel (1982)
that part of the individual’s self-understanding that “originates from his knowledge about his
membership in social groups and derives from the value and the emotional meaning of these
group memberships” (as discussed in Güttler, 2003: 164).
Markers of group belongings may be symbols, codes, norms and ways of acting, gestures
and facial expressions, which draw the impression of inclusion and/or exclusion of groups
(Elpers, 2005). Group-belonging results in the creation of “us” in-groups (which the individual
belongs to) and “them” out-groups (which differentiates itself from the in-group by using
different group markers) (Güttler, 2003). One individual may belong to several in-groups
(Bornholt, 2000). Through a positive out-group distinction the social identity can be strengthened.
Therefore it is very important that the individual truly identifies with his groups and that these
groups have a certain meaning to him/her (as discussed in Güttler, 2003; Verkuyten, 2006;
Jenkins, 2008). Güttler (2003) names language as a very important instrument of inter-group
11
distinction and as special expression of social identity. He refers to national groups such as
the Welshman, Flemish or Catalan that distinguish themselves in their national identity
through their language. Next to language numerous characteristics may be named that are
used to make distinctions, such as skin colour, ethnically origin or cultural habits.
By understanding the self, collective identities give individuals a frame in which to act
and how to behave in certain situations (Verkuyten, 2006). That means the self interacts with
societal requirements, named behaviour or normative expectations. When constructing identities
within intercultural encounters and crucial for this study the conception of culture may be taken
into account. Verkuyten (2006: 46) pinpoints that cultural behaviour needs special
consideration in the process of classifications and categorization. He argues that it is
necessary
to
consider
“accompanying
manifestations
of
behaviour,
behavioural
consequences, and normative expectations. Certain activities are connected with particular
categories, and this boundedness provides a shared or common-sense understanding of the
social world”. That means it is not enough to set up mere categories, but to fill them with
content. This content filling can be seen as the cultural component of social identity
(Verkuyten, 2006; Jenkins, 2008). “The cultural component is what the category means, in
practice and over time” (Verkuyten, 2006: 46).
What Verkuyten names “content filling” is the idea of setting certain patterns of
behaviour and to interpret certain situations in different ways. So, the cultural position of an
individual in intercultural encounters must always be taken into account as it implies a certain
behaviour (Verkuyten, 2006).
Nevertheless, collectives identities cannot be seen as stable concepts and talking about
cultural components, they cannot be limited to certain geographical spaces or territories.
Hannerz (1996) argues that due to enduring and permanent changes in the entire world,
worldwide networks and new forms of communication influence individuals in terms of
belonging. He furthermore clarifies that time and space do not any longer relate directly to
geographical spaces in contemporary society. Aligning with Bhabha (1994) and his theory of
“third space”, Appadurai (1996) states that obsolete social norms set off and new imaginary
spaces arise, the so called “ethno scapes” as cultural in-betweens. That relates to a more
diverse development of collective identities in which no stable identities exist. The
development of transcultural identities are key when talking about intercultural encounters as
identities are blurred together. Not only the idea of mixing up identities, but the aspect of
stepping in and out different social identities´ spaces permanently and with a high sequence,
influences the process of identity construction. As Blommaert & Varis (2011: 12) name it “We
12
enter and leave these niches often in rapid sequence, changing footing and style each time
and deploying the resources we have collected for performing each of these identities – our
identity repertoire is the key to what we can be or can perform – in social life”. So social
identity is a frame in which to act, but at the same time individuals are confronted with a
variety of identities that may impact their own idea of identity belongings.
As I tried to show from these concepts, identity construction is a mutual process
influenced by and influencing the environment and individual. Although different researchers
used different terms to describe their identity concepts, their theories have several points of
contact. This includes the individual’s organization of life through experiences and memories
and the consideration of identity construction as a continuous process across multiple stages
of life and as an act of comparisons between the self and the other.
2.5. Forms of identities
As I discussed it in the previous sub-sections, one single individual has several identities,
which enable it to belong to a variety of in-groups (Tajfel, 1981). Belonging to certain groups
is considered important for the social well-being of individuals, whereas the intensity of the
need to belong coincides with the need for individuality and is dependent on the person
(Bornholt, 2000). In-groups can either be chosen consciously like sports or music clubs, or
less consciously like family, ethnic or national group (Hagerty, Williams, Coyne, 1996).
Within the following sub-chapters I want to explain some forms of collective identities, that I
will link to the study results afterwards.
2.5.1. National identity
One form of collective identities is national identity. According to Smith (1991: 14), the
fundamental features for a national identity are strictly linked to the term nation: “1. an
historic territory, or homeland[;] 2. common myths and historical memories[;] 3. a common,
mass public culture[;] 4. common legal rights and duties for all members [and] a common
economy with territorial mobility for members”. Smith (1991) furthermore accounts nations
as “cultural units”, as most nations consist of several different and historically based ethnic
communities (Wodak, De Cillia, Reisigl, Liebhart, 2009). Other researchers argue that there is
no strict pattern that would precisely give a picture of what constitutes a national identity as
such (as discussed in Lynn, 1999). The common-sense in that point is that national identity is
strongly bound to the term “nation” and linked to common symbols, languages and a common
history (as discussed in Smith, 1991; Hall, 1996; Elpers, 2005; Wodak et al., 2009).
13
Anderson (2006) ties together both parts, “nation” and “national identity”, within his
theory of “imagined communities”. His first argument is that nations are invented constructs.
Through belonging to a so called national group and the social construction of national
identity, the acknowledgement of this group belonging results in a construct called nation
(Elpers, 2005). These social groups are imagined communities. Anderson (2006: 6) states that
“members of even the smallest nations will never know most of their fellow-members, meet
them or even hear of them; yet in the minds of each lives the image of their communion”.
That means, although an individual never knows all members of his/her in-group, he/she feels
bound to this people in a certain way. And although every individual belongs to this national
in-group with a different intensity and often individual ideas of that social group, the sense of
belonging unifies the people in an imagined community. Wodak et al. (2009) furthermore
indicate that the emotional identification is crucial for imagined communities. The way of
conveying a national identity is by discourse, as all members of this group can be reached.
Wodak et al. (2009: 22) therefore term national identity as “the product of discourse”.
Likewise is national identity a dynamic concept that reflects the continuous movement of
society and cultural change (Elpers, 2005).
2.5.2. Ethnic identity
Ethnic identity has not been defined explicitly in scientific research, but is often used
interchangeably with the term “ethnicity” (Schnell, 1990), which is referring to Max Weber a
group concept of people, who stem from the same cultural origin and who differentiate
themselves from others through a common belief and a common culture (as discussed in
Streck, 2000). The interest of ethnic identity within different scientific disciplines seems to
originate from the growth of migration movements and the permanent stay in country of nonorigin. So ethnic identity is mostly used in the context of ethnic minorities (Bernal & Knight,
1993).
Anyway, ethnic identity plays an important role when answering the question “Who am
I?”, as it directly relates to humans roots and origin of people. Furthermore ethnic identity is a
form of categorization as well, as people are categorized according to certain “ethnic
markers” (Schnell, 1990). When people go abroad to live in another country, they take with
them a certain world view, ideas of how things work out, norms, clothes, eating habits,
religion, social structures, (native) language and others, which they identify with. The most
important point here is the wish to maintain these ethnic markers in the new country (Zou &
Trueba, 1998). This way of ethnically programmed behaviour and “pattern of reaction” can be
described as ethnic identity with which people also create boundaries between themselves and
14
other ethnic groups (Schnell, 1990: 4). Even more, researchers found out that people feel
psychologically more stable, if they are allowed to maintain their ethnic identity in another
country and to better cope with the challenge of change (Zou & Trueba, 1998). Ethnic identity
often primarily forms an especially strong tie of social belonging.
Bernal & Knight (1993) summarize ethnic identity as a multi-dimensional concept,
including the level of self-identification with the ethnic group, the knowledge on cultural
habits, such as certain traditions, norms and customs, and the intensity and intention of the
group membership. Once again, ethnic identity is a form of differentiation from other ethnic
groups, as well as in the case of ethnic minorities, the distinction from the majority group. As
all forms of identities are fluid constructs, the intensity of identifying with an ethnic group
can vary or change with switching situations.
2.5.3. Cultural identity
Next to ethnic and national identity, cultural identity sets up a further form of collective
identities. What distinguishes cultural identity from the other forms is the imagined belonging
to a culture or group instead of ethnically bound or territory bound communities. In any case,
all forms of identities have overlaps. That means cultural identity also defines itself through
certain “markers” such as language, religion or values and norms which also coincide with
the identification of ethnic or national identity. Furthermore, cultural identity provides the
individual with a common historical background and cultural codes, which tell the individuals
how to act in certain situations (Fong & Chuang, 2004; Pagel, 2005). This is what Hall calls
“frames of reference”, which supplies the members of cultural groups with meaning and ways
of representation (Hall, 1990). He further emphasizes that cultural identities undergo a
permanent process of change and transformation, and terms it as “a matter of 'becoming' as
well as 'being'. […] [Cultural identities] are subject to the continuous 'play' of history, culture
and power” (as discussed in Fong & Chuang, 2004: 76).
To establish a cultural identity, a process of distinction is needed - a distinction between
the cultural in-group and a cultural out-group. Identity construction through comparison is
highly salient in these situations. The social process of “othering” helps people to distinguish
between known and unknown, between familiar and strange. One famous work about the
differentiation of western and non-western cultures is Saids’ (1978) book Orientalism, in
which he complains about the stable construction of the orient seen from “western” countries.
“Orientalism” according to Said, is an artificial term that distinguishes the east from the west
on the one hand, but simultaneously generalizes countries and ethnicities.
According to Said´s findings, the process of othering and the definition of cultural
identity, this special form of identity is only visible when comparing the own cultural identity
15
to other cultural groups. Samuel P. Huntington (1996) stated that nowadays even politics are
driven by a permanent „clash of cultures“, as conflicts between members of different cultural
groups characterize the everyday public life across nations. That results in conceptions of
superiority and like Said (1978) mentioned the construction of stereotypes and cultural
distinctiveness.
2.5.4. Local identity vs. “Glocality”
Local identity is defined in a quite simple way, combining traditions and stable regional
points of reference. As the name indicates it itself, local identity is bound to a particular
location, the identification with a place, its people, habits and norms (Miltenberger, 2005).
Local identity has a two-sided interpretation, as it can be linked to individuals identifying
with a geographical place and its functional and social conditions, or on the other hand local
identity may be linked to a geographical place as such, which gives a city or landscape a
typical and recognizable identity (Hannemann, 2002).
Esser (1987) furthermore explains the reason for a local identification, which is not selfevident. Most important here is a feeling of inclusion in this particular region and the
intensity of valuing local behaviour and norms. Additionally, the number of social contacts,
the extension of social structures as well as good associations and memories with the
particular place play an important role. The subjective impressions of individuals towards a
certain place are crucial when forming a local identity. Localities mean something stable for
individuals that can be referred to (O´Riordan, 2001).
In a time of globalization and transnationalism, it becomes more and more difficult to
maintain a single local identity. This is where the concept of “glocality” enters the scene in
nowadays societies. Schellenberger (2011) argues that the concept of “glocality” helps us to
be global by maintaining a local identity. He emphasizes that in contemporary society, when
going abroad for a distinctive period of time, it is important for individuals´ psychological
well-being to socialize on both sides, in home and host country, so to say on a local and a
global level. This is even easier today due to modern media and the option of staying in
contact in a very synchrony way. O´Riordan (2001) explains that the global cannot be
understood without the local, as the local is the place where usual things happen that can be
applied to the global context. Therefore he emphasizes that globalization does not lead to a
homogeneity of localities, but to a greater interconnectedness worldwide.
2.5.5. Hybrid identities
The development of societies into modern and industrial global players during the last
decades results in a change of identity conceptions. Emile Durkheim describes two models of
16
society – mechanical and organic solidarity societies – which differ in the production of social
cohesion (Anderson & Taylor, 2008; Morrison, 2006). One of the forms important for the
conception of identities is the production of social cohesion. Within most states in the world,
contemporary society, according to the theory of Durkheim, can be seen as an organic
solidarity society (Anderson & Taylor, 2008). That means, by adopting different roles within
the society and the division of labour, a society functions. This implies an ever changing idea
of identities, as roles have to be taken over. That means identities consistently change and
renew themselves (Verkuyten, 2006). Bauman (2000) puts it into the words “fluid societies”
and “liquid modernity”, which imply a moving environment which does not leave any place
for static or stable concepts (as discussed in Keupp, 2010).
Within contemporary society Stuart Hall (1996) sets the metaphor of migrants reflecting
societal structures, where stable identities start to vanish and where multi-layered identities
take place. This connects to Homi K. Bhabha´s (1994) concept of “hybridity”. Originating
from colonization theory, Bhabha refers to the changing environmental conditions, based on
the construct of post-colonial multiculturalism. In that context Bhabha (1994) establishes his
ideas of “hybridity” and the “politics of cultural difference”, saying that individuals are not
to be put into fixed ethnically or culturally defined categories (Winkgens, 2010). Bhabha
(1994) furthermore emphasizes that cultural difference is an essential part of identities
construction, whereas cultural difference should not be equated with cultural diversity.
Problems emerge only at that point of discussion where certain cultural meanings and values
loose their power.
Bhabha´s (1994) hybridity theory is linked to his theory of a “third space”, where
hybridity is not just the mixture of two originally different objects to a new one, but the
creation of a third space in-between these two objects, which allows to operate and develop
from here onwards (Rutherford, 1990). According to Bhabha (1994: 55) “meaning [making]
and symbols of culture have no primordial unity or fixity” and individuals are free to
negotiate and interpret their cultural meanings and symbols offside the stable concepts of
culture. With his concept of hybrid identities Bhabha (1994) wants to overcome stereotypical
imaginations of culturally and ethnically defined “others” and pleads for open “interactive
dynamic of intercultural encounters with its mixing and interactions which all participants
may actively change” (Winkgens, 2010: 59f.).
The idea of hybrid identities has been applied to migration research and human
globalization discussions. Especially in the discourse about multiculturalism, this particular
concept of identities plays an important role as more and more people with different cultural
17
backgrounds are living together. A lot of research has been done in the area of second and
third generation migrants. Although the concepts of hybridity seem to be very progressive in
contemporary society, there is still gap between theory and reality (as discussed in Hein,
2006; Winkgens, 2010).
18
3. Methodology
In the following chapter I want to give an insight about the methodological background of the
study. To answer the central research question, a twofold research process took place. A
profound literature review connects relevant theoretical concepts with empirical conducted
data and contextual factors applicable for the study.
3.1. Rationale for a qualitative approach in this study
To guarantee a representative and valuable result in this study, I chose a qualitative research
approach that uses ethnographic interpretative methods for data collection and analysis.
Several reasons were decisive for this choice.
Mayring (2002) names several propositions that give a guideline for qualitative research
and which have been developed through the years of social science research. First of all he
argues that the main subject of human sciences is the human being as such. Therefore human
beings need to be put as central aspects in studies. He furthermore points out that a precise
and comprehensive description of the study subject is crucial in the beginning of every
scientific work. With its wide range of distinctive techniques and the numerous set of
methods, qualitative research allows the researcher to refer to multiple different uses and
understandings of researched situations (Denzin & Lincoln, 2011). The understanding of
different situations can be gathered through interpretation processes. Interpretation is the
central issue in qualitative research and has been put as a central process within this study.
Flick (2005) encloses the idea, that qualitative methods are known to be more open and
flexible in their execution, which is a reasonable basis to interpret social situations.
Qualitative research, more specifically interpretive ethnographic research, help to unveil the
mechanisms at the heart of social processes and behaviours taking place in a given sociocultural space at a given time (Mayring, 2002). If one can assume that all social action and
behaviour between human beings are mutually dependent and furthermore that every process
of interaction implies a process of enduring action and meaning making, a strong
interpretation and the use of comprehensive and differentiated methods are required to get out
all needed information (Abels, 2004). Qualitative research moreover enlightens the “socially
constructed nature of reality” and allows an “intimate relationship between researcher and
what is studied” (Denzin & Lincoln, 2011: 8). As information in this study may affect
sensitive fields in the individual’s lives, qualitative methods are applied once again to ensure
a data collection in all its uniqueness and facets (Arksey & Knight, 1999).
So, different principles of qualitative research such as openness, a concentration on the
19
subject, a better hermeneutic understanding, the introspection and reflexive way of dealing
with the study information and especially the direct interaction between me as researcher and
the researched field (Mayring, 2002) made me use qualitative research for my study.
3.2. Research Design
The research has an empirical character and is conducted in the form of a case study,
researching former participants of a scholarship program supporting studies abroad. The
material examined is primary and secondary literature as well as first-hand experiences from
the sojourners. To cover a wide range of information input I make use of all data available
and applicable for the study as well as a use of different investigation methods, consisting of a
profound literature review, an open-ended semi-structured interviews and dealing with
narratives of the sojourners. I used these sensitizing concepts in a triangular way, by linking
all information gathered from different methods. That allowed me to paint a clear picture of
the study subject before entering the field as well as it gave me a broader insight when
analysing my data. I chose the Scholarship program as basis of examination as it offers
interesting information regarding the experiences of international encounters through study
abroad programs. Additionally, I chose students as the subject of my research, as the idea of
student mobility increased in the last years enormously. International knowledge or the often
used term “intercultural competence” is a requirement - even a must-have - for nowadays
graduates.
During the research, flexibility to the methodological approach and the research
question is given by rethinking and adjusting investigation material and approaches to the
different situations and its interpretation by the interviewees occurring during the study. Amit
(2000) calls this the fact that circumstances determining the methods and not vice versa. I
followed this premise in adjusting my methods to the circumstances of the study situations.
3.3. Relationship to site and study set up
The main site for this study is the Foundation Baden-Württemberg Stiftung with its
scholarship program Baden-Württemberg STIPENDIUM. The Foundation financially
supports up to 1000 scholarship fellows every year on their stay abroad. Since 2002 about
10.000 pupils, students and working people have been funded (see chapter 4.3. Foundation
Baden-Württemberg Stiftung).
I got to know the foundation through an initiative job interview for the position as a
working student during my Bachelor studies. Some subsequent jobs allowed me to get to
know the Foundation a little bit more as well as the scholarship program. As a student in the
state Baden-Württemberg and as a working student within the international office of my
20
former university, I knew about the possibility to apply for the scholarship program granted
by that particular Foundation. Although I have been on study abroad programs quite often, I
never took the chance to apply for this scholarship program. But in any case, through my
participations as exchange student in different programs and countries I am “naturally”
interested in the studies topic.
I have been an exchange student during High School, so I stayed one year in Brazil
when I was 16. I felt like this first exchange influenced my future life in decision makings
and life plans as well as to go abroad again during my Bachelor’s degree. I spent one semester
in Helsinki, Finland, which once again created the desire to gain more international
experiences. Finally, I am studying for my master’s degree at the University Tilburg, The
Netherlands, writing my master’s thesis about identity change through international
encounters.
These personal experiences may cause biases within the research process. I, as a
researcher, try to be aware of that fact and to avoid subjectivities. Certain assumptions, that I
took for granted in the beginning of the thesis writing process, have been refuted during the
study and helped me to gain a broader point of view on the data. On the other hand, the
personal experiences facilitated the entrance into the field, as a lot of empathy with the topic
and the interviewees was guaranteed. It made interview situations easier as it created a less
artificial environment and gave the interviewees the feeling of exchanging experiences rather
than being examined as research subjects. It also allowed me to go deeper into data collection,
as through my own experiences I knew which questions to ask and to give examples on a very
personal basis. So I gained trust and confidence in the interviewees.
3.4. Data Collection
3.4.1. Interviews
After scheduling the study procedure with the departmental leader of the Foundation, he
established a first contact to prospective interviewees via e-Mail. In the initial e-Mail I asked
for the general interest to participate in the study. This message has been sent from the
account of the Foundation to approximately 600 former participants of the scholarship
program. For a first overview and to guarantee a valid sampling I asked for the following
information:
Age and gender
Host country
Home country
21
Length of stay
Date of return from stay abroad
Out of the contacted 600 former scholarship fellows, 29 answered to the initial e-Mail. Some
of them were not eligible for the study, as they did not spent enough time abroad or as they
were not at site in the period of data collection. Generally, after checking the possible
interviewees I considered a minimum of a four month stay in a foreign country as a
significant time frame. All interviewees went abroad in the academic year 2010/2011, so that
the interviewees´ return from their period in another country was between 11 and 13 month
ago.
From the 29 interview respondents I selected 15 for a personal interview. To allow an
open conversation situation, I created a semi-structured interview guideline (see appendix 1),
which helped to gather some first-hand data for the study. A list of questions gave the frame
for the interviews. Those allowed me to ask for the needed information and ensure the data
collection process, but also gave the interviewees the freedom to think about their experiences
and elaborate on them on a personally chosen intensity. I adjusted the interview guideline
during the progress of data collection as new perspectives came up during the conversations,
especially regarding the idea of national identity belongings.
Due to time and place management issues I conducted the interviews in different ways.
I tried to conduct every interview according to the interviewees’ preferences and their
availability – personal, via telephone, via Skype or via e-Mail. The settings for the interviews
were as follows:
Four interviews personally face-to-face
Six interviews personally via telephone
Three interviews personally via Skype (two with video)
Two interviews via e-Mail
All interviews, exceptional the interviews via e-Mail, were recorded and transcribed. In case
the interviews have been conducted face-to-face, I tried to achieve a neutral environment.
Although it was not possible to conduct all interviews face-to-face, the conversations had a
very personal character. Anyway, differences between the interviews conducted face-to-face
and via video on Skype comparing to the telephone interviews were visible, as they had a
more personal connotation. Especially when seeing people face-to-face, when sensing their
gestures and non-verbal communications, the interviews seemed to be more complete to me.
22
For the interpretation process the face-to-face interviews were most valuable, as more
information came across. Additionally, the point of asking for a better understanding of
answers and questions was easier to perform when sitting in front of each other, as well as
explaining things using the whole body. Especially the level of concentration was very high in
these situations as both, me and the interviewee, knew that for an estimated amount of time a
certain space is reserved for us and the interview.
The conduction of the Skype interviews had a similar effect, whereas technical
problems sometimes disturbed the conversation. Another point was the difference of places
and the spatial distance between me and the interviewee, as I was not able to intervene in
certain situations. That means that I was not able to react on issue occurring in the
interviewee’s space at the time of the interview. Sometimes disturbs at the interviewee’s place
led to a loss of concentration and a loss in the information flow. On the other hand, it was still
possible for me to see the interviewee and his gestures. Both sides were able to explain things
using the whole body and to underline statements with non-verbal communication although it
was less effective than in face-to-face interviews.
Those interview effects were omitted even more in the telephone interviews as I was not
able to see my interview partner as such I was not able to establish a connection between the
person and what has been said as good as in the other interviews. Additionally, it was difficult
to create a picture of the interviewee without seeing him/her and the gestures. Anyway,
telephone interviews were a good alternative to conduct interviews on a long distance. In
most cases, technical disturbs did not play a role.
A last possibility to conduct the interviews was via e-Mail. I only used this option when
none of the other three possibilities were not feasible. In the end, I had to stick to the answers
in the guideline. Short answers were often the results, as I had to hope for the interviewees
personal motivation to fill in the interview guideline. Special problems arising here were the
potentiality of misunderstandings as well as further inquiries were difficult to handle.
So, differences between the single forms of interview conduction were visible, but
general links between one form of conduction and the completeness of answers or its
validation for the study cannot be drawn. I perceived the process of answering the questions
as very personal and an exclusively individual aspect. In any case, I was able to gather the
important information from all respondents.
Regardless of the way of conduction, all interviews had a certain structure in common
(see appendix 2). Upon arrival I provided the interviewees with general information about the
following interview process. I furthermore obtained the interviewees´ agreement to record the
23
conversation, to use the conducted data for my study and assured them to treat the
information trustfully. That created a first feeling of trust and enabled the interviewees to talk
more openly. In an additional step I asked the interviewees for personal demographic
information. Of particular interest here was the length of stay abroad, the time passed since
their return, the interviewees’ former experiences in international contexts and the selfpositioning of the interviewees´ ethnic and cultural belongings. Subsequent I asked questions
according to the interview guideline. The interviewees were not prepared as I did not send
them the questions in advance. They only knew about the greater topic “identity construction
in international encounter”. The interviews lasted between 30 minutes and one hour. I wrote
down informal information gathered after the recorded interviews as well as personal
impressions of the interview sessions.
3.4.2. Reports, blogs and additional data
In addition to the interviews, the annual reports every former scholarship fellow has to hand
in after returning to Germany, gave an insight in the interviewees´ thoughts and impressions
after the period above (see appendix 3). The special value on this data was the fact that the
reports´ creation was straight-away after the return. When mentioning the annual reports,
none of the interviewees remembered the exactly content of the reports. To compare both
information settings – right after and one year after the period abroad – gave interesting
insights for the study. What has to be considered here is the function of the annual reports and
the aimed audience. The reports have been written for the educational institution and the
Foundation as a requirement for the scholarship program. Therefore a more elevated and
thought-through way of writing has to be taken into account as well as the circumstance of
selected information.
Another important data source I took into account was internet blogs, created and fed by
the interviewees during their stay abroad. In total four blogs and internet diaries were
available for data collection. This kind of data source gave insight on the interviewees’
feelings and experiences as well. I assume that this information must be seen as selected as
well, whereas the addressed audience are family and friends in Germany. The main aim of
blogs is to keep people at home informed and to share experiences. Therefore this information
has a quite personal note with valuable contents.
A third data source was personal writing, which has been provided by one interviewee.
This respondent allowed me to have a look on a letter written to a family member during the
stay abroad. The document delivered a first-hand impression on thoughts and opinions and
allowed me to paint a mental picture of this person at a certain moment. This particular
24
information was of priceless value as it gave insight in the deepest emotions of the
respondent.
Additionally and on a more statistic level, I took governmental data such as quantitative
studies accomplished by the DAAD (the German academic exchange service) and the
German ministry of education and research (Bundesministerium für Bildung und Forschung;
BMBF) into account. These studies have been carried out over the last decades and give a
good overview about the development of study abroad programs within Germany and
worldwide (see chapter 4. Study abroad programs).
3.4.3. Participants
To provide valid research results for the study I strived for a representative sample of
interviewees. The interview sample was the following: 15 people have been interviewed.
Three of them already entered a profession; the other participants were finishing or
continuing their studies at the time of the data collection process. All respondents were
German citizens, whereas 13 out of 15 had a sole German background. Two interviewees had
a “migration background” in the second or third generation, which according to the
respondents did not affect their German cultural belonging, as they have been born in
Germany. The respondents ages varied between 23 and 29 at the moment of data collection,
what means that all of them have been one year younger when doing their exchange program.
I interviewed eight male respondents and seven female respondents. This rate corresponds to
study results of BMBF (2005), which found out that numbers of women and men going
abroad are approaching.
The mode of study program ranged from students seeking a Bachelors degree to Master
students, diploma and Staatsexamen (German state examination). All interviewees studied at
an educational institution within the German state of Baden-Württemberg, whereas the
educational institutions were two-fold in Universities and Universities of Applied Sciences.
Some of the interviewees went back to their German “states of origin” after finishing their
first degrees in Baden-Württemberg.
The table below gives an overview about all respondents arranged according to their host
countries. I summed up the countries according to the continents they geographically belong
to:
25
Nr.
Acronym Gender Age Host country Length of stay
Educational
institution/ Grade
South America
1
HJM
Male
25
Argentina
8 month
University of Applied
Sciences/ Bachelor
2
AR
Female
23
Chile
7 month
University, Bachelor
3
MD
Female
28
Uruguay
5 month
University of Applied
Sciences, Bachelor
4
IR
Male
25
Columbia
6 month
University, Bachelor
North America
5
SN
Female
23
Mexico
4 month
Cooperative State
University (DHBW)
6
KH
Female
25
Mexico
6 month
University, Bachelor
7
FS
Male
23
Mexico
6 month
University, Bachelor
8
CW
Female
23
Mexico
6 month
Cooperative State
University (DHBW)
9
MP
Male
23
Canada
5 month
University, Bachelor
10
JW
Male
29
Canada
12 month
University, Master
Australia and New Zealand
11
CN
Female
25
New Zealand 6 month
University of Applied
Sciences, Master
Africa
12
JB
Male
26
South-Africa 10 month
University, Diploma
13
BP
Male
25
Ethiopia
5 month
University, Bachelor
Europe
14
BH
Male
25
England
12 month
University of Applied
Sciences, Master
15
SW
Female
23
Denmark
4 month
University of Applied
Sciences, First state
Degree
3.5. Analysis of Data
In data analysis I followed ethnographic and interpretative approaches. To analyse my data I
coded the interviews and additional data, such as taken field notes or the interviewees´ reports
(Flick, 2005). One possibility to work with textual content in qualitative data analysis is open
coding. “Coding is needed to transform the raw text […] into a theoretical narrative”
(Auerbach & Silverstein, 2003: 5.2.) and furthermore it brings up topics from the bottom of
the data pool (Dey, 1994). Auerbach & Silverstein (2003: 5.2.) name three phases for the
26
coding process: “making the text manageable, hearing what was said [and] developing
theories”. A first step in the coding process was to get me an overview and to read through
the data. On this very first level of data analysis I chose those passages in the texts, that I
would include in the further analysis process. In this stage I thoroughly thought about the
focus of my research question and the aim of my study (Dey, 1994). By reading through the
text passages I tried to sort out patterns of data. That means I tried to find out similarities and
dissimilarities within the different papers. According to open coding I scanned the material
for recurring words and phrases pointing to certain social patterns or ways of operations. The
passages are grouped together and each group has been tagged with a suitable label or so
called “code”. The more often these codes occurred the more attention I paid to the topic. I
analysed the codes by asking the general theoretical questions what, who, how, when and why
to draw a picture of the social situation described in the data (Strauss, 1994). By grouping the
data into codes a first interpretation took place.
In a next step I collected the codes in categories, which helped me to continue with the
analysis (Auerbach & Silverstein, 2003). By relating different categories with each other, sub
categories could be developed. Additionally, a crystallization of core categories took place by
distinguishing between more important and less important information regarding the aim of
the study. Taking certain categories as core categories, I used selective coding as a third step
to implement certain topics as focal points for the study (Strauss, 1994). From here onwards I
investigated only on significant information valuable for the core categories. Core categories
in this study have been “identity construction within the different perspectives”, “identity
belongings” and “contact with home country”.
During the process of data collection, compiled memos helped to write down thoughts
immediately and to latter use them in the analysis procedure as well as for the documentation
of different process stages. Glaser (2004) states “memos are theoretical notes about the data
and the conceptual connections between categories” (as discussed in Mey & Mruck, 2011:
26). Glaser (1978) furthermore gave a guideline for a good working memo system. He
advised to take the memos set-apart from the data, to only keep on coding when all thoughts
have been written down in a memo. I took this advice into account for the data analysis. In
case of this study, memos were also used to record personal impression, experiences, thoughts
and information in the field (Flick, 2005).
Additionally to open, axial and selective coding, I analysed the annual reports of the
scholarship fellows by a narrative approach (Flick, 2005). I analysed the reports by reading
27
thoroughly through them and by dividing them into different sections of analysis. In a second
step I tried to reconstruct the situations mentioned in the reports and to put myself into those
situations. The results were compared to the information in the interviews and interpreted in
relation to former findings. All findings were seen under the premise that social actions and
social actors have to be seen in social context (Amit, 2000). That counts for the field as well
as for me as interpreter of the situations. Finally a theoretical narrative was created “by
retelling the participant´s story in terms of the theoretical constructs” (Auerbach &
Silverstein, 2003: 5.2.).
3.6. Research Quality Indicators
In this study I tried to stick to research quality indicators as good as possible. Through data
triangulation different methods were applied to the study. This should ensure the objectivity
of the research through different points of view as well as a more profound analysis approach.
By keeping to the concepts and scientific literature about different theories the validity of the
study is claimed (Flick, 2005). The study and the drawn conclusion are meant to be value
free, meaning that my personal points of view or opinions are secondary. Personal feelings
did not influence the study in its pursuance or in the analysis of data. As I am aware of
possible subjective perspectives and biases, I reflected on writings, observations and
comments (Arksey & Knight, 1999). I carried out this study research by not only being selfreflexive but also by dealing with data, concepts and information in a critical and reflexive
way.
As stated above, I myself have been an exchange student in several situations, what
helped me to understand the interviewees better and build up a direct connection to them.
Therefore I am aware of the topic’s sensitivity, as it involves very personal experiences where
also negative memories may be included (Flick, 2005).
Regarding the Foundation and its staff members, an open and trustworthy climate has
been mutually provided, as the sufficient persons were informed about the purpose of the
study. As the Foundation is an official governmental institution with experiences in
intercultural encounter for several years now, it offers a stable and timeless pool of reliable
information. It also sets a big value on good relationships with their scholarship fellows
beyond the program. Once again that helped to establish trustworthy contacts and to gain an
insight in the procedures of scholarship programs. All information, especially personal
information regarding the interviewees and their experiences as well as organizational
information was treated confidentially during the whole study process. All interviewees
agreed to a further use of their data within this study.
28
Dependent on the responding rate and the amount of estimated time for this study, 15
interviews was a realizable amount of data collection, adding the annual reports and different
other sources. When sampling the interviews, male and female respondents have been
selected in equal terms, whereas the fact “host countries” had to be taken from the
respondents themselves. The important point here is that generalization was never a key
factor for this study. The aim was furthermore to produce “nuanced understandings of social
practices and situations that capture the details of those contexts” (Ibid.).
To ensure data collection and a high level information flow, the study purpose and the
findings have been discussed with the foundation. By regular contact, both sides updated each
other on findings, analysis, state of study and subject-related researches and information. This
regular contact was important to keep the aim of the study in mind as well as on the other
hand it provided me with useful and valuable information. I tried to anticipate possible pitfalls
of the study to ensure a good running of the study. If changes had to be implemented, I tried
to do so by having a look on the greater aim of the research and by taking all contextual
factors into account.
29
4. Contextual factors
4.1. Development of student mobility
Although student mobility has not been seen as a crucial number in migration research, its
importance increased over the last decades. King & Ruiz-Gelices (2003: 229f.) define
international student mobility as “initial migration flows resulting from the decision to study
abroad, and on the return or non-return of the graduates to their country of origin at the end
of their foreign study programmes”. So, educational migration can furthermore be seen as a
first step to a longer lasting stay abroad or even the permanent residence in another country.
During the last thirty years the number of educational migrants quadrupled. Figures from the
German Federal Agency of Civic Education (Bundeszentrale für politische Bildung) show,
that in 1975 worldwide about 610.000 students were studying abroad whereas in 2005 about
2.7 million students were studying outside their country of origin (BMBF, 2005). And the
numbers are still increasing (Varghese, 2008). Here a difference has to be made between
student mobility for a limited study abroad period such as less than 12 months and the
seeking of degrees in another country to complete a degree abroad (Kehm, 2005).
Teichler (2007) emphasizes that student mobility has ever been a point of reference in
universities´ histories. Already in mediaeval times students from abroad came to study at
highly respected universities. This wave continued years later by colonial and post-colonial
migration processes. Nowadays the reasons to study abroad are several. Most often
“culturally similar” countries are chosen to spend some time abroad as in those the
differences are not as big (Varghese, 2008). That gives individuals a feeling of security when
leaving their home. Numbers of mobile students once again increased when the former
European Economic Association (today European Union) initiated in 1987 a program for
student exchanges within Europe (Teichler, 2007). This (today called) ERASMUS program
wants to connect educational institutions of higher education and at the same time relieve the
students by financially supporting them during their stay abroad as well as dropping tuition
fees and ensuring and facilitating the entrance into partner universities. The number of
ERASMUS students increased from annually 30.000 in 1987 to 150.000 in 2004 (Ibid.).
A last movement came in with the Bologna process in 1998. The aim of this process
was to create a “European Higher Education Area” in which examinations and degrees are
mutually accepted, to enhance mobility and understanding as well as the employability of
students. A further objective was to make the European education area more attractive to
30
students (Eckhardt, 2005). Although the Bologna idea was highly recommended by the
participating European states, the implementation of a similar structured educational space
and the guarantee of courses for international students were more difficult than expected
(Teichler, 2007).
Nowadays also financial and political matters are taken into account when referring to
internationalisation of education. Especially on governmental level, study abroad initiatives
are seen as possibility to improve the international understanding of people, institutions and
countries. They also see the advantages of information exchange, the change of perspectives
and mutual improvement of technologies and research matters. But on the other hand
governments are interested in the money international students bring in the state funds.
Keeley (2010) emphasizes that by giving the example of the United States. In the academic
year of 2006 and 2007 about 14.5 billion US-dollars were earned through international
students studying in the United States. A third reason is the attraction of highly qualified
international graduates to become employees in the country. Many governments encourage
international students by loosen laws for residences and working permits to stay in the
country for a longer period or even forever. Therefore special programs are launched to attract
more internationals, such as scholarship programs for a financial support, consultation
services or a direct support of potential international employees (Ministries for Innovation,
Sciences and Research of the State Nordrhein-Westfalen, 2012; Keely, 2010). Additionally,
the number of highly qualified German students staying abroad increases. This loss of highly
qualified employees becomes more and more salient in the heads of companies and the
governments. Therefore similar programs have been designed to attract Germans to stay in or
relocate them to Germany.
4.2. The aim of study abroad programs
Historically seen, study abroad programs were created to establish and maintain the social,
cultural and academic relationships between countries, institutions and single persons.
Germany has a special position here, as after World War II study abroad programs were seen
as a policy of “open doors” to shape a better picture of Germany as country, the German
people and the higher education system after the Nazi-regime (Kehm, 2005). Kehm (2005:
18) explains it as “German students going abroad were supposed to act as ambassadors of
their country and foreign students being received in Germany were supposed to experience
Germany had returned to being an open society and having respect for civil liberties”. The
idea of being an ambassador for the country still remains as main goal in study abroad
31
programs, at least for non-profit programs and initiatives.
Study abroad programs according to Sowa (2002) are distinguished according to their
duration. A short-term program lasts only few weeks, which allows students a very bare
insight into the new culture and the educational system. A more comprehensive insight gives
a semester or even a year abroad. On the other hand, study abroad programs may be
characterized by their implementation and organisation. Programs designed by direct
exchange between faculties or educational institutions exists as well as governmentally
supported programs (Souders, 2006). From the point of view of the program designers, two
goals should be met: firstly the own personal development through broadening the horizon
and to gain some self-reflection, and secondly by acquiring qualifications which enables the
students with better job chances on the labour market afterwards (Sowa, 2002). This counts
for outgoing students. For incoming students the idea of establishing connections between the
country of origin and the host country and the idea of “internationalisation at home” is
mandatory. That means to give those students who stayed at home a feeling of
internationalization when they did not want or could not afford to go abroad (Kehm, 2005).
4.3. The question of German national identity
The question of a German national identity would require a whole thesis to consider all
movements and events in German history. As I see it as an important point for my thesis, I
will point out the most important factors. In any case, national identity has always been a very
sensitive topic in Germany, especially when linking terms like race and ethnicity with it. Due
to several historical events, Germans were forbidden to identify with their nation on the one
hand. On the other hand Germans did not want to identify with a nation any more that caused
so much suffering and pain. Until a few years ago, the only feelings of being proud on the
country seem to exist publicly in the very right-winged parties of Germany only. But this did
not reflect German identity, as many people wanted to overcome the historical events of the
Second World War. Anyway, the lack of German identity does not correspond only to the
events of Second World War, but already started before the nation building process within
Europe (as discussed in Gamm, 2001).
Germany has ever been a country of migration. Already in its very beginning, different
strains populated the territory of nowadays Germany. This is why Germany has so many
different names within different countries of the world. Names like Tsyka (Swedish), Saaksa
(Finnish), Germany (English) or Alemanha/ Alemania (Portuguese/ Spanish) originate from
the various strains living in the later German areas. Those strains lived independently from
each other and even fought each other in terms of territory discrepancies.
In the 18th and 19th century, when the countries within Europe started to form
32
themselves into nations, when structures were established, when smaller regions became one
big country to have a central organ of government, the numerous small principalities in
Germany claimed their independence from each other. They did not want to give up their
rights and their power. For Germany no nation state existed until 1871 (Brubaker, 1992).
Therefore identity was mostly build on language and culture of the particular regions. And
whereas other nations established a central capital, the German principalities could not reach
any agreement on that (Gamm, 2001). Rebellions, revolutions and several smaller wars did
not contribute to a feeling of belonging within the German principalities. These may also be
reasons for the strong local identification of Germans nowadays as they often identify
themselves stronger with a state than the whole German nation. Until the 18th century, an
awareness of German identity did not exist (Kohn, 1951).
Next to this sectionalism within “Germany” in the 18th and 19th century, the First and
the Second World War play an important role in German, European and World history. With
the unification of the principalities and the foundation of the German nation state in 1871, a
new mentality arouses. Germany won against the French and started to upgrade the army and
its naval power. (Gamm, 2001). Sooner or later this resulted in the outbreak of the First World
War, as Germany became too powerful in the eyes of their war opponents. When Germany
lost the First World War, the everyday-life was marked by unemployment, disillusion and
insecurity. At the same time, a feeling of fellowship and empathy with the remained country
people arouse, as well as terms like “Deutsches Vaterland” (German fatherland) and “German
honour” were established to unify the German people in their thinking and acting (Gamm,
2001). On the other hand the myth of the “Aryan race” came up supporting the search for a
national identity. Monyk (2006: 80) argues that the myth of the “Aryan” proclaimed a “link
to the 'heroic' past” and could be used as “identity forming medium”. The myth of the
“Aryan race” was associated by the National-socialist party with “pure blood and race”
which resulted in the persecution and killing of Jews, Gypsies, disabled, political enemies and
many more innocent people in concentration camps.
With the end of the Second World War, Germany was destroyed in many ways –
politically, architecturally, economically and socially. The following years after the end of the
Second World War, Germany had to recover itself. That did not leave any place to form a new
national identity. This lack of identity can be seen for instance at the Soccer World Cup in
1950, where Germany did not play their national anthem in the first game, but requested a
minute of silence. The same occurred in 1954 when Germany won the World Cup (BPB –
33
Bundeszentrale Politische Bildung, 2006). A few years later, Germany was divided into two
parts by the Cold War, separated by an official border. Two completely different German
systems remained in the years from 1949 to 1989. Until today, these differences are visible. In
addition, the guest worker movement in the 1960s, 70s and 80s in Germany also contributed
to a feeling of uncertainty and a lack of social cohesion. Especially when in the late 20th
century, the German government realized, that Germany does not insist of German people
only, but that more and more individuals with a different cultural background claimed their
spaces in the country (Herbert, 2001). Schulze (2004: 329) mentions that due to the historical
events and the strong aversion from that, many Germans tried to identify more with Europe
than with the country as “the turn to Europe was an attempt for many Germans to escape
from the own national history”.
Up to the end of the last century and in the beginning of the 21st century, Germans
started to think about a German national identity again. Studies showed, that with the
organization of the soccer World Cup 2006 in Germany, a feeling of national identity was
measurable again in the country. A study carried out in 2009 by Hohenheim University in
Stuttgart, asked 2.000 German nationals for their relationship to a national identity. The
results of the study are that about 60 percent are proud to be German again, 70 percent see a
German self-confidence as important to be improved, whereas 18,4 percent feel cultural
anxiety as they cannot associate anything typical to Germany any more in times of
globalization and the European Union (Identity Foundation Düsseldorf, 2010).
4.4. Foundation Baden-Württemberg Stiftung
The Foundation Baden-Württemberg Stiftung was founded in the year 2000 with the name
“Landesstiftung Baden-Württemberg” (federal state foundation). The foundation is based in
Stuttgart, the state capital of Baden-Württemberg. Measured at the financial means, the
foundation is one of the biggest private foundations within Germany. The overall financial
capital is 2.4 billion Euros. Out of this capital approximately 50 million Euros are contributed
to support non-profit projects and programs (Website Baden-Württemberg Stiftung, 2012).
During the last ten years about 600 million Euros were distributed into 400 programs with
about one thousand single projects (BW Stiftung, 2011a). Due to its capacities of support, the
foundation names itself “one of the most important 'motors of innovation' in the state” (BW
Stiftung, 2011b: 4).
The foundation pursues demanding aims by supporting projects and programs. The
chosen slogan of the foundation is “creating the future”, which promises to people in Baden34
Württemberg the support of the state in its technical, social and scientific development to
remain as one of the leading states within Germany. Especially the idea of being an active
part in the creation of the states future is mandatory in the foundations philosophy. The
Foundation Baden-Württemberg Stiftung is “the only foundation which exclusively and above
party lines invests in the future of the state of Baden-Württemberg - and thus in the future of
its citizens” (Website Baden-Württemberg Stiftung, 2012).
The ideas to create a program or to support a project are established within the
foundation and in cooperation with ministries of the state, educational institutions,
organisations, associations, or single persons. New ideas are always welcome and will be
discussed in a consortium. Requirements for all projects and programs to be accepted by the
foundation are its need to be excellent, the need to have a benefit for the public and it needs to
be innovative. That means, future projects have to be accessible for all people in the state on
equal opportunities, supported projects need to meet different requirements measured on the
basis of the states excellence and standpoints, and it needs to be a completely new idea to not
repeat completed works (BW Stiftung, 2011a).
The supported projects and programs are settled in different fields, mainly research,
education and social responsibility. The idea is to “open chances, realize visions and to create
future” (BW Stiftung, 2011a) within these areas. The foundation invests firstly in futureoriented research “in order to sustainable secure innovation, economic success and jobs”,
secondly in the educational sector “in order to create individual opportunities and enable
social participation” and thirdly they commit in social responsibility to strengthen the social
community within the state (Website Baden-Württemberg Stiftung, 2012). Within the research
area, projects with a scientific and/ or technical entitlement are supported to strive for the
leadership in this field and to maintain the attractiveness of the state as a location of highqualified research. The idea is to establish known research results and to research at the
forefront of new technologies and methods (Ibid).
Within the area of social responsibility, the idea of social cohesion in the state is
reflected on. Therefore this area has a wide range of projects that support the living together
and that includes all social groups. Projects are for example prevention of violence against
children or against elderly, cooperation with disabled institutions, integration of migrants,
education and training and many more. Main goals to achieve are tolerance, respect and
mutual support to create a strong society (Ibid.).
Within the area of education, the foundation wants to motivate the people to design
35
their own future. That means with creativity, competence and excellent chances in education,
people will have the best preconditions to become socially accepted and strong persons. As
the foundation terms it itself “highly qualified people produce innovations, which build the
basis for social security, optimal possibilities for education and training and as a result bring
up social wealth” (BW Stiftung, 2011c: 1). Therefore engagement can be found in a wide
range of educational projects, such as the building of networks, equal opportunities for men
and women, language support for children, support of talented people, the scholarship
program Baden-Württemberg-STIPENDIUM to support the internationalization of people and
many more (Website Baden-Württemberg Stiftung, 2012).
4.5. Scholarship Program Baden-Württemberg-STIPENDIUM
The scholarship program Baden-Württemberg-STIPENDIUM was established to support the
increased demand for internationalization, especially to financially support qualified people
during their period abroad. The scholarship program may enable all people regardless of their
social status to spend some time in another country for educational reasons. As educational
institutions and a wide range of organisations require more and more international
experiences and intercultural competences from their students or future employees, the
foundation supports scholarship fellows in this special matter of concern (Website BadenWürttemberg Stiftung, 2012).
Within the last ten years, about 13.000 scholarship fellows were regarded a scholarship
(BW Stiftung, 2011c). The program includes six different lines, whereas the three following
lines are predominant: 1. exchange years during high-school for pupils, 2. one or two
semester of higher education for students, 3. a stay abroad during employment for young
professionals. Additionally, three further program lines belong to the program, which are also
dedicated to students but have a direct link to certain educational institutions or a certain
program, such as the exchange with the film academy in Los Angeles, USA or the exchange
with Andrassy University Budapest, Hungary (Website Baden-Württemberg Stiftung, 2012).
Until today, the regular student line is the mostly demanded scholarship within the
foundation’s project. Within the state of Baden-Württemberg about 83 institutions of higher
education exists, from which 51 participate in the scholarship program. Several hundreds of
scholarships are funded every year to students that meet the requirements of the program (BW
Stiftung, 2011c). Stays abroad from four up to eleven months are financially supported,
whereas about 95 exchange countries could be count until today. The idea is to receive and
send students in a relation one to one, that means per sent student one international student
36
should be received (Website Baden-Württemberg-STIPENDIUM, 2012).
German students can apply for a scholarship if they are enrolled at one of the
educational institutions within the state of Baden-Würrtemberg. This allows the Foundation to
follow their goal of taking a part of their local identity to the world. Furthermore the
relationships between institutions in the state with their foreign partners should be
strengthened. But in the first place the goal of the scholarship program is to support students
by going abroad and by establishing a network of employable high-professionals with
intercultural skills.
37
5. Results
Within this chapter the results generating from the data collection are presented. Special
interest lies on the increase of German national identity as well as on the general process of
identity construction during the time as sojourners.
5.1. Identity construction
Beginning the interviews I asked all participants about their ethnic belonging as introducing
question and to gather information about preliminary attitudes or world views. Although some
of the interviewees had a familiar culturally diverse background and although few have been
born outside Germany, all participants saw themselves as culturally belonging to Germany.
Participants with a diverse background felt a strong tie with the cultural ancestry of their
parents, but replied “I have always been living here in Germany. I grew up here […] I feel
German”.
Overall, ethnic belonging did not play such an important role to the interviewees neither
before nor after their stay abroad whereas the interviewees identified themselves culturally as
German before and after their sojourn. They linked this cultural belonging to their education
and to the way they have been raised by their parents. “I would see me as German. Already
through the way of being educated and the habits you have and which I experienced during
the first 22 years of my life. I am German!”
5.1.1. “If you stereotype the German, I will perfectly fit into that” - Self to self
By asking the interviewees what it means to them to “be German” many came up with a quite
stereotypical picture of themselves. It seems as if they culturally identify by a German
picture, giving themselves attitudes like motivation, punctuality, structuralism or need for
security as well as seriousness or coolness towards others:
Interviewee:
Stefanie:
Interviewee:
Stefanie:
Interviewee:
All in all I am way too German...
What do you mean?
If you stereotype the German, I will perfectly fit into that.
In what way?
Although I can still adapt quite well abroad, I remain being the
ambitious, always wanting-to-act-in-a-structured-way German
with a need for security and… German contracts, … living in a
meritocracy. […] I fit quite good in there.
Next to this subscribed cultural features, one topic arouse several times within the
interviews. Many students mentioned that a very typical issue for Germany is to put pressure
38
on everything that has to be done. “The German mentality means 'Do everything perfectly or
even better' […] You really live here for working and not vice versa”.
When describing themselves, many students compared their German lives before and
after the stay abroad. Although they mentioned that their cultural belonging did not change,
they experienced some kind of transition within this belonging. That means they tried to
move away a little bit from the stereotypical German-ness. Whereas some attitudes did not
change, many students tried to be more satisfied with their lives and to be friendly and warm
to people around them after coming back to Germany. The students tried to incorporate the
idea of friendliness and increased the level of joy in life, which they got to know differently in
the countries abroad and which they valued as important feature missing or with a need of
improvement in the German culture.
5.1.2. “Something like that will never happen to you in Germany” - Self to others
The interviewees mentioned interesting insights into their perception of Germany when
comparing themselves with the conditions and circumstances in their exchange countries.
Next to the appreciation of the German social system and the level of policing security, more
general comparisons have been drawn, which shed light on the perception of themselves and
their behaviour. As students independently from each other mentioned the same aspects, these
points may be seen as cultural subscription to Germany as it implies common shared values
and behaviours. Some of them have already been mentioned above when referring to “self to
self” identification such as a feeling of general pressure in Germany. Other aspects and
sensations became salient in the direct comparison. General impression to which the students
were not used to paint the best picture of (cultural and social) differences. The interviewees
describe it like that:
“What irritated me, was this lifestyle […] to not think in long terms and such
things as punctuality. […] And this attitude of 'whatever you can do today, I am
going to do it the day after tomorrow'. That disturbed me.“
“There were people with polio everywhere on the streets, crawling around. That
was a very hard experience to see that, but that was something I expected. We had
to drive to the city where I was working about 100 km. I was sleeping during the
ride and did not see what was around me. […] I woke up, when we entered the
city and there were no tarred streets, […] you could see bones and skulls
everywhere, because people there just throw their litter on the streets for the street
dogs. It smells horrible. There is nothing that reminds you of Germany. No
supermarkets, nothing! When I woke up, I asked myself “Shit! Where have you
ended up here?” I just wanted to return to Germany in this moment.”
39
“One day before I flew to New Zealand, there was this first big earth quake, which
destroyed some parts of the city. […] I called them to ask for the situation down
there […] and they told me […] that the house, in which I was supposed to live,
was still standing […] When I arrived there, the second and even stronger earth
quake occurred, where also people died. And then, some parts of the university
collapsed, and the streets had cracks, trees fell down on the street. That was
intense. […] What I experienced there was this very strong social cohesion. I
cannot imagine anything similar in Germany. Many people lost their homes. At
the other houses, the doors stood open […] there have been signs in the yards
saying “Victims of the earthquake, if you need something to eat or to drink or a
place to stay for the night”. […] And the police and the fire workers, they
regularly came asking if everything was ok and if we still had enough to drink.”
In some cases the students were bothered by the different way of organising life, the
importance of social belonging and the differences of norms and values in the exchange
country. Though the interviewees divided the social situations into normal and “abnormal”
according to what they were used to and what they learned at home. The comparison between
their subscription of a German culture and the conception of another world view often led to
positive outcomes. On the other hand the interviewees classified own cultural habits as more
negative compared to the exchange country. One aspect that has been mentioned several times
by the interviewees was the concept of happiness, which deviates quite strongly in the eyes of
the students:
“They have a different concept of happiness, I think. For example I had a lecture
and the professor ask for the important points in order to have success and every
German would have said, 'Good grades, a degree and title, and power'. And then
the whole course said 'luck' and I'm like 'huh?'. Yeah, good luck! Happiness is the
key to have success. I did not understand this with my German way of thinking.
And then they explained it to me. And it's just the way of handling things. They
also do a lot and have their studies but in the end what happens is just a bit of
fate.“
“In Germany people are generally less satisfied with their lives and they don´t
allow themselves nothing. […] German don´t allow themselves to be happy or
others to be happier.”
“I think the idea of tolerance and openness, which they are living over there
regarding different styles of living, is a lot bigger than it is here. […] The cultural
life is different. It is marked by their history.”
“The way people treat each other. They are much friendlier and more cautious in
dealing with each other. To put it flat. I do not mean that German people are
generally unfriendly. But when the Danes are saying something that they don´t
understand so I do ask again and then I form my opinion, or don´t even evaluate
everything. They are very very careful. E.g. with misunderstandings, because we
Germans are relatively fast, "we must solve this, we need to fight about that right
now".
Many students changed aspects of their behaviour during their stay abroad and adapted
40
certain facets according to what they liked in the exchange country. When coming back to
Germany and being confronted with the personal changes they have undergone, the self-toothers identification took place for a second time. “You know that you are back in Germany,
when you step out the train and you have three heavy suitcases with you and nobody will help
you by holding the door open for you.”
In the end many students mentioned that their German world view has been challenged
due to the intercultural encounter and the experiences they made abroad. On the other hand
they also admitted to be more open and more objective now in relation to other people.
5.1.3. “It was really weird to see such a positive picture of Germany” - Others to self
As a third component in identity construction, the picture that others have of the self has an
impact on the individuals. Seeing Germany through the eyes of foreign people helped the
interviewees to reflect their own belongings and become more salient about their own
identities. The appreciation of German standards and the understanding of the other proposed
in the discourse of the informants gave rise to a feeling of pride among the students. Mostly
positive arguments came across when discussing Germany in a country abroad. That was
something the students did not expect. Often the ascribed picture of Germany contained
international brands standing for quality or good taste:
“I learned to appreciate Germany again in a completely different way. Just
because so many Canadians worshipped so many German things. That was not
meant in this way of just putting Germany in the first place, but just to feel this
euphoria of the people about for instance Mercedes or German beer or
Oktoberfest or such things, which they remain trying to copy over there.”
„Then I said, I come from Germany and they answered 'Hey Germany is the
coolest country that exists. You have everything', I don't know, 'probably flying
cars coming soon' or something like that. It always came across like that.“
Especially the distance was important for the students to see Germany with other eyes.
So was the exchange on another continent often more decisive for the increase of belongings
as an exchange within Europe. Embedded in the middle of Europe the common picture of
Germany, especially when assigned in media and public opinions, never seemed to be so
positive in the eyes of the students. The step out of Europe seemed to have an importance to
the students as they got to know a completely different picture of their country. It seems as if
the distance between the countries in Europe, maybe especially due to the co-operations and
the permanent issues with each other, is not big enough to shape unbiased pictures of each
other. Additionally, as briefly stated above, the German historical events had a much bigger
impact on the countries in Europe than beyond. As they were used to a more ambivalent
41
image, it was difficult for them to gather different looks on it. That is why students mentioned
“I thought that was really weird to see such a positive picture of Germany”. On the other
hand, also students remaining within Europe got to know a more positive picture of Germany
during their exchange. In any case, the ascribed picture by Germany´s direct neighbours seem
to play an important role for the national identification in Germany. That is why students
mentioned:
“I thought that was really weird to see such a positive picture of Germany. When
you see our direct neighbours – France or something is located directly next to
us. They have a different picture of us. But in Mexico […] they had a purely
positive picture of Germany and everybody wants to learn German and everybody
wants to visit Germany … that was really surprising for me!“
On the other hand, by comparing themselves to the country of exchange, negative
aspects arouse about the German way of doing things. Especially German behaviour and
attitudes have been criticized in that respect. Many students tried to adapt a form of a more
polite behaviour outside Germany, but realized that it was difficult to remain more polite or
more friendly in a country where the individual seems to be more important than a group
thinking.
5.2. National identity
5.2.1. “You were just 'forced' to represent something abroad” - The strengthening of
national identity
One of the main findings within this study relates to the national belonging of the
interviewees. Whereas it is difficult to distinguish national from cultural identity, as both
forms of belonging are interlinked with each other and have overlaps, especially an
identification with territorial and historical aspects play a role here. The appreciation of the
national system on the one hand, and the orientation on norms and policies implemented by
the government had an impact on the individuals thinking and acting. Most important
however was the confrontation with German history and its consequences on the individuals.
Furthermore common symbols, such as the German flag, were important points, as the
willingness to show it in public spaces as sign of national identification was rather low before
the exchange of the interviewees.
A change within this form of belonging has been experienced by all participants after
their return to Germany. That means, before going abroad most students nationally belonged
to Germany on a severe political and subconscious basis. This belonging changed by being
strengthened through a positive ascription of Germany in the countries abroad. Especially
42
when comparing German standards, the system (educational, insurances, health system, etc.)
to the conditions in the country of exchange, a feeling of pride arose within the participants.
Anyway, a distinction has to be made between the pride of being German to a general pride
on the German conditions. Although many participants became more proud on the general
conditions, they still struggle with the national belonging as such.
“To a certain extent I am proud to be German, because there was a regular
exchange of ideas and knowledge about German history and culture and the
social system. They told me to be proud, that we have such a good social system,
that everything goes so well here. So that I realized, yes I am German and proud
on that.“
In any case, the increase of a German national identity through between-society
intercultural encounters can be seen as significant step, as the national identification in
Germany is still quite low compared to other countries.
Often a thinking about national belonging started when the interviewees were confronted with
the national identity of other countries. By being asked the question of origin and by
answering this question with “Germany” a very positively loaded picture of Germany came
across from other countries. The ascribed (national) identity of Germany abroad was often
much more positive than Germans expected. When being confronted with other countries
being proud on their nation and by comparing the country, the systems, the welfare to
Germany, many students felt entrained to feel and show something like national pride, too. So
it took some time for the students to realize that the picture they thought others have of
themselves is a different one. By discussing political, societal, social or economical issues,
the students became more and more salient about their own benefits and the achievements of
their country. So they were somehow helped by the others to restrengthen their belonging: “I
was somehow forced during this discussion to say more and more often how much I like
Germany. And after a while I sincerely realized that also for my own.”Additionally, by seeing
other countries being proud on their own nationality, the students were asked to consciously
or subconsciously reproduce this feeling for themselves.
“You were just 'forced' to represent something abroad. To say it in other words,
[the people there] were the national proudest people I have ever seen in my life.
[…] Sometimes I found it really over the top. [...] And I was somehow forced
during this discussion to say more and more often how much I like Germany. And
after a while I sincerely realized that also for my own. Germany is one of the
highest developed countries, we lack nothing. I mean we have completely different
problems, we have luxury problems. We get crazy when the train has a delay of
five minutes. […] They cannot understand the problems we have here in Germany.
That is why I feel good in Germany now. Because I can see all the luxury we have
here in Germany every day and I appreciate it. Especially the freedom that we
43
have here.”
One student painted a very eloquent picture on the differences between the social
systems. She mentioned that it opened her eyes on the advantages of the German system and
made her realize the welfare in Germany and in her life.
“I was participating in a social program […] in a slum. There I learned a lot
about how good things are in Germany. […] Once during the program something
happened. It was raining. […] Out of twenty children only five of them showed up.
And we asked ourselves 'ok it is raining, but why do these children don´t show up
here?', so typically Western-European. […] 'It´s because it is raining' and we said
'so what?'. 'Because it was raining yesterday already!' […] And then the teacher
explained what was going on. All the children have one school uniform and on
pair of clothes at home. That is everything they own. And if the clothes get wet and
they wear the other pair of clothes and this will also get wet, they become sick.
That is why they cannot come to school. Because they don´t have a heating system
at home and some of them live in such corrugated iron huts. And then I started
thinking 'Education fails because of rain!!!'. That was a moment when I did not
understand the world any more. […] Everybody here [in Germany] has the
possibility to get a basic education and over there education fails because of rain.
That was inconceivable for me. That was when I started to appreciate our system
here.”
5.2.2. Distancing from and relying on German history
The ascribed German identity from comparisons of others to self seemed to be one of the
most important points in the construction of the student´s identities. Next to the point, that the
students were not used to show their national pride publicly, the permanent reactivation of
historical events formed a strong stigma on the students regarding their national identity.
Striking in the interviews was the point that German national belonging seemed to be linked
to two major events amongst the interviewees – World War II and the reunification in 1990.
5.2.2.1. “It is because you are not allowed to be German” - Distancing from World War II
By talking about national identity, students mentioned that they did not know how to handle
this issue before their exchange. It seemed as if they were somehow relieved to be allowed
being proud on their country again and that they were not confronted with a negatively
ascribed picture any longer. “Often you learn to be proud on Germany, when you are abroad
and when you see what we have here in Germany. In that moment it does not matter if
something is better or worse, but it contributes to your general well-being.“
When mentioning the “general well-being” it comes across that social belonging
contributes to the personal well-being of people. The national belonging forms a problem in
the mindset of many Germans, especially when comparing the national pride with other
nations. Mostly the missing national identification originates from German history. Many
44
students felt reduced to this events when they were talking about their national ancestry.
Already the question sometimes caused an oppressing feeling to the students as they expected
the talk become an excuse of German history. “I never thought that I would feel affronted by
that as German, but it is a weird feeling somehow. Often it seems for the students, that
although World War II lays back several generations now, it should still create a feeling of
guilt. Due to the events of World War II, Germans have an underlying negative feeling when
talking about the pride on their own country. Signal words exist, such as “race” or “Führer”
(leader), that have also been used during the Nazi regime and that are still avoided in
Germany nowadays or that at least leave a bad sensation when saying them aloud. Often
Germans do not dare to criticize other countries, as they imply to be called racist or
something connected to World War II. Students explained it like that:
“I am allowed to be proud on my country and I am allowed to say so! I like living
here and it does not have anything do to with being a racist. Because this is
always the next step. You are not allowed to be proud on your country and so on.
But yes, I can! Because we reached so many things, especially after World War II.
This is something to be proud of. Of course I cannot identify with everything that
happens here in Germany, but so cannot anyone.“
Here Germans act to what they imply as ascribed national identity, which seemed to
have changed during the last years. As history plays an important role within societies and
their identification, Germans still interpret their own national identity very tightly to historical
events, as they have always been taught so. Realizing that foreign countries have a different
interpretation of their identity, linking it with much more positive ascriptions, the
interviewees mentioned that as reason for change within their national identity.
“It always depends to whom you are talking to. If you talk to South-Africans, they
all thought it is amazing here. If you talked to other exchange students, especially
with Europeans, they always came up with World War II. […] There you have to
differentiate yourself from others. […] So that you do not take over such a
position of defence. […] Maybe this is why I feel more European afterwards than
German. […] But also proud somehow. […] You start realizing, the high level of
functioning in our country and how wealthy we are and how much cultural wealth
we have. […] Especially now in the times of Euro crisis, I realized that for the
first time. Other European countries always made fun saying 'the Germans, the
Nazis' and things like that. […] Two weeks ago I talked to an Italian who would
have told me stupid things [about Germany], but two weeks ago he told me, how
incredible it is, what the Germans are realizing right now. Growth of economy,
increase of wealth and so on. I think this is even more extreme, because other
wealthy countries also think that things are working out in Germany.”
Distancing themselves from the historical events of World War II, seemed to make the
national identification easier.
Interviewee:
“You always have these kinds of idiots, who rely on historical
45
Stefanie:
Interviewee:
Stefanie:
Interviewee:
things – Nazi, Hitler and so on. […] This is also something you
are not used to, because in Germany nobody would affront you
with that. Or at least I did not experience anything like that. […]
They told me, this is the only thing they learned about Germany
in their history lessons.”
“Yes, that happened to me, too.”
“Yes, of course … I guess nobody took that very serious. It was
meant to be funny. But you feel somehow … what do they mean
with that? It does not relate to me personally. It happened such a
long time ago.”
“I often thought that people do not understand that you feel
attacked by that as German. Even though they meant to say it just
for fun. […]”
“I never thought that I would feel affronted by that as German,
but it is a weird feeling somehow. And you know what happened
then but you also know that you are confronted and somehow
also identified with that.”
5.2.2.2. “We are one Germany” - German Reunification: Identity as social cohesion
Taking German history into account as important issue when constructing a national identity,
mostly two major events seem to be most important even though many more other events are
crucial when describing the nowadays German identity. Whereas the students tried to distance
themselves from the events around World War II, the Reunification of Germany in 1990
seems to be another point and simultaneously a first milestone on the way to create a national
identity. As the Reunification still plays an important role in the nowadays public meaning
making and still many issues remain between the former Eastern and the Western part of
Germany, an approximation has taken place. This is the point where also the interviewees put
importance to German history. By asking them to choose between local or national identity,
students replied that it is more important to them to belong nationally than locally:
“In principle we are one Germany! I am a little bit biased in that sense. My mum
comes from the former Eastern part of Germany. We have a very thrilling family
story. I am a little bit torn when these East-West-stories are at stake. [...] We are
one Germany and we belong to each other. Of course, I have a deep connection to
Baden-Württemberg, I have been born here, I studied here […] I like the region
and I like living here. But I am German. […] We are all one, we belong to each
other.“
“I would say German! Put it very general! I am neither Swabian nor Badener.
Purposely, I don’t make any classification here.”
Whereas World War II played a role in ascribed national identity, the reunification
seemed to be more important in subscribed national identity. Still there might be a barrier
between the former Eastern German part and the Western German part. That could be seen
when especially students mentioning the reunification when they had a personal connection to
46
a family member who had been living in the former GDR or when they lived there
themselves: ”My mum comes from the former Eastern part of Germany. We have a very
thrilling family story. I am a little bit torn when these East-West-stories are at stake.” In
general, the students felt the need to base their national belonging on certain events while
they also claimed for a neutral handling of these events. The differentiation and the reliance
on events helped the students to shape their own picture of themselves and to create an image
of themselves for others.
5.3. Additional changes in identity belongings - Local, transnational and hybrid
identities
Next to the feeling of culturally belonging to Germany, some participants put emphasis on the
idea to feel more European than being German. Interviewees said they would not stop at local
borders, but see Europe as a whole and therefore they would rather belong to the whole than
to a part of it. The interviewees put it like that:
“Of course I think I am German, but I think the idea of being European is even
better. I perceive the European Union as a nice idea, a nice thought that is behind
it. To unify cultures. Not only states but also cultures, which work together. With
all the advantages, that result from that“.
Drawing this conclusion from the data the idea of culturally belonging to Germany or
even to Europe does not change explicitly due to the stay abroad. Several participants
emphasized that this feeling of belonging has been strengthened during the stay abroad. On
the other hand, some interviewees mentioned that their cultural belonging did not change and
that they would always be German, but their preferences for a country to permanently stay
changed. One interviewee even sees her future in the country of the exchange:
“Mexico is my home. I found my inner peace there, my satisfaction. I really enjoy
coming back to see my parents, but only temporarily. Because I know, my bigger
goal is to go to Mexico for a longer period again or even for ever. […] My goal is
to live outside Germany from 2015 onwards.“
On a local level and regarding local identities, this form of belonging did not change at all.
Only few interviewees talked about local identification at all. Those who did mentioned that
this local tie did not change at all. It seems as local identity in that cases is an inner attitude or
orientation, which already played an important part in identity construction in the early years
of life and will always be part of the individual. Some interviewees felt a very strong tie with
their local origin:
“I am Swabian! And I will stay Swabian. My origin is here. […] I really want to
go abroad again, but every time I come back here – when I arrive at Stuttgart
Airport or Stuttgart Main Station – these are points that remind me of being home
again.“
47
„I would say, I became more international, for sure. But I still feel Swabian, too!“.
In some cases the belongings changed more obviously for the interviewees. As
according to Homi K. Bhabha´s theory of hybrid identities, some participants mentioned to
feel „something in-between“ or to belong to both cultures or countries after the exchange. The
interviewees did not refer to any special kind of identity, but they mostly name cultural
belonging as point of reference. The participants describe these feelings of a hybrid identity
as such:
“My Mexican friends and I always call myself the 'German with the Mexican
heart'. […] It is something-in-between. On the one side I feel German, but on the
other side also Mexican. I would say the one side of my body is Mexican and the
other one is German.“
“I have a mixed feeling of belonging, as I don’t share so many attitudes of the
Germans any longer, which I have replaced by Mexican equivalents.”
“I had the feeling that two parts of me existed, which did not have a connection
yet although they both belonged to me.”
“I don’t know how to describe that. I did not feel comfortable in my own skin in
Germany. And I did not feel as German somehow. I was somehow stateless in that
situation. Between two worlds.”
“Right now I have a rather mixed feeling of cultural belonging, because the
South-American mentality shaped me in handling people and problems.”
When I asked the interviewees about any changes in identity belongings due to their
stay abroad, they had quite different experiences. So first of all it must be said, that the
experience of changes is a very individual aspect and varies from one participant to the next.
On the other hand, it is interesting to consider, that the feeling of belonging already varied
exceedingly between the interviewees when asking them where they belong to. Ranging from
local to national and transnational belongings, the interviewees had a quite diverse view on
their personal affiliation.
Whereas most of the students did not experience a change in cultural or local
belongings, they did experience a change in their attitudes, which they often interpreted as a
change of belonging. This idea often came up when the students felt something-in-between.
They adopted ways of acting and ways of thinking from their country of exchange and
sometimes mentioned that they even replaced their German behaviour with exchange country
equivalents. Sometimes these replacements were so strongly felt, that the students felt to be
captured in two worlds or in contrast to be “somehow stateless in that situation”. Without
48
knowing about the theoretical concept of hybrid identities by Homi K. Bhabha, some students
described a similar feeling.
But although at times they had “a rather mixed feeling of cultural belonging”, most
interviewees mentioned that things became “normal” after a period of not more than three
month after their return to Germany. Therefore it might be said that changed attitudes remain
in the heads of the students and that most of them try to introduce some of this attitudes in
Germany, whereas the belongings did not change at all. Although the students had the feeling
to be mixed-up with their cultural belonging for a certain period of time – especially after
their return to Germany – this feeling of being torn vanished after a while. In sum, betweensociety intercultural encounters have an impact on identity belongings, but do not have the
power to cause a complete change within the individuals – at least not after a period of four to
twelve months.
5.4. Contact to home country
One main research question considered the use of modern media and therefore the possibility
to permanently stay in contact with the home country as important point regarding the change
of identity belongings in exchange programs. Do modern media allow the intercultural
experience to unfold or does it contribute to the maintenance of identity belongings through
contact to the home country?
5.4.1. Importance of contact – Social aspects
All interviewees stayed in contact with their family and friends according to their
possibilities. Especially in African countries it was more difficult to stay in contact as
telephone and internet connections are poorly developed and often require a high financial
input. Interviewees stayed in contact to maintain social relationships at home as the students
were aware of the limited period of time in the exchange country. That means, they knew they
would get back into their old social environment and therefore wanted to stay up-to-date and
remain in the thoughts of friends and family. They also mentioned that these maintenance of
social relationships made a big deal upon their return. During an exchange, many participants
did not have any difficulties in maintaining a connection to family members, but they often
noticed a lack of friends staying in contact. Some students pinpointed it like that “you
realized who wanted to stay in contact with you and who did not”. In very few cases, the
German social contacts partly or completely vanished during the stay abroad, what could be
linked to bigger problems when returning to Germany.
In most cases it helped students to stay in regular contact, where regular ranges from
weekly internet meetings to monthly telephone calls via Skype. Some participants ran a blog
49
during their stay abroad, which helped them inform a wider range of people about the dailylife and travel experiences. The interviewees explained the importance of staying in contact in
their own words:
“To not strike all tents. But also to let my social environment participate in the joy
I am experiencing in Mexico and that I am fine. That I am having so many
incredible experiences. That I am proud on myself and that my parents don’t have
to worry about me.”
“The contact was strongly restricted […] But I did not want to tear down it [the
contact], to stay in contact and to know, that everybody is fine.”
“Just to be up-to-date and not to loose half a year [at home].”
“To exchange my experiences, not to loose the personal contact and the
connection to current events […] To have some time with family and friends. It
was a feeling of belonging and trust, which was missing abroad.”
“Yes, of course! I wanted to know, what was going on here … But it was always
like that … I was sending some information and asked 'Which news do you have?'
and the answer was 'Yeah … everybody is ok.' […] I had the feeling that the
information always went to one direction and only very few things came back to
me.”
5.4.2. Reasons for staying in contact – Political and Societal aspects
Next to social aspects, the political and societal aspects in Germany often played an important
role. The idea of “knowing what is going on” and to be up-to-date when returning to
Germany was often deciding:
“I consciously read German newspapers […] and I consciously talked to my
parents about what was going on. Not only in politics, but also […] social
aspects. Who died and this kind of gossip. […] Because I wanted to know what
was going on when returning, to be up-to-date and not to be blue-eyed and to be
able to participate in talks.”
“I downloaded “Tagesschau in 100 seconds” every day [the German official TVNews]. This was where I got my information from. I wanted to know what was
going on in Germany. And when I talked to friends, I did not want to be forgotten.
You are far away – out of sight out of mind – their life keeps on going. This is
something I realized very strongly. Friends´ lives went on although you are not
there. They don’t care if you are there or not. And I wanted to stay a part of this
group.”
“It was important for me to know what was going on here. … I don’t like
situations when somebody asks me something and I can’t reply anything because I
am not informed about it. I am German and I feel connected to Germany that I
want to know about the big events.”
“That was something I was not so interested in. I experienced it as very
comfortable to not care about German politics and such things for one year. Once
50
in a while I watched Tagesschau or read some newsletters.[...] I definitely dealt
with that somehow, but not as much as here. And since I am back, I do that less.
[…] Abroad I realized that watching news every day, just makes me angry and I
don’t need that!”
Adjacent to the point importance of maintaining contact to the home country, the
interviewees have been asked for its influence. Mostly they mentioned that the permanent
contact to Germany did not have any influence on them. They did not see the contact as point
of reference to permanently think of Germany. They rather saw the contact as a “bridge to
Germany” for social relationships and “updates”. What emerged in the interviews was a
connection between the idea of culturally belonging to Germany and the increased use of
internet stream daily news (so called “Tagesschau”) or digital newspapers, magazines and
newsletters. Although the majority of interviewees informed themselves about these points,
others saw their stay abroad as possibility to not being occupied with daily news or political
issues from Germany. Those students, who thought the regular contact had an influence on
them, related it to an easier re-entry and occasionally to the feeling of cultural belonging.
Comparing these cases to the full number of interviews, the influence on the individuals
themselves seems to be rather small. In particular cases the students mentioned that the
contact supported a certain feeling of belonging as it helped to “not loose my identity
completely. […] Due to the contact to my parents, I still felt German”. On the other hand the
contact did not seem to have a greater influence on the individuals: “I did not perceive it as
influencing me – not even afterwards. I did not experience it as barrier or something in my
head that hold me mentally in Germany”. So it seems as the contact was important for the
interviewees but not in the sense of being questioned in their belongings, but to stay informed
about the country of origin.
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6. Discussion
In this study I investigated on the issue of identity construction being affected by intercultural
encounter. I specified this intercultural encounter to be a particular student exchange program,
but the results may be comparable to other exchange programs. The main interest was to find
out on a first scale whether or not identities are changed through intercultural encounter and if
yes, which identity belongings are affected. Additionally the impact of regular contact to
family and friends at home played an important role within the study, as I considered the
influence of contact to the home country and the use of social media a contemporary issue in
this field.
Some students went on an exchange to purposely induce a form of identity change as
study exchange programs promote this idea of “becoming a citizen of the world” by “thinking
outside the box”. Others just wanted to improve their skills or get a better position on the job
market by spending some time abroad. This may be linked to what Ward et al. (2001) named
“between-society” and “within-society” intercultural contacts, as the students got in contact
between societies by spending some time in another country and were often sensitized for a
within-society intercultural contact due to their exchange afterwards. Therefore exchange
programs seem to have an important function for societal understanding and often validate the
goals of these programs. At the same time exchange programs often allow the students to
establish worldwide networks and to dive into a foreign culture by knowing that the stay
abroad is temporarily limited. All students within this study had positive experiences,
although also negative aspects occurred to them. The overall impression was to go through a
learning process, which includes positive as well as negative sides. On the other hand, I draw
the assumption that only students replied to the inquiry of the study, who link good memories
to their exchange, as others will not have the desire to talk about bad experiences. This
finding was confirmed by the Foundation as the organization reported about a small
percentage of program participants, who terminated every contact to foundational networks
after the end of the program without reasons. Another crucial point that I considered is the
length since return to Germany, as too long temporary distances may imply a too long
distance to the events abroad whereas a too near temporary distance may imply a nonsufficient self-reflection about the personal identity and the exchange what may have led to
exaggerations.
In sum, data show that all students within this study experienced a kind of a change
within their identity belongings – with different intensities. Furthermore data gives an idea
52
that ethnic belonging has not been considered as important or salient among the students,
whereas cultural belonging plays a more essential role. On a first scale the students felt
German without differentiating between any identity belongings. A common behaviour,
norms and values as well as a common history was mentioned several times by the students
which may be identified as cultural patterns (Fong & Chuang, 2004) and as a frame of
reference (Hall, 1990) for the students. On the other hand, religion - often mentioned to be an
important point in identity belonging - did not play a major role within this study, as it does
not seem to be important to the students. Although I did not ask for religious belonging
explicitly, the students neither it mentioned themselves. That may originate from a more and
more subordinated status of religion within Germany in the younger generation.
After their exchange students are often more ambitious to go abroad again to get to
know other countries or they seek for more international connections within their social
environments, e.g. universities, student residences, clubs etc. The sojourners are more
sensitized for societal change and cultural diversity, worldwide as well as within their society.
That means a process of “Othering” (Keupp, 2010) still occurs for the individuals to place
themselves in the society, but they carry out this “Othering” in a much more self-reflexive
way. In most cases, cultural identity belonging did not change notably after the stay abroad.
Students were Germans before going abroad and came back as Germans. Many students
mentioned not being able to identify with all German standards any more and one students
even mentioned the desire to live outside Germany from 2015 onwards. Nevertheless all of
them corresponded in remaining culturally German wherever they would be living. Especially
education and growing up played an important role in this feeling of cultural belonging, as the
students mentioned they learned certain patterns that are internalized and will always be there.
Since growing up played an important role for the students and although differences in
educational systems and regional backgrounds are visible between different parts of Germany,
the local identity was not considered essential. Only few students relied on their local identity
and bound it to the German state of Baden-Württemberg. Some of the students strongly
denied being part of that local identity. When I was asking the students for a local identity,
often food was the most crucial factor of identification. In general and with the exception of a
few cases, students did not feel any special local identification, although often the place of
birth or place of growing up still means something to them. Linking these findings to the
Foundation’s idea of sending out some local identities of the state Baden-Württemberg to
other countries in the world, it remains secondary. I could not perceive a change of local
identity among the interviewees as those with a strong local identity remained with just this
53
whereas others relied on a higher sphere of collective identity.
Many students relied on national identity or even a transnational feeling of belonging.
This super-ordinate identity belongings are the only ones that showed big differences
comparing the before and the after staying abroad situation. Whereas some students claimed
to feel European before their stay abroad, this feeling remained also afterwards. On the other
hand most students mentioned a big strengthening of German national identity after their stay
abroad, which they had not experienced before. Many of them were not even salient of any
national identity before their exchange. Especially the impression of other systems and ways
of doing things and the overall positive reception of Germany abroad had an impact on the
increase of this identity belonging. Additionally the raise of awareness about existing
advantages, present systems and certain norms and values open the individuals´ eyes for a
pride on their nation. Anyway, the increase of German national identity has to be seen in a
separate position. As many students mentioned they always felt like they were not allowed to
be proud on their country due to historical events and therefore they never learned to see the
benefits of their country.
So I assume that student exchange programs does not only support the growing together
of the world, to emphasize a global understanding and to establish a global network, but also
to re-strengthen national identities, which may be seen as positive or negative outcome.
Positively it helps to get a clearer view on someone’s own national identity and may lead to
an increase of national pride and self-affirmation. On the other hand and with a negative
flavour, the re-strengthening of national identity may lead to a concentration on national
aspects and fortitude and increase ethnic boundary construction (Wimmer, 2008). As it could
be revised in the theory of student exchange programs this is contra productive to any ideas,
goals and means of such programs. Anyway, national as well as transnational identities
remain to be “imagined communities” as established by Anderson (2006) when the
individuals feel belonging to a certain national or transnational group that have a certain
amount of common behaviour, norms and values, that is bound to a certain territory and has a
common history, but they will never know nor see all of the people belonging to that
community.
Additionally to the changes in collective identities, the students mentioned selfexperienced changes which they subscribed to their personal identity. What has been found
out in this study and what corresponds to similar studies about identity transformation in
study abroad programs has been the individuals’ responsibility and personal motivation. As
54
according to Ellwood (2009) students were aware that their own motivation played an
important role for the decision to go abroad. Students consciously chose to go abroad and
anticipated to somehow influence their personal identity.
They brought up changes within their dealing with people or in their personal behaviour
stemming from observations and experiences abroad. German behaviour and attitudes have
been compared directly to the ones abroad and have been adapted to a certain extent, if the
individuals believed them to be better working for them. On the other hand such points as
social and political security have been remarked as important points that many students stick
to also after the program. So the change of personal identity aspects refers very hard to the
individuals needs. It seems as students picked out the most convenient things for themselves
from other cultural spaces and stayed with the most convenient ones from their home culture.
This may be already linked to Bhabha´s (1994) theory of “third space”. Students
mentioned to feel “something-in-between” or a “little bit of both” after their return to
Germany. One student even experienced a feeling of statelessness for a small period of time.
On the one hand and to a certain extent this is what Bhabha (1994) explained as the
construction of a “third space”, by linking certain aspects from one culture with some others
from a second culture and creating a new third one. This model has often been applied to
migration processes and migration research, where it seems to be placed right. On the other
hand and although student exchange programs are part of migration processes, the
construction of a “third space” seems to be overstated here. As it has been found out in
migration research that especially the second and third generation migrants developed a
cultural third space, because they do not feel belonging to the majority nor minority groups,
they are neither accepted by host culture nor “home culture” respectively they cannot even
rely on a home or original culture. This development of a third space took its time and
remains in the attitudes of the people with a hybrid identity, whereas the students within this
study still felt culturally belonging to Germany and often had an increase in national
belonging. Although they felt “a little bit of both” they never lost their cultural roots.
On the other hand the model seems to be applicable for the students also. The feeling of
belonging to two or more different cultures after experiencing an intercultural encounter may
be possible. One aspect of hybrid identities may be that students themselves felt a
(superficial) cultural belonging for the other culture. Cultural symbols or cultural markers of
identification, such as flags, songs, and traditions were recognized by the students and also
played an important role after returning to Germany. What has to be taken into account here is
the admiration of the exchange country due to the overall good experiences. That may falsify
55
the picture about the culture. And once again, the factor time is crucial. It is questionable, if a
period of six month is sufficient to establish a real feeling of belonging to second cultures as
much as to the culture of growing up. Anyway, Bhabha did not mention whether the different
cultural belongings need to have the same intensity or not. Additionally, student exchange
programs may be seen as start-up for a society with a higher amount of hybrid identities on
short term, as they are more and more often directly confronted with different cultures, as
well through “between-society” intercultural encounter as “within-society”- intercultural
encounters. According to the findings, Hall´s (1996) metaphor from the migrant standing for
the whole society can be applied to the students in this study, as they are interculturally active
on their own purpose, they have been sensitized for societal matters due to their exchange
program and they form a modern part of migrants which allow the societal circumstances to
influence them.
Although some changes within identity belongings occurred, the students had the
impression that these changes were somehow temporarily bounded. Often differences in the
individuals appearances (physically as well as psychologically) have been registered by
friends and family, but the students themselves felt that after a while (the longest three month)
a return to old habits was unavoidable although they tried to keep the behavioural changes.
Internal changes, such as attitudes, seemed to be more intensive and to have a bigger/ longer
lasting impact on the individuals. As described above, a more self-reflexive way of observing
and assessing things was often the outcome of intercultural encounters. That may be seen
positively in most cases, as students try not to judge people at the first view or they try to
consider also contextual and situational factors when judging others on the one hand. On the
other hand this idea of self-reflexive thinking also moved into a more negative direction, by
the development of (lightly) stereotypes (Souders, 2006) against certain cultural groups or by
generally evaluating people and by generalizing them. Students experiencing that, did not link
the establishment of stereotypes with an increased feeling of national or cultural belonging or
a recollection of ethnic boundaries. It was rather noted as a side-effect.
Once again, stays abroad may end up in positive or negative outcomes or even combine
both aspects to certain extents. In the end, both currents may occur and must be seen as
possible outcomes in identity construction processes.
What has been considered important in the identity construction process through
intercultural encounter was the intensity of contact to the home country during the stay
abroad. By noting that social media, especially facilities like Facebook or Skype etc., play an
56
increasing role in individuals’ lives in their home countries, it may be assumed that the same
importance has to be ascribed to it in international contexts. Social media facilitates to stay in
contact with the home country whereas vice versa it also allows the individuals to stay in
contact with the host country. Additionally it enables people to get informed about countries
on the other side of the globe and to stay informed back home. All students made use of social
media during their stay abroad. Some of them mentioned that it had a small impact on them
regarding the feeling of being tied up to Germany or of sharing problems instead of solving
them on their own. Although some of the students consciously avoided keeping in touch, a
basis socialisation via social media occurred in all cases.
Extraordinarily important was the maintenance of social networks, in the host country
as well as in the home country. People could identify more with their home culture, when they
had strong social ties at home, which survived the individual’s absence. This idea of being
part of a social network that welcomes the individual back home and that is interested in the
experiences from abroad is part of the social process of belonging. As social networks are
intertwined with certain forms of identities it has to be considered an important point in the
construction process. As the scientific connection between the maintenance of contact and the
change of identity belongings in exchange programs has not been drawn yet, the findings of
this study cannot be compared to others. In any case, it is questionable how much contact is
needed as a minimum for an individual to still maintain a feeling of socially belonging to its
home culture. On the other hand, it remains to be a question of individual needs and the
personal situation in home and host country, as some students do not need as much contact as
others do, whereas some students are more prone to adapt a foreign culture and abandon their
own than others are. Additionally the idea of having contact varies amongst all students in
time, length, intensity, and exchange of information or personal interest as well as in the
willingness to respond from the other side. In the end, the development of contact facilities
also changed the way of handling exchange programs, which may have positive aspects as
described above. The possibility to permanently stay in contact may result in missing
opportunities to establish strong social ties in the host country, to not develop to the fullest (as
it would have been possible without media advices) or just to spend more time in front of the
telephone, television or computer instead of travelling around and getting to know new ways
of living and other points of view. Social contact therefore must be seen as a double-edged
sword, that brings advantages as well as disadvantages.
What else could be seen in this study is that the implementation process of study abroad
programs became more and more important over the last decades due to different reason.
57
Originating from the idea of creating a worldwide cultural understanding deriving to more
political and economical reasons, student mobility and exchange programs play an important
role in nowadays individuals´ lives. The students within this study combine with the main
ideas of such programs, as they are aware of the changing environment around them – talking
here about societal issues as well as politics and economical aspects. Nevertheless the topic
has to be observed from both sides. In most cases, students want to grow personally and to
gather new insights. Often these individual aims are reached. On the other hand, future
employers, institutions and organizations already start to minimize the value of study abroad
programs, as they see it as obligatory for every student to spend some time abroad. The
question is not if an individual has been abroad, but how often they lived in different
countries. That means, although study abroad programs might bring a personal growth and
development for the individuals it is not honoured as much any more as it should be. This
may be seen as critical development of such programs, as today and for the future it might not
be affordable for all people but required for better job opportunities. Additionally, many
student exchange programs are seen as a waste of time and waste of (public) money by those,
who do not go abroad. Especially programs funded by the European Union have a quite bad
reputation and are often seen as “party semester” at the expense of public money. In the end,
exchange programs may be evaluated from different points of view.
For further research it would be interesting to find out what time is needed for
individuals to experience any changes on their personal or collective identities. Within this
study the stays abroad lasted at least a minimum of four month. Changes of perspectives may
also occur after a short term stay of less than that or even after a tourist sojourn. This
comparison leaves space for further investigation. On the other hand it is questionable what
will be named as a change and what is just experienced as an interesting alternation.
Additionally and as also revealed in this study, different questions pop up regarding the
duration of changes: how long do the changes endure and is it feasible to talk about changes
that only last up to three months? Personal motivation, social contacts abroad and staying in
contact with the home country played important roles within this topic of belongings changes.
Especially the issue of media advices and possibilities of keeping in touch via social media
seem to have more and more effects on intercultural encounters and exchange programs in the
future. Once again this leaves space for further studies by investigating and comparing study
abroad programs at its very beginning, nowadays programs and within the electronically fast
developing world a study abroad program in 15 or 20 years.
It would additionally be valuable to investigate on differently aged program
58
participants, to find out about similarities and differences in identity changes throughout the
ages of individuals. As it popped up in this study, earlier programs such as high-school
programs seem to have a bigger impact on the individual’s identities as later accomplished
stays abroad. Another point of reference for further research could be a culturally more
diverse respondent rate. That means it could be assumed that German students with a
migration background going on an exchange might experience a change in their identity
belongings in a completely different way as those students might already have hybrid
identities regarding especially their cultural and national belongings. It would be interesting
to see how those identifications would be challenged once again.
Identity construction always has to be seen as a process taking its time and as it is
deeply connected with the individuals themselves it can hardly be generalized. It would have
been interesting to design this particular study as a three-step process, in which interviews
with exchange students could have been conducted before, during and after their stay abroad.
This would have ensured first hand information in three different identity stages and would
have given a better point of reference and comparison to find out about belonging changes
from an outside perspective. Additionally, the idea of diary writing during the stay abroad
could have been encouraged by the researcher. Due to a strict time schedule and a limited
amount of time for data collection itself, this research design was not feasible.
Among the respondents it was conspicuous that all respondents linked neutral, good or
very good experiences with their stay abroad. None of the interviewees described only bad
experiences. The question here is whether exchange programs always have a positive
outcome for students or not, what is not to be assumed, or how does students with bad
experiences deal with that afterwards; how did their identity belongings changed and what do
they ascribe as releases for bad experiences. This might be another interesting starting point
for further research although it might be difficult to collect sufficient data.
Next to a comparison among different exchange programs and different age groups, a
direct comparison between different countries of exchange would have been interesting. Due
to the small number of respondents, a vague comparison could only be made between “thirdworld-countries” and Europe. Some countries were represented several times whereas most
countries only had one student staying there. As a stay abroad has to be considered a personal
matter, a validation amongst several students in one particular country could not be made.
Additionally, the classification “third-world-country” was dedicated to some countries in
South and Central America as well as two particular countries in Africa. The whole Asian
continent was missing in this study, as well as Australia. The same counts for countries within
59
Europe, as only a small number of countries could have been investigated on. Therefore a
deeper comparison between individual countries was not possible within this study but might
open up opportunities for further research.
I conducted this study to the best knowledge and belief and by considering all study
relevant possibilities and pitfalls. The study findings may be a help for the Foundation to
better understand the program’s participants and to lay focus on future programs. It also
shows the importance of intercultural understanding for the society and might give an insight
into the interaction of globalization processes and its impact on students’ identity belongings.
Additionally it might be a point of reference for general designers of exchange programs as
the study displays needs and possibilities of young people.
60
7. Conclusion
In the first place the study showed that intercultural encounter has an impact on the identity
construction process of individuals. Especially in terms of comparing the self to self and
others and by being compared by others with the self, the sojourners in this study experienced
changes in their identity belongings. Although not all of these experienced differences lasted
for long, an impact on the individuals caused by intercultural encounter was visible.
Furthermore the study showed that the growing number of international mobile students
contribute to the international understanding within the world and the own sociocultural
space. Many programs have been arranged to enlarge the student mobility, whereas especially
financial support is meant to help people become more international and more intercultural.
This financial support has been an important input from governmental side to ensure student
mobility and has been rewarded as indispensable by students and educational institutions. But
in any case, more attention needs to be paid to students as part in migration topic and as
growing number in migration processes. By now, international mobile students have not been
given the sufficient importance in scientific research and governmental caused studies.
But it should be seen as essential point for many reasons such as: personal growth and
development of individuals, a more positive living together in a more and more diverse
society and the idea of future employees entering an international market. Governments
should take an interest in mobile students already therefore, as due to intercultural
experiences these high-qualified future employees are more inclined to leave their country of
origin for better job opportunities abroad. High-qualified students are more disposed to
integrate people with a diverse cultural background into their own society. Multiple identities
become more and more important but at the same time are easier to manage with people
understanding the conditions and what it feels like to be internally diverse. Additionally, as
the study showed, the strengthening of national identity should be taken into account.
Especially in the case of Germany, where national identity is still seen as difficult issue and
where it is becoming even more difficult due to societal changes and a huge wave of
immigration during the last decades. With the help of student exchange programs, cultural
belonging can be linked more intensively to national identity and make it a whole. That
means not only to include Germans with a German background, but also Germans with a
migration background. Study abroad programs offer an opportunity to see the advantages (and
disadvantages) of the own culture by going out and seeing everything from an outsideperspective. As Resnick (2005:7) put it “sometimes […] when you are thousands of
61
kilometres away from your home you begin to see things in a new light”.
The
Foundation
Baden-Württemberg
Stiftung
contributes
not
only
to
internationalization and student mobility but also to societal change. They recognized societal
needs and financially and ideologically support young people in becoming more international.
The Foundation goes even one step further in sending abroad a part of national and local
identity to the world with Baden-Württemberg students as national and regional ambassadors.
This might be a positive example for support of young people, not only for the improvement
of job chances but also for individual development. It allows students to go abroad and spend
some time in another country; it permits them to gain new insights, experiences, education,
but also a fun time and everlasting memories, which they might not be able to have
experienced without financial support or the encouragement to go out.
62
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VIII
9. Appendixes
Appendix 1: Topic list Interview Guideline
1. Opening the interview
1. Telling something about myself and the aim of the study
2. Basic information about length, organisation and confidentiality of the interview
3. Ask for permission to record the interview
4. Answer open question of the interviewee so far
2. General information about the interviewee
1. Name
2. Age
3. Profession
4. Ethnic background
3. General information regarding the exchange
1. Country of exchange
2. Length of stay/ When was the exchange period?
3. Date of return/ Time passed since return
4. Program line within the scholarship program
4. Before and during the exchange
When did you decide to spend some time abroad?
What were your reasons for a period abroad?
Why did you decide to go to your particular host-country?
Was there a special situation during your exchange?
Did you stay in contact with your family, friends, community back home?
• If yes, how?
• Why was it important for you to stay in contact with your home-country?
• If you did not stay in contact with your home country, why not?
• Do you consider it important to NOT stay in contact, e.g. to feel more
independent? Why?
Did you have any experience of home sickness? How did that reveal?
5. After the exchange/ Being back home
Was it difficult for you to go home?
• If yes, why?
• If no, why not?
Is there anything that you especially missed from Germany during your stay abroad?
• If yes, how was it when you first got it back in Germany?
Did you experience any differences in Germany comparing your life before and after your
stay abroad?
IX
•
•
•
•
… regarding ways of operation in Germany?
… regarding norms and values?
… regarding social aspects?
… regarding anything else?
How were you received in your old environment...
• … in the university?
• … within your family?
• … by friends?
• … in social communities (Vereine, …)?
Did you experience any kind of re-adaptation process back in Germany?
• If yes, could you describe your experiences? Do you remember a special
situation?
• Did you experience any difficulties at all upon your return back home?
What kind of?
• If no, do you think it depends on the particular host-country you return
from?
• If no, do you have any other explanations?
Do you think to stay in contact with friends and family back home influenced you during
your period abroad?
• If yes, can you explain how?
• If no, why not?
• Do you think that the constant contact with your home country helped you
in some situations? When? When not?
• Do you think the constant contact with your home country influenced you
in a negative way, e.g. prevented you from doing something?
Is there anything that has a special value for you regarding German ideas, norms, … and
that you appreciate more after your stay abroad?
Do you think that you changed through your stay abroad?
• If yes, how would you describe yourself before and after your exchange?
• If no, do you think that everybody always has to change through exchange
periods?
Do you think your period above was worth it to leave Germany for a certain amount of
time? Why? What would you reply to friends that can not imagine to go abroad?
Can you imagine to go abroad again?
• If yes, where and how long?
• If no, why not?
6. Ending the interview
Did you write a diary during your stay abroad? May I read some passages?
Is there anything you would like to add? Is there anything that I forgot to ask?
Thank you!
X
Appendix 2: Example of interview
S: Stefanie Neumann (Interviewer)
X: Interviewee
S: Also das Interview geht ungefähr ne Stunde, ich erzähl Dir am besten ein bisschen was zum
drum herum: Ich schreibe die Masterarbeit im Rahmen meines Masterstudiums an der
Universität in Tilburg in den Niederlanden. Ich studiere Kulturwissenschaft mehr oder
weniger im Groben und im Speziellen Management kultureller Vielfalt und schreibe dafür
jetzt meine Masterarbeit. Ich war auch selbst mehrmals im Ausland, einmal als Schüler in der
11. Klasse und einmal als Studentin während meines Bachelor-Studiums. Ich habe mir
überlegt, dass ich jetzt über die Erfahrung schreiben möchte, was Auslandsaufenthalte
eigentlich mit einem machen und hab mir dafür mit der Baden-Württemberg-Stiftung
zusammenzuarbeiten und da mit dem Baden-Württemberg-Stipendium, weil dann gute
Chancen bestanden Interviewpartner zu finden, die auch im Ausland waren.
Wichtig ist vielleicht für Dich, dass die Baden-Württemberg-Stiftung selber nicht weiß mit
wem ich die direkt spreche, das bleibt also anonym, d.h. ich erwähne keinen der
Interviewpartner mit Namen oder so - und deswegen darfst Du ruhig ganz ehrlich und offen
alles das sagen, was Dir so einfällt. Aber zur Baden-Württemberg-Stiftung oder ähnlichem
kommt eigentlich eh nicht wirklich was. Wie gesagt, würde ich das für meine Masterarbeit
verwenden, aber auch für irgendwelche weiteren Sachen. Ok, sollen wir starten? #00:01:365#
X: Ja! #00:01:32-8#
S: Alles klar! Dein Name ist nochmal (XX), nur für die Aufnahme damit ich nachher nichts
durcheinanderbringe. Du warst (XX), oder? #00:01:43-3#
X: Genau! #00:01:43-8#
S: Ok. Und Du bist in Deutschland geboren? #00:01:46-9#
X: Ja. #00:01:47-6#
S: Deine Eltern auch? #00:01:47-6#
X: Ja. #00:01:45-8#
S: OK. Und Du fühlst Duch auch selbst als deutsch zugehörig. #00:01:56-0#
X: Ja, zumindest europäisch! #00:01:58-5#
S: Europäisch ist ja schon größer gefasst als deutsch?! #00:02:08-1#
X: Ja... Geht´s schon los? Soll ich ...? #00:02:14-9#
S: Jaja! #00:02:17-0#
X: Ja, also ich weiß nicht ob man da vor der Ländergrenze unbedingt halt machen muss...
XI
Also ich würde sagen aber schon europäisch. Also ich war ja in Mexico im Auslandssemester
und ja, ich weiß nicht... So manche Eigenarten die man halt so gewohnt ist hier von
Kontinentaleuropa, ich würde sagen, die merkt man schon! Beispiele ist jetzt schwierig, weiß
nicht... Aber es kam mir in manchen Situationen, dachte ich, ok, das war jetzt auch wieder
typisch weil´s bei uns so läuft. Aber ich würde jetzt das nicht unbedingt das auf Deutschland
begrenzen, nee... #00:02:42-3#
S: Ok! Wie lange warst Du in Mexiko? #00:02:46-2#
X: Ich war ein Semester in Mexiko. #00:02:51-7#
S: Also 6 Monate dann? #00:02:52-4#
X: Ja knapp... #00:02:47-8#
S: Ok... Und bist dann auch im Frühjahr 2011 wieder zurückgekommen, oder? #00:02:58-0#
X: Ach Gott... Muss ich mal überlegen... Also ich bin kurz vor Weihnachten 2010
zurückgekommen. #00:03:07-3#
S: Und Du warst mit als Studentin in der Programmlinie vom Baden-WürttembergStipendium, oder? #00:03:10-4#
X: Genau, ja! #00:03:13-0#
S: Gut! Was waren denn Deine Gründe um überhaupt nen Auslandsaufenthalt zu machen?
#00:03:15-3#
X: Da muss ich jetzt mal kurz weiter vorne ansetzen. Also geht es nur um den im Rahmen des
Studiums? Oder geht´s generell um Auslandsaufenthalte? Also konkret war ich z.B. nach´m
Abi auch 3 Monate in Costa Rica. #00:03:34-1#
S: Ok... Nee, Du kannst mir gern von all dem erzählen, wovon Du mir erzählen möchtest!
Also im Studium auch, aber wenn Du von dem anderen auch was erzählen willst, ist auch
kein Problem! #00:03:30-3#
X: Ja nee, aber die Fragestellung Deiner Masterarbeit, geht die mehr in Richtung während des
Studiums oder ganz generell? #00:03:43-4#
S: Das war eigentlich eher generell. Das Problem ist jetzt, dass sich auf die e-Mail, die ihr
bekommen habt von der Baden-Württemberg-Stiftung, haben sich vor allem Studenten
gemeldet. Aber ich würde mir das trotzdem mit anhören, wenn Du Lust hast mir was darüber
zu erzählen. #00:04:00-2#
X: Ja, also gut... Nach´m Abi das war, da hatte ich halt mein Abi und wusste da noch nicht so
genau, was ich danach machen will und hab dann die Chance genutzt in der Zeit bevor dann
was neues und das erste Leben und so weiter anfangen, nochmal eben ins Ausland zu gehen
und da war ich mit Quarell Works (???) in Costa Rica für 3 Monate, hab Sprachschule und
denn noch ein freiwilliges soziales Projekt gemacht, so gekoppelt. Um einerseits Spanisch zu
lernen und zum anderen aber auch dann noch eine soziale Komponente dazu zu haben haben,
XII
auch in der Gastfamilie. Einmal wegen Spracherwerb isses natürlich sehr förderlich gewesen,
wenn man nicht nur unter Austauschmenschen ist sondern Einheimischen. Zum anderen
bekommt man dann nochmal ganz anders mit, wie das tatsächliche Leben dort abläuft.
Mexiko jetzt während des Studium war dann mehr oder weniger die Fortführung, nochmal
eben im weitesten Sinne Lateinamerika, aber natürlich ein ganz anderes Land, auch so von
eigentlich allem. Aber um dann auch nochmal das Spanisch zu vertiefen, also das war schon
der Hintergedanken warum es spanischsprachig sein sollte, also dass man so beides
zusammenführt. Und zum anderen um auch nochmal im Rahmen des Studiums
Auslandserfahrung zu sammeln und auch nochmal raus zu kommen. #00:05:30-7#
S: Ok. Aber jetzt spezielle Gründe warum grade Mexiko? Vor allem wegen Spanisch?!
#00:05:37-1#
X: Vor allem wegen Spanisch und es sollte schon Lateinamerika sein, also nicht Spanien.
#00:05:48-2#
S: Also außerhalb Europas? #00:05:51-8#
X: Schon aus beidem. Und dann war auch es viel Zufall dabei. Warum ausgerechnet Mexiko
hing einfach auch mit Fristen zusammen weil im Masterstudiengang, das weißt Du ja selbst,
sind´s nur 4 Semester und die Bewerbungsfristen relativ lange. Und wenn man dann im 3.
gehen wollte, dann musste man sich zum Teil schon beworben haben, bevor man überhaupt
die Zulassung bekommen hat. Und dann war halt auch ein bisschen Zufall dabei! Was ging
noch von den Austauschprogrammen der Uni her und so weiter... #00:06:14-4#
S: Ja mein Masterstudiengang sind sogar bloß 2 Semester, deswegen ist bei mir
Auslandsaufenthalt auch gar nicht so wirklich drin. Aber mein ganzer Master war ja im
Ausland, dementsprechend ist das ja ein bisschen anders... Aber ist ja egal!
Jetzt geh ich mal weiter mit dem Auslandsaufenthalt in Mexiko: Hattest Du das Gefühl das
Gefühl, dass Du Dich irgendwie in irgendeiner Art und Weise anpassen musstest, also dass es
da so nen Anpassungsprozess gab? #00:06:39-9#
X: ... Ja, also na klar. Also ich denk mal das ist ja sowieso immer so, wenn man in ein fremdes
Umfeld kommt, das muss nicht mal Ausland sein! Das mal als allererstes. Und zum anderen:
ja, aber da nochmal extrem! Was für mich so die größte Umstellung war: Ich war in
Monterrey, das ist relativ im Norden und nicht so weit zur US-amerikanischen Grenze. Also
ich hab das zwar theoretisch vorher gewusst, dass die Sicherheitslage da sagen wir angespannt
ist, aber so rein praktisch war das aber doch schon nochmal ne sehr sehr große Umstellung
und auch Einschränkung. #00:07:20-9#
S: Hast Du irgendwie ein besondere Beispiel oder eine besondere Situation wo Du jetzt sagen
würdest, das war ganz prägnant für den Anpassungsprozess. #00:07:34-7#
X: Naja, so alles... Also dass man abends wenn´s dunkel war, ist man eigentlich nicht mehr
groß raus gegangen und so... Also man hat zum Teil von der Appartmentanlage, wo wir
gewohnt haben, hat man nachts schon auch Schüsse gehört und hat sehr viel Armee gesehen
und Maschinenpistolen. Und einmal war z.B. auch die Uni bzw. der Campus gesperrt und
man durfte nicht raus, weil da grad irgendwie ne Schießerei war... #00:07:57-4#
S: Oh krass... Und im Bezug auf andere Dinge? Also z.B. was man immer so sagt: Kulturelle
XIII
Andersartigkeit von Mexicaner gegenüber Deutschen oder Europäern? Also was jetzt z.B.
plakativ ist ja jetzt immer Pünktlichkeit oder solche Sachen... #00:08:15-3#
X: Hmmm... Ja.... Es gibt ja auch solche und solche. Da war jetzt also nicht so unglaublich ...
ähhh... was ist, man muss sich halt dran gewöhnen, was die Worte bedeuten. Aber ich glaub
das ist weniger kulturell, naja es ist schon kulturell begründet, aber es ist jetzt nicht ne
Eigenschaft von Menschen sondern man muss halt einfach wissen, was die Leute meinen,
wenn sie was sagen... Wenn sie z.B. nachm Weg fragen, isses halt einfach unhöflich, wenn sie
sagen sie wissen es nicht! Und wenn sie es nicht wissen, erklären sie Dir den Weg halt
trotzdem. Und dann musst Du halt lernen einzuschätzen an der Pause, die sie machen
zwischen "Ja wo war das doch gleich?" und der Erklärung, wenn die zu lange ist, dann fragste
lieber nochmal jemand anders. Aber da gewöhnt man sich dran! Also wenn mans einmal
weiß, dann hat man kapiert, ok der wusste es jetzt nicht und hat trotzdem irgendwas nettes
gesagt. Solche Dinge gibt schon... Oder wenn sie sagen "kleinen Moment", dann kann der
kleinen Moment durchaus mal nen halben Tag dauern! Aber wenn das mal gelernt hat, dann
sagt man diese Dinge dann auch! #00:09:11-8#
S: Also Du hättest wenn Dich jemand nachm Weg gefragt hätte, hättest Du auch versucht zu
erklären, obwohl Du nicht gewusst hättest, wo es ist?! #00:09:25-1#
X: Nee, das jetzt vielleicht nicht... Aber mehr so dieses, wenn man sagt "kleinen Moment",
dass es dann ... ja ... ein überer Begriff ist, als wenn ich hier sage ich komme sofort.
#00:09:35-2#
S: Dass es auch mal 10 min länger sein kann? #00:09:40-3#
X: Ja! Aber man kann da schon auch präzise sagen "ich komm gleich" und man kommt dann
gleich, aber das sagt man dann da mit anderen Vokabeln. #00:09:43-2#
S: Ok... Also ist es vor allem auch ne Sprachsache? #00:09:49-4#
X: Ja, ich glaub das es einfach ... man muss es einfach mal nicht rein übersetzt haben, sondern
im Gebrauch... Es wird halt anders gebraucht. #00:09:58-5#
S. Gut... Hattest Du irgendeine Vorbereitung auf Deinen Auslandsaufenthalt? #00:10:03-6#
X: Im Sinne von Seminaren oder so? #00:10:04-5#
S: Ja, oder dass Du gesagt hast hatte ich eben alles nicht und deswegen habe mich mehr oder
weniger selbst vorbereitet...? #00:10:08-4#
X: Äh ja, eher das selbst vorbereitet. Also ich meine klar, ich hab Reiseführer gekauft und so,
aber das war dann auch relativ ... naja ... dicht gedrängt. Also ich hab auch noch Hausarbeiten
geschrieben und so, also ich hatte auch irgendwie gar nicht so viel Zeit mich im Vorhinein
großartig damit zu befassen... Also ich mein Basics, Visum und so weiter... Aber Programm
oder so hatte ich nicht... #00:10:37-6#
S: Und hast Du das Gefühl gehabt, dass es nachher trotzdem ausgereicht hat? Also die
persönliche Vorbereitung? #00:10:44-5#
XIV
X: Naja... Man ist ja da nicht im Nichts gelandet. Also es gab ja da die Uni als Struktur- und
Ansprechpartner und das International Office. Und dann haben in diesem
Apppartmentkomplex auch noch andere Internationals gewohnt, also man hat ja auch immer
Ansprechpartner auch gehabt.
Was ich glaub, was vielleicht ein bisschen schwieriger geworden wäre, wäre, wenn man so
gar keine Sprache gekonnt hätte. So alltägliche Sachen, wie Einkaufen und so wären dann
vielleicht nochmal schwieriger gewesen... #00:11:09-4#
S: Englisch ist wahrscheinlich nicht ganz so gut in Mexico, oder? Trotz der Nähe zur USA?
#00:11:16-0#
X: Teils teils... Also da in Monterrey schon viele, aber eher die ich sag mal gehobenere
Schicht und nicht jetzt jeder, nicht jede Marktfrau oder so... #00:11:31-4#
S: Ok... Während Deines Auslandsaufenthaltes in Mexico oder auch in Costa Rica: Bist Du in
Kontakt geblieben mit Freunden, Familie oder irgendwelchen Sportvereinen oder sowas?
Oder hast Du gesagt "Nee, ich will mit Absicht keinen Kontakt haben."? #00:11:44-3#
X: Meinst Du jetzt nach Hause nach Deutschland oder meinst Du im Nachhinein nach Costa
Rica/Mexico? #00:11:54-9#
S: Nee, nach Hause! Also während Du in Costa Rica oder Mexico warst nach Hause nach
Deutschland. #00:11:57-2#
X: Ja, doch doch... Also während der Zeit in Costa Rica bzw. über Quarell Works (??) da hat
man so ein Online-Tagebuch empfohlen bekommen bzw. hat man da automatisch wenn man
da sich angemeldet hat halt Login-Daten für so ein Online-Tagebuch bekommen und das ist
übrigens auch was niederländisches. In Deutsch ist was www.wobistdujetzt.de/com/org. Also
es ist, meine ich, sind niederländische Jungs, die das betreiben. Da hatte ich so einmal die
Woche oder so kurz geschrieben, dass es gutgeht. Da hatten wir nicht so die Möglichkeit auf
Internetzugang. Das war wirklich so, wenn man einmal die Woche für 10min am Computer
war, dann war das viel! Das war dann auch so der einzige Kontaktpunkt. Telefonieren über
irgendwelche Billiganbieter hab ich nicht gemacht. Und in Mexico war das anders, da hatten
wir in unseren Appartment auch WLAN und so. Also da hab ich dann schon Skype genutzt
auch und so normal eMail, Facebook und so Zeugs. Ja aber, muss man aber auch sagen da
liegen 7 Jahre dazwischen auch in der technischen Entwicklung. #00:13:17-4#
S: Ja stimmt. #00:13:21-1#
X: Echt sieben Jahre? Nee, nicht ganz 7 Jahre. Aber ne ganze Zeit jedenfalls. Und da hab ich
dann aber das Onlinetagebuch auch wiederbelebt und da dann auch ein bisschen häufiger
genutz, weil die Funktionen angeboten hatten daraus dann so ein Fotobuch zu erstellen. Und
das fand ich eigentlich ganz cool, weil dann hat mans einmal beschrieben sowieso dann
wussten alle wie es einem geht und was man so erlebt hat und man hats dann nochmal für sich
gleich als Fotoalbum, Tagebuch, irgendeine Kombination daraus. #00:13:50-3#
S: Kann man sich das, bzw. kann ich mir das von außen jetzt eigentlich noch angucken oder
ist das irgendwie nicht mehr online? #00:13:55-6#
X: Ähm... ja doch, das gibt es noch aber das ist passwortgeschützt. #00:13:51-1#
XV
S: Ok, würdest Du mir erlauben das anzuschauen? #00:14:01-7#
X: Was würde denn damit so passieren? #00:13:58-8#
S: Gar nichts. Ich würde mir einfach anschauen - manchmal sind ja vielleicht so Sachen, wo
Du Dich vielleicht nicht erinnerst und was vielleicht für meine Arbeit noch passen würde, wo
ich denn sagen würde, ich würd mal reingucken was Du so geschrieben hast. Aber ist ja
natürlich Deine ganz persönliche Sache und Deine ganz persönliche Aufzeichnung und wenn
Du sagt das ist Dir zu privat, dann ist es natürlich auch ok. #00:14:25-3#
X: ... ... ... Nee... Aber nicht irgendwie, dass Du großartig Screenshots machst... #00:14:31-7#
S: Nee nee, gar nicht! Ich würde nur reingucken, mir das anschauen. Ich würde
wahrscheinlich nicht mal Zitate oder sowas davon nehmen, also wirklich nur zum Vergleich
mit dem Interview und das was Du da so geschrieben hast zu der Zeit. #00:14:44-5#
X: ... Ja ok, das kannste schon machen. Also das ist .... Du fragst mich aber was.... auf jeden
Fall (XX) und was weiß ich dann die Endung, das findest Du ja dann schnell raus... Ob das
dann .de oder .org. oder .com. Ich meine eher .org oder de. #00:15:08-8#
S: Und Dein Benutzername ist (XX) und das Passwort... #00:15:14-6#
X: Ja genau, Du musst das in die Adresse mit eingeben, also (XX) und dann de oder org. Und
dann müsstest Du direkt auf die Oberfläche kommen und dann kannst Du das Passwort
eingeben und das ist (XX), klein geschrieben. #00:15:27-6#
S: Ah ja... Sehr gut!
Ok ja, ich schau mal und wie gesagt ich versprech Dir, dass ich da nichts rausnehme oder an
irgendwen weitergebe. Und das wäre wirklich bloß zum Kucken für mich, weil´s immer ganz
interessant ist mal zu gucken, was während der Zeit geschrieben wurde.
Hast Du denn das Gefühl, ... Du hast ja selber schon gesagt, da liegen 5 oder 7 Jahre
dazwischen zwischen Costa Rica und Mexiko, aber also hast Du das Gefühl, dass das einen
Unterschied gemacht hat, dass Du in Costa Rica nur selten ins Internet gekommen bist und
der Kontakt aber mehr war, also gerade... hat Dich das mehr auf dem Laufenden gehalten oder
irgendwas? #00:16:11-6#
X: ... Ja, schon... Aber, also ich mein so viel passiert ja hier auch nicht in so ein paar Monaten
muss man ja auch sagen. Und wenn irgendwas Gravierendes passiert, also, was weiß ich,
Familienangehöriger kommt ins Krankenhaus oder so, dann gibt es ja da Möglichkeiten einen
so oder so zu erreichen. Und ich glaub, also die auf Auslandserfahrung an sich hat das auch
nicht so nen großen Unterschied gemacht. Denn wenn man dann in Mexiko auf Reisen war,
also wir sind an den Wochenenden oder auch mal an verlängerten Wochenenden oder auch
mal so hatte man ja mal ein paar viel Stunden... #00:16:48-1#
S. Ja.... #00:16:50-5#
X: Wenn man dann tatsächlich gefahren ist um sich das Land anzugucken, ist man natürlich
auch nicht ins Internet. Das hat man dann immer hinterher... Wir waren jetzt übers verlängerte
Wochenende dort und dort und haben das und das gesehen. Aber jetzt, dass man... diese Zeit
XVI
hat man schon genutzt für das Land und hat nicht die ganze Zeit gedacht "ach und könnt ich
nicht" und sofort in Facebook ein Foto oder so, nee so nicht! #00:17:16-3#
S: Aber es war schon wichtig für Dich mit Deinem Heimatland in Kontakt zu bleiben?
#00:17:23-5#
X: ... ... ... Also weniger wegen des Landes als wegen der Menschen. #00:17:28-6#
S: Aber so für politisches Geschehen und - was weiß ich - was gerade alles immer so passiert,
war nicht ganz so wichtig in der Zeit dann, oder? #00:17:39-2#
X: Nee... Also was man halt mitbekommen - was weiß ich - auf irgendwelchen Startseiten von
eMail-Accounts, da kriegt man ja immer nur so am Rand, da hat man mitbekommen "Oh
Stuttgart21, da ist ja mords was los", aber jetzt nicht so, dass ich mir täglich die Tagesschau
im Livestream angeschaut hätte oder so... Nee, so gar nicht... Nee!
Eigentlich war das spannendste die Temperaturanzeige zu sehen. Aufm Laptop hatten ich und
meine Mitbewohnerin immer beide Temperaturanzeigen, von Mexico und von Deutschland.
Und da haben wir uns immer gefreut, wie schön warm es ist. Also das war so die Hauptsache.
Aber so politisch und so... nee, da hat man sich dann schon eher auf das Land konzentriert, in
dem man war. Da wollte man sich ja dann auch interessieren und gucken wie ist das System
und was ist so wichtig. Und es hat einen ja dann auch betroffen, eben gerade die
sicherheitspolitische Lage und so. Also was das betrifft ist man schon angekommen. Also der
Kontakt war eher so privater Natur, also zu Freunden, Familie, so dass man halt mit denen in
Kontakt blieb. Aber jetzt isses ja auch umgekehrt so, dass ich ein zwei mexicanische Leute
kennengelernt habe, mit denen ich jetzt noch in Kontakt stehe, aber da gehts ja mehr um die
Menschen als um ... ... also bei diesen Kontaktbeziehungen. #00:18:58-6#
S: Ok. Dann machen wir jetzt einen kleinen Zeitsprung und kommen schon zum Ende Deines
Aufenthaltes. Und zwar würde ich da ganz gerne von Dir wissen, obs Dir schwergefallen ist
wieder zurück nach Hause zu gehen, also nach Deutschland zu kommen. #00:19:13-0#
X: ... Zwiegespalten würde ich sagen! Also klar, es war super schön und so, aber ... also mein
Freund war in Deutschland geblieben und war nur mal auf Besuch da ... ja klar, den hab ich
vermisst. Und dann wars ja auch wie gesagt kurz vor Weihnachten, also ich bin glaub ich
einen oder zwei Tage vor Weihnachten zurückgekommen, also ganz knapp... und insofern war
da ja auch... eben das dann eben auch als Punkt, auf den man sich dann schon gefreut hat. Und
von der Sonne und 40°C in Schnee zu kommen und Weihnachten, so ich sag mal jetzt
traditionell ... zudem wars auch schön. Man hat ja dann bis kurz vorher dort die Adventszeit
mitbekommen, war interessant und so... Aber ohne die Familie isses dann halt schon trotzdem
komisch. Das waren schon halt alles Punkte, auf die ich mich gefreut habe, aber ich hätts
schon auch noch länger ausgehalten... Es gibt da... Es ist ja fünfeinhalb mal so groß wie
Deutschland und ich hab längst nie alles gesehen und würde auf jeden Fall gerne mal wieder
hin. #00:20:19-2#
S: Ok... Auch für länger? Also um länger da zu leben oder jetzt urlaubsmäßig? #00:20:30-8#
X: Ich glaub um länger da zu leben ist nicht praktikabel sag ich mal.... Also ich bin jetzt fertig
mitm Studium und werd anfangen zu arbeiten und mach ein Voluntariat und ... weiß nicht...
dann müsste man ja schon in die Auslandsberichterstattung um das auf die Reihe zu kriegen...
Erstmal Urlaub! #00:20:53-5#
XVII
S: Gut, sehr gut... Gibts irgendwas, das Du ganz besonder vermisst hast, also aus Deutschland,
als Du in Mexico warst.... #00:21:01-3#
X: ... ... ... ... Mal abgesehen von Familie, Freund und so? #00:21:09-1#
S: Hm! Also alles, was Dir einfällt. Also es können auch Sachen sein, die Du gerne isst oder
gerne trinkst. Oder - was weiß ich - irgendwas, z.B. deutsche Pünktlichkeit... Oder was Dir so
einfällt... #00:21:19-7#
X: Nee, das alles gar nicht! Also da muss ich sagen wirklich diese Sache mit der
Sicherheitslage, was ich hier jetzt ganz anders zu schätzen weiß. Oder auch sowas wie
Rechtsstaatlichkeit. Also offiziell ist Mexico ja ein Rechtsstaat, also sie wissens schon... ....
Das sind solche Sachen und was mir auch ... Ich war beide Male über den Herbst im Ausland,
also in Costa Rica und in Mexico auch und ... ja weiß nicht... was ich halt schön finde und
komisch wenn es nicht da ist, ist der Wechsel der Jahreszeiten, so blöd es klingt! Aber so ein
Herbst hat schon irgendwie gefehlt. Die ganze Zeit dort war halt Sommer und wenns mal
kälter war sowas wie Frühjahr ... Aber so Jahreszeiten gabs halt nicht! Und das bin ich halt
gewohnt und finds auch schön! Hat halt alles was für sich, so bunte Blätter und so... kitschig
halt, wie man das kennt. Ist halt komisch, wenn das nicht da ist. #00:22:23-2#
S: Ok... Gut! Als Du wieder zurück in Deutschland warst, hast Du irgendwie das Gefühl
gehabt, dass irgendwas anders war als .... also wenn Du jetzt Dein Leben vor und nach dem
Auslandsaufenthalt vergleichst, war irgendwas anders, besser - besser oder schlechter ist ja
immer ein bisschen schwierig einzuschätzen, ist ja immer so ne Quantifizierung, aber... war
irgendwas anders? #00:22:41-8#
X: Also ich mein ganz klar, aber das ist auch bei jedem Urlaubsland so würde ich sagen: Man
hat dann so nen ganz anderen Blick. Es fällt einem viel mehr auf, so Berichterstattung über
die Länder oder über bestimmte Plätze oder - was weiß ich - oder auch die Küche oder solche
Sachen. Also man hat dann so nen ganz anderen Blick auf die Dinge. Aber so vom sozialen
Umfeld hier... man kommt erschreckend schnell wieder rein! #00:23:11-4#
S: Ok.... #00:23:13-2#
X: So entspannt man auch ist, wenn zurückkommt oder so... aber, geht dann halt doch wieder
schnell. Dann geht die Uni weiter und dann haste Deine Klausuren und Hausarbeiten wieder...
#00:23:22-7#
S: Hast Du das Gefühl, dass Du Dich - also Du persönlich- Dich verändert hast? Dass Du z.B.
- ach mir fällt selbst immer so wenig ein - ja wie gesagt solche Sachen, dass mehr diese
Sicherheit zu schätzen weißt und deswegen jetzt z.B. abends öfter weggehst, weil Du weißt,
dass Dir eigentlich nicht so viel passieren kann in Deutschland oder sowas in der Art....
#00:23:47-5#
X: Nee, öfter weggehen nicht! Aber ... ... in Mexico hab ich gedacht, dass wenn mich daheim
jemand mitm Messer überfällt, dann lach ich ihn erstmal aus und frag ihn wo sein
Maschinengewehr ist! Ja natürlich mach ich das. Aber ich glaub man sieht das schon anders,
das ist ganz klar! Oder so.. was weiß ich... Im Wald joggen gehen, auch wenns dämmrig wird,
kann man machen hier! Aber ansonsten? Ja so ganz pauschal was man immer sagt und was
XVIII
ein bisschen abgedroschen klingt, aber es stimmt halt: Man wird halt offener. Also man lernt
andere Sichtweisen kennen, also auch auf das Thema Drogen z.B. was ja der Ursprung des
Übels ist. Also Drogenkrieg... Also mittlerweile verstehe ich, dass man für die Legalisierung
von Drogen ist, ja! Und nicht weils darum geht, dass alle Leute Drogen nehmen sollen,
sondern dass in dem Moment wo es legal wird, eine ganze Menge Menschenleben auf dem
anderen Ende der Welt retten könnte. #00:25:00-0#
S: Ok... #00:25:01-1#
X: Solche Sachen, ja... Man versteht vielleicht auch andere Meinungen besser, wenn man eine
andere Perspektive kennengelernt hat. Oder was ich auch z.B. ... weils immer heißt die Coca
Cola Company ist ja so böse und so... Ja, sind die bestimmt und graben irgendwo in Afrika
das Grundwasser ab, aber das sind so Argumentationsstränge ich sage "Ja ja, das soll so nicht
sein!" und darum gehts auch nicht, aber in Costa Rica haben wir dann auch Leute
kennengelernt, wo die Chiquita COmpany ganz groß war. Und die war dann halt weg und naja
gut, also während der Zeit der Chiquiat Company gabs ganz viele Probleme mit
gesundheitsschädlichen Pestiziden und so und die Leute sind zum Teil auch echt schwer krank
geworden. Ja, stimmt, böse, keine Frage. Auf der anderen Seite haben die Leute da gesessen
und gesagt "Ja, als die Chiquita Company noch hier war, war alles besser! Die Kinder konnten
zur Schule gehen und so weiter!". Es hat also immer alles zwei Seiten und es ist schwierig
find ich mittlerweile, wenn das nur so einseitig diskutiert wird! Also es geht jetzt nicht, dass
die Chiquita Company weiterhin mit Pestiziden um sich schmeißen soll, sondern ... ja ... das
alles immer irgendwie zwei Seiten hat. #00:26:28-0#
S: Alles ist ein bisschen relativer?! #00:26:33-2#
X: Ja! Da muss man dann halt mehr Aspekte mit einbeziehen, wenn man sagt "Wir kaufen
keine Bananen mehr von da!" sondern wir gucken vielleicht, dass die trotzdem aus Costa Rica
kommen und dann aber entsprechend gut angebaut sind, also entsprechend trotzdem noch die
Bananen gibt, aber unter anderen Bedingungen. Also so, dass beide positiven Seiten dabei
sind - um das jetzt mal auf das Beispiel runterzubrechen. #00:27:03-3#
S: Ok... Ok... Nochmal ne Frage die wieder ein kleines Stück zurückgeht: Wie bist Du in
Deiner alten Umgebung aufgenommen worden? Also als Du wieder zurückgekommen bist,
gab es irgendwie besondere Situationen wie Du z.B. in Deiner Familie wieder aufgenommen
wurdest oder an der Uni oder ... oder oder oder... #00:27:27-6#
X: Nee also... Was heißt besondere Situation?!? Ja klar haben sich alle wieder gefreut, dass
ich wieder da bin, meine Freunde zumindest! Ansonsten war das aber schnell wieder Alltag!
Das ja jetzt auch keine Jahre sondern es ging ja nur um Monate... Insofern... Vielleicht hatte
sich mal ein befreundetes Päärchen getrennt oder so, aber das hatte man dann schon auch
mitbekommen und ja... dann war man aber halt auch wieder drin. Was man vielleicht ein
bisschen merkt ist, wer mit einem tatsächlich Kontakt halten will. Also wer sich die Zeit
nimmt vielleicht mal nen Dreizeiler zu schreiben oder so... Gut, weiß ich jetzt aber auch nicht,
ob ich meine Freunde jetzt danach sortieren würde... Ich bin nämlich auch nicht so, dass ich ...
ich kann gute Freunde haben ohne Ihnen täglich irgendwas zu schreiben... #00:28:22-5#
S: Ja ok... ... Hast Du irgendwie das Gefühl gehabt irgendwie unverstanden zu sein, als Du
wiedergekommen bist? Also so ein Beispiel was ich kenne von meiner persönlichen
Erfahrung ist, man freut sich dass man im Ausland war und hat auch ganz viele tolle
XIX
Erlebnisse gehabt und fängt dann auch ganz oft an zu vergleichen Sachen zwischen
Deutschland und - bei mir in dem Fall - Brasilien. Und irgendwann gehts der Familie oder den
Freunden einfach mal ein bisschen auf die Nerven nach ner Zeit... Hattest Du irgendwie
sowas ähnliches? Dass Du irgendwann das Gefühl hattest Deine Freunde oder Bekannte
hatten nicht mehr so das Interesse daran, was Du erzählst? #00:29:05-6#
X: ... .... Also ... Ich glaub ich hab gar nicht so viel am Stück erzählt! Auf die typische Frage
"Und wie wars?" - tja was sagt man da? Im besten Fall "Ja gut!" #00:29:18-2#
S: Ja super, genau! #00:29:21-5#
X: Ja, aber das kommt ja dann eher so in den Situationen! ... Ich weiß nicht, mir fällt grad
kein gutes Beispiel ein.... Wenn man irgendwo sitzt und dann sowie über was spricht und dann
lässt man nochmal was einfließen... Und das interessiert dann eigentlich schon! ... Nee, das
Gefühl hatte ich jetzt eigentlich eher nicht! #00:29:44-0#
S: Ok... Aber als Du wieder zu Hause warst hattest Du schon das Gefühl, dass es schön ist
wieder zu Hause zu sein, oder wars eher so, dass Du gesagt "ich will gleich wieder weg!"?
#00:29:48-5#
X: Nee, so nicht! Aber ich hab auch nicht gesagt "Ich will für immer nur noch hiersitzen und
nie wieder weg!". Also schon so... es war schön und es war schön wieder hier zu sein, aber ich
würde auch jeder Zeit wieder machen - wenn das die Frage ist. Ob ich dann auf Dauer
auswandern würde, das ist dann ne andere Frage! #00:30:12-4#
S: Ok... Und direkt jetzt ... äh .... es ist ja jetzt mittlerweile schon wieder ein Jahr her, seit Du
wieder da bist... erinnerst Du Dich an irgendeine Situation nach Deiner Rückkehr, die Du so
auf Deinen Auslandsaufenthalt.... irgendwie die Du direkt damit verbinden würdest? Also wo
Du wirklich sagen würdest, das ist jetzt alles ganz anders oder das ist jetzt irgendwas was ich
vorher nicht so gemacht hätte oder gesehen hätte oder emfpunden hätte? #00:30:42-8#
X: ... ... ... ... ... Nee, also jetzt nichts eklatantes! Also ich hab ja schon ein paar Sachen gesagt,
klar. ... Nee, ansonsten... Ich meine, natürlich man mit allem dazu und man entwickelt sich
mit allem weiter, aber das würde ich jetzt nicht unbedingt an der Sache Ausland festmachen!
Das betrifft ja jede Erfahrung und mit jedem Leben anstand sag ich mal... #00:31:17-7#
S: Ok... Glaubst Du dass der reguläre Kontakt - regulärer Kontakt ist ja immer so ne Sache,
regulär kann ja einmal pro Woche oder einmal pro Monat sein - aber glaubst Du, dass der
Kontakt zu Deinen Eltern und Freunden in Deutschland während Deines Auslandaufenthaltes
in irgendeiner Art und Weise beeinflusst haben? Also sowohl positiv als auch negativ?
#00:31:37-0#
X: ... ... Naja eher positiv! Also ... war schon ganz schön den Kontakt zu halten! Also
einerseits dass man dann halt mal sich austauschen konnte, von den eigenen Erlebnissen
erzählen konnte und zum anderen auch zu wissen, hier ist alles ok, man braucht sich keine
Gedanken oder Sorgen zu machen! Geht so mehr oder weniger seinen Gang. Ja und einfach
so Kleinigkeiten, dass man halt trotzdem die Möglichkeit hatte jemandem zum Geburtstag zu
gratulieren oder so... Also dass man nicht so völlig weg war sondern schon noch die
Möglichkeit hatte die Beziehung zu pflegen. #00:32:27-6#
XX
S: Ja ok... Und irgendwie in der Art und Weise wo Du gesagt hast es war relativ unsicher, dass
Deine Eltern irgendwann ... mit 25 irgendwie ... vor einem Jahr warst Du 24 .... is ja immer
ein bisschen schwierig, wenn die Eltern dann sagen "Nein das darfst Du nicht machen weil es
ist zu gefährlich!" und dann macht man das nicht oder so... Aber hattest Du da irgendwelche
Situationen, wo Deine Eltern gesagt mach das lieber nicht und Du dann auch tatsächlich
irgendwas nicht.... ? #00:32:52-9#
X: Nee, eher umgekehrt! So dass sie gesagt haben "Ja, mach das so, wie Du das einschätzt!
Und wenn Du aber denkst, Du willst lieber heimkommen, dann komm heim! Also wenn Du
denkst Dein Leben ist in Gefahr oder überhaupt nicht kannst und willst oder so, dann kannst
Du auch jederzeit..." also es war eher so bestärkendes Gefühl, also mach wie Du einschätzt
und für uns ist alles ok! #00:33:30-7#
S: Ok... Also es hört sich ja so an, als wenn Du auch keine großen Probleme damit hattest
Dich wieder einzufinden in Deutschland?! Also dass Du keinen Kulturschock oder irgendwas
in der Richtung erlebt hättest, als Du wieder nach Hause gekommen bist, oder? #00:33:47-8#
X: Nee ... nee... #00:33:50-6#
S: Na gut, dann ist die Frage, ob man drauf vorbereitet werden sollte, wahrscheinlich sowieso
überflüssig in Deiner Situation... #00:33:56-6#
X: Naja, sollte man schon! Ich meine, man sollte sich schon über das Land informieren, ja?!
Also wäre ich jetzt da hingekommen und hätte gar nicht theoretisch zumindest um die
Sicherheitslage gewusst, das wäre glaube ich schon ziemlich desaströs gewesen. Ich glaube
man sollte sich informieren, ja! Und es ist sicherlich auch hilfreich, wenn man sich sprachlich
vorbereitet, zumindest in Länder wo man die Sprache nicht kann und mit Englisch nicht
durchkommt. Und ja ich mein die Details finden sich dann wahrscheinlich eh eher.....
#00:34:33-7#
S: Und in Hinsicht auf die Rückkehr nach Deutschland? Dass es da irgendwelche
Schwierigkeiten geben könnte? .... Also, dass Du Dich wieder eingliedern musst und Dich
wieder an bestimmte Sachen anpassen musst?! Also ich kann immer das Beispiel geben: als
ich aus Brasilien zurückgekommen bin... also ich war in der 11. Klasse in Brasilien und bin
dann wieder zurückgekommen und hatte auf einmal das Gefühl nicht mehr so unabhängig zu
sein zum Beispiel. Ich musste z.B. wieder zur Schule gehen und meine Eltern haben wieder
gesagt "So, jetzt ist es wieder 23Uhr spätestens, Du gehst ins Bett!" oder so.... Das waren alles
so Sachen, die ich vorher nicht kannte! #00:35:02-5#
X: Ich glaub das es nochmal problematischer wäre, wenn man nicht alleine wohnt, also wenn
man dann wirklich nochmal ins Kinderzimmer muss und dann ... ich glaub das ist dann schon
nochmal ein Unterschied. Wenn man sich da dann wieder - ich will jetzt nicht sagen
unterordnen, aber doch - in die familiären Strukturen einfügen muss, wo man dann im
Ausland selbst bestimmen konnte wie lange man wegbleibt und dann "Ja aber Du warst jetzt
doch schon 4 Abend hintereinander weg, willstdu wirklich nochmal gehen?", klar! Aber in
dem Moment wo man auch zu Hause seine Eigenständigkeit hat, ist das glaub ich nochmal
was anderes.
#00:35:42-2#
S: Ok... #00:35:44-2#
XXI
X: Also ich zurückkam war so meine erste Begegnung mitm Zoll weil wir hatten mehr
Tequila dabei als ein Liter. Und ich dachte ich bin noch in Mexiko, weil die haben sich gar
nicht dafür interessiert?!? Und ich dachte oh Gott, der deutsche Zoll! Und ich hatte
Schweißperlen auf der Stirn, ja? Und es war eher umgekehrt, dass ich dann in Deutschland ein
Stück Mexico gesehen habe, wenn man´s so pathetisch sagen will! #00:36:02-0#
S: Ok... Hast Du dann nach der Rückkehr das Gefühl hast, dass Du dann gesagt hast Du fühlst
Dich jetzt kulturell eher europäisch im Sinne .... also vorher warst Du vielleicht deutsch und
jetzt bist Du eher europäisch? #00:36:15-0#
X: Na ich weiß nicht, ob ich je gesagt hätte "Ich bin deutsch!". Also, weiß nicht, weil ichs
komisch finde und ich gar nicht weiß, wie ich das definieren sollte. ... Ja, aber ich glaub wie
europäisch man wirklich ist, stellt man im Ausland fest. #00:36:31-7#
S: Und hast Du irgendwie das Gefühl, dass Du Sachen, die Du in Mexiko gelernt hast, ... also
z.B. was schon jemand gesagt hat im Interview ist, gelassener zu sein - dass Du das jetzt mehr
in Deutschland anwendest, also Sachen, die Du in Mexiko gelernt hast mit nach Deutschland
genommen hast und verinnerlichst und jetzt auch mehr danach lebst? Also dass man sagen
könnte, dass Du theoretisch deutsch-mexikanisch bist in irgendeiner Weise? #00:37:03-2#
X: ... .... .... .... Also ich würde das kann man in doppelter Weise nicht sagen! Erstens sind die
Mexikaner ja nicht generell gelassen! Sie sind gelassen, wenn es um Dinge geht, die nicht so
wichtig sind! Ja, das ist auch sehr ratsam und so und im Urlaub ist man das ja auch immer
mehr! Aber das ist man ja auch, wenn man zu Hause im Urlaub ist, dann ist man mal
entspannter wenn man dann mal länger an der Supermarktkasse steht oder so... Oder wenn
man nen Termin hat, isses natürlich nicht so. Also ich denke das hängt schon immer von der
Situation ab. Und auch an der mexikanischen Uni war nicht immer alles „easy peasy“
entspannt, sondern da war schon auch lernen und so... Und insofern kommt´s dann halt auch
immer auf den Moment des Vergleichs an! Und klar beim Reisen bist du entspannt und dann
kommt mal ein Zug nicht, dann kommt er halt 3 Stunden später - dann isses halt so. Aber ich
denk, das ist auch dort auch situationsabhängig. Jetzt hab ich aber die Frage vergessen...
#00:38:01-7#
S: Ja, die Frage hast Du eigentlich schon beantwortet, denn Du hast gesagt, Du hast Dich nie
wirklich als deutsch weil Du nicht wüsstest, was Du da reinstecken solltest und deutschmexikanisch geht auch nicht in dem Sinne meintest Du... #00:38:21-0#
X: Ja... ... Ich mein es gibt ja auch hier ganz lässige und entspannt... Ich mein es gibt hier
solche und dort solche... Was ich vielleicht noch gelernt hab, das kann ich Dir vielleicht noch
sagen so in diesem Nationaldenken: Was mich echt überrascht hat: Wenn ich in Mexiko
gefragt worden bin, ob man aus den USA kommt - weil die die nicht leiden können, ist ja klar,
die sind ja auch direkt neben dran - dann "Nee!" und dann die Antwort "Ja , Europa!", "Ja wo
denn genau?", "Ja, Deutschland!" und dann fanden das immer alle ganz toll! Das fand ich
ganz komisch so ein positives Deutschlandbild, weil - sagen wir mal - die nähere Umgebung,
Frankreich oder so ist ja wieder direkt neben dran, da ist das auch nicht so! Aber in Mexiko
und auch in Costa Rica eigentlich ein rein positives Deutschlandbild und alle wollen deutsch
lernen und wollen mal nach Deutschland und das war... das hat mich überrascht, ja!
#00:39:20-9#
XXII
S: Ok... Zusammenfassend würdest Du aber sagen, dass Dein Auslandsaufenthalt es wert war
Deutschland für ne gewisse Zeit zu verlassen, oder? #00:39:29-5#
X: Ja ja, auf jeden Fall! #00:39:31-0#
S: Und wenn jetzt jemand sagen würde er könnte sich niemals vorstellen können ins Ausland
zu gehen - was würdest Du da erwidern? #00:39:38-4#
X: ... Es kommt halt immer auf denjenigen an! Also es gibt bestimmt Leute ... also ich kenn
auch Leute die sagen "Nee, ich könnte das nicht... So lange von zu Hause..." und wenn die das
schon sagen und wenn die das auch wirklich so denken, dann kann das schon so sein. DIe
würden sich dann so in den Gedanken reinsteigern "Oh ich bin jetzt so weit weg von zu Hause
und was passiert und ... überhaupt ... und ich will ja nichts und ich kann ja nichts!" und dann
haben die auch keinen Spaß und können sich auch nicht darauf einlassen. Also ich denk das
kann man so pauschal nicht sagen - aber ich kanns nur empfehlen! #00:40:06-9#
S: Ok... Und Du hast schon gesagt Du könntest Dir vorstellen nochmal ins Ausland zu gehen
für ne längere Zeit, oder? #00:40:14-6#
X: Ja, prinzipiell ja, wenn sich das ergibt... #00:40:14-8#
S: Arbeitstechnisch meinst Du, oder wie? #00:40:20-3#
X: Joa, das wäre ja dann ... also es ist nichts in Planung im Moment und jetzt mach ich auch
erstmal mein Voluntariat und da gibts sowas halt einfach nicht, ist nicht vorgesehen. Also da
muss es auf Urlaubsbasis laufen! Und ansonsten muss man mal sehen, was die Zukunft so
bringt. Aber prinzipiell: ja, würde ich machen! #00:40:39-6#
S: Und wenn Du es Dir aussuchen könntest, also wenn alle Grundbedingungen stimmen
würden: Wo würdest Du hingehen und wie lange? #00:40:47-0#
X: Also wenn die Welt zur Wahl steht? #00:40:51-7#
S: Ja! #00:40:54-2#
X: Ist schwierig... ... ... ... Ja also prinzipiell reizt mich schon Lateinamerika! Ich würd aber
auch ... was anderes machen! Also total schwierig... Also Asien reizt mich nicht so.... Kann
ich jetzt aber auch nicht begründen... #00:41:20-0#
S: Ja, kenn ich! #00:41:20-0#
X: Da hab ich einfach keinen Bezug zu! Weiß ich nicht... Und wo ich auch nicht hin will - das
steht relativ weit unten in der Liste - sind die USA. Je mehr Kontakt ich mit diesem Land
habe, desto unsympathischer wird es mir. Also nicht die Menschen, sondern einfach vom
System her, also einfach von den Prinzipien. #00:41:44-0#
S: Ja, ist witzig! Ist witzig, dass Du das sagst weil ich seh´ das ganz genauso! Also ich war ja
wie gesagt ein Jahr in Brasilien und danach hatte ich nie das Gefühl ich müsste mal nach
Asien und gar nicht in die USA. Aber mittlerweile würde ich gerne mal nach Asien! Also jetzt
haben so viele Leute so viel davon erzählt, dass sich das immer voll gut anhört und jetzt könnt
XXIII
ihc mir auch vorstellen da mal hinzugehen, aber auch mehr urlaubsmäßig! #00:42:05-0#
X: Ja, würde ich auch eher machen als USA. Also gar nicht wegen der Menschen, wie gesagt!
Darum gehts überhaupt nicht! Aber so dieses .... dass das Land Flugzeuge abstürzen lassen
würde, nur weil sie aus Kuba kommen und eben nicht in den USA notlanden sollen. Also alles
solche Sachen... wääh... Kann ich nicht nachvollziehen! #00:42:24-6#
S: Ja, das stimmt. Da kann ich nur zustimmen!
OK, das waren meine Fragen soweit schon! Meine letzte Frage wäre eigentlich obs noch
irgendwas gibt, das Du ... äh... was ich vergessen hätte zu fragen oder was Du zum Thema
sagen möchtest, also wo es wirklich darum geht: wie verändert man sich durch
Auslandsaufenthalte? #00:42:44-6#
X: .... .... Nöö, fällt mir so spüontan nix ein! #00:42:49-3#
S: Ok... Gut, dann äh... #00:42:51-1#
X: Vielleicht noch: Es passiert halt automatisch weil es die Menschen sind, die die gleichen
Probleme oder Interessen in der Situation haben, dass man dann doch wieder sehr viel mit
anderen Internationals oder Reisenden rumhängt. Aber einfach aus der Situation... Man geht
halt in die Hostels und da sind dann halt keine Einheimischen sondern Reisende und so... Also
es heißt aber nicht, dass ich keine Kontakte hatte zum Land - nein, ganz und gar nicht! Aber,
so mit denen man reist, das sind dann natürlich keine Einheimischen. Das liegt in der Natur
der Sache. #00:43:31-2#
S: Ja ok, obwohl man sich das natürlich wünscht, aber ist halt immer schwierig! #00:43:39-1#
X: Ja, weil ich mein ich backpacke ja auch nicht durch Deutschland, ist halt so! #00:43:41-8#
S: Ok... Super! Vielen vielen Dank! Das waren glatte 44Minuten! Sogar noch unter der
Stunde geblieben! Auf jeden Fall vielel vielen Dank, dass DU Dir die dreiviertel Stunde
Zeitgenommen hast!
Also DU bist jetzt mein zweites Interview gewesen, d.h. es kommen noch jede Menge!
Abgabetermin für meine Masterarbeit ist Ende Juni oder Anfang Juli, d.h. ein bisschen darf
ich noch schreiben. Und falls Dich die Ergebnisse interessieren bzw. meine Masterarbeit,
dann würde ich Dir das im Sommer irgendwann zuschicken, wenn Du magst! #00:44:23-0#
X: Oh ja gerne, das interessiert mich! Falls Du das nicht findest mit dem Online-Tagebuch,
dann kannste Dich ja nochmal melden, aber ich glaube das kannste so finden, wie ich Dir das
erklär habe. #00:44:33-1#
S: Ja genau ich schau mal! Ansonsten schick ich Dir ne eMail! #00:44:37-3#
X: Ja genau! #00:44:39-2#
S: Super! Ja dann vielen vielen Dank! #00:44:38-7#
X: Ja, gar kein Problem! Dann noch viel Spaß! #00:44:40-3#
XXIV
Appendix 3: Example End of Stay Report
Vorbereitung
¿Por qué Uruguay? – war während des gesamten Semesters die Frage, welche mir am
Häufigsten gestellt wurde. Warum Uruguay, dieses kleine Land in Südamerika, warum nach
Montevideo und warum an die Universidad Católica del Uruguay?
Mein Ziel war es ein Auslandssemester in Lateinamerika zu verbringen. Zum einen, weil ich
meine Spanischsprachkenntnisse verbessern wollte und zum anderen, da es mir wichtig war
auch außerhalb von Europa Erfahrungen zu sammeln. Vor allem das kulturelle Leben von
Südamerika reizte mich, es näher kennenzulernen. Da unsere Universität zurzeit nur mit zwei
Universitäten in Südamerika ein Austauschprogramm pflegt und die Universität in
Montevideo einen sehr guten Ruf genießt, war meine Entscheidung schnell gefasst.
Nachdem ich mich auf der Internetseite der Universität über die unterschiedlichen Kurse
informiert habe, konnte ich das Learning Agreements ausfüllen, welches die deutschen Kurse
mit den Äquivalenzkursen aus Uruguay aufführt. Danach habe ich am internen
Auswahlverfahren unserer Hochschule teilgenommen und konnte mich anschließend auf die
Vorbereitung konzentrieren.
Wichtig sind vor allem die Spanischkenntnisse, welche ich mir im Vorfeld durch
Universitätskurse aneignete. Diese sind notwendig, da viele Uruguayos kaum oder ein sehr
schlechtes Englisch sprechen – eine Voraussetzung, die es ermöglicht schnell Spanisch zu
lernen. Ebenfalls habe ich mich um die Bewerbung für das Stipendium sowie um einen Flug
und eine Unterkunft gekümmert. Ich bin durch eine Kommilitonin, die bereits davor in
Uruguay war, bei einer Familie untergekommen und konnte somit die Lebensweise direkt
kennenlernen. Auch die Universität vermittelt Familien, diese waren mir jedoch mit 550 $
monatlich zu teuer. Viele Studenten reisen auch direkt nach Uruguay und suchen vor Ort eine
Unterkunft, was zu einer der besten Alternativen gehört, da man von Deutschland aus kaum
etwas über Internetplattformen finden kann. Zudem kann der uruguayische Winter sehr kalt
werden, da es zum einen sehr selten Heizungen gibt und die Luftfeuchtigkeit viel höher ist als
in Deutschland, was auch dazu führt, dass es in vielen Wohnungen schimmelt.
Ein Visum habe ich im Vorfeld nicht beantragt, da es in Uruguay ein dreimonatiges
Touristenvisum gibt, welches bei Aus- und Wiedereinreise ohne Probleme erneuert wird. Da
Buenos Aires mit dem Schnellboot nur drei Stunden entfernt liegt, kann man problemlos
einen Wochenendausflug machen, um sein Visum zu erneuern.
XXV
Wichtig ist es auch eine Auslandskrankenversicherung abzuschließen sowie sich über
wichtige Impfungen zu informieren. Obwohl für Uruguay keine Gelbfieberimpfung
vorgeschrieben ist, hatte ich es bereut keine gemacht zu haben, da ich nicht mal eben nach
Bolivien reisen konnte. Daher ist es wichtig sich zuvor ganz genau zu informieren sowie über
die „Landesgrenzen von Uruguay“ hinauszudenken.
Studium in Uruguay
Die Universidad Católica del Uruguay ist eine private Universität im Herzen Montevideos.
Sie genießt, zumindest an unserer Hochschule, einen guten Ruf, was nicht zuletzt an der
hervorragenden Organisation liegt. Da pro Semester nur ca. 40-60 Austauschstudenten an die
Universität kommen, wird man nicht übersehen, sondern das betreuende Studentenbüro steht
einem immer mit Rat und Tat zur Seite, sei es bezüglich der Wohnungssuche, den
Universitätskursen oder sogar Problemen mit der Kreditkarte. Schon während der Begrüßung
erhält man ein rundum „Wohlfühl-Paket“.
Die Kurse an der Universität, zumindest im Bereich BWL, sind mit 9 bis max. 40 Studenten
sehr überschaubar und finden in der Regel zwischen 18:30 und 22:30 Uhr statt. Für die ersten
beiden Jahre gibt es auch Kurse vormittags, allerdings werden die in den höheren Semestern
auf abends gelegt, da viele Studenten nebenher Vollzeit arbeiten. Somit sind die Kurse immer
bunt gemischt, was das Alter und die Vorbildung angehen. Jedoch war ich meist die einzige
Austauschstudentin in meinen Kursen, was den Lerneffekt für mich erheblich steigerte. Das
Niveau der Kurse kann, wie auch in Deutschland, sehr variieren, jedoch ist die Ausbildung
sehr gut und quasi äquivalent zu den deutschen Kursen. Lediglich aufgefallen ist mir, dass
weniger auf Softskills, wie beispielsweise Präsentationstechnik, Wert gelegt wird.
Auch Teamarbeit ist eher schwierig, da sich die Studenten entweder gar nicht oder in letzter
Sekunde treffen. Man muss also von der deutschen Ordentlichkeit etwas Abstand nehmen und
die Dinge etwas gelassener sehen. Eine weitere Herausforderung für mich waren stets die
Diskussionen, die geführt wurden, da alle Uruguayos gleichzeitig reden und ihre Meinung
gegebenenfalls
auch
lautstark
vertreten.
Die
Notenvergabe
basiert
zudem
auf
Zwischenprüfungen und einer Abschlussprüfung, es besteht Anwesenheitspflicht während des
Semesters und insgesamt wirkt das System sehr verschult.
Die Professoren waren stets sehr nett und das Verhältnis zwischen Student und Professor ist in
der Regel weniger autoritär als in Deutschland und durch ein näheres und freundschaftlicheres
XXVI
Verhältnis geprägt. Auch standen sie mir immer mit Rat und Tat zur Seite und brachten stets
viel Geduld auf.
Die Universität bietet zudem einen Kurs an, welcher sich „Servicio Comunitario“ nennt. Bei
diesem Kurs ist es möglich, mit Kindern oder Erwachsenen aus einem ärmeren Viertel oder in
einer schwierigen Situation ein Projekt durchzuführen. Dabei war nicht nur das Projekt
interessant, sondern man konnte auch außerhalb der Privatuniversität eine ganz andere und
weniger privilegierte Seite von Uruguay kennenzulernen. Dadurch war es für mich möglich,
mehr von der Kultur zu lernen und zu verstehen.
Aufenthalt in Uruguay
Uruguay ist mit seinen 3,5 Mio. Einwohnern, wovon die Hälfte in Montevideo lebt, ein eher
kleines und überschaubares Land. Neben Landwirtschaft findet man dort beeindruckende
Strände, Naturschutzgebiete und viel Ruhe. Selbst in der Hauptstadt Montevideo geht alles
etwas ruhiger zu und die Montevideaner treffen sich meist mit ihrem Mate-Tee an der
Rambla. Da der Tourismus auch nicht so stark ist wie in der pulsierenden Stadt Buenos Aires,
lässt es sich in Montevideo ruhig leben und vor allem studieren. Die Menschen in Montevideo
sind unglaublich hilfsbereit und kommunikativ. So kommt man schnell ins Gespräch und es
kann passieren, dass einem der ganze Bus hilft einen bestimmten Ort zu finden. Dazu gibt es
dann noch ein paar Lebensgeschichten und Tipps gratis.
In Montevideo ist alles gut mit dem Bus erreichbar, obwohl es einige Zeit dauert, bis man das
Bussystem verstanden hat. Hilfreich war mir stets die Seite http://www.montevideo.gub.uy,
wo unter „Cómo ir“ eine Art Fahrplan abrufbar ist. Auch Ausflugsziele in Uruguay sind sehr
gut mit dem Bus erreichbar, wohingegen das Bahnnetz eher nicht zu empfehlen ist. Die große
Busstation in Montevideo heißt Tres Cruses und befindet sich im Stadtzentrum. Von dort aus
fahren Busse in alle Richtungen des Landes. Für die Überfahrt nach Buenos Aires gibt es
aktuell drei Unternehmen: Buquebus, Colonia Express und Seacat. Es lohnt sich die Preise zu
vergleichen und rechtzeitig zu buchen – vor allem, wenn man mit dem Flugzeug in Buenos
Aires landet.
Die Lebenshaltungskosten sind vergleichbar mit Deutschland wenn nicht teilweise sogar
teurer. Vor allem Hygieneartikel, Kosmetik oder Kontaktlinsenflüssigkeit sind wesentlich
teurer. Meist habe ich auf dem Wochenmarkt eingekauft, da es eine große Auswahl an
Lebensmitteln zu einem günstigen Preis gab.
XXVII
Kulturell gesehen kann Montevideo einiges bieten, von Diskotheken über Kinos bis hin zu
Theatern. Das „Teatro Solís“ ist nicht nur ein wunderschönes Gebäude sondern bietet auch
viele interessante Veranstaltungen und ist auf jeden Fall einen Besuch wert.
Fazit und persönliche Wertung
Zusammenfassend war es ein unglaublich interessantes und erfahrungsreiches Semester.
Dabei konnte ich zum einen meine Spanischkenntnisse erheblich verbessern und habe zudem
viel über die Kultur Uruguays und auch Südamerikas gelernt. Es gab vieles, was für mich
sowohl im positiven als auch im negativen Sinne sehr überraschend war und ich konnte
meinen Horizont wesentlich erweitern. Zudem war Montevideo der ideale Ort für das
Auslandssemester, da die Stadt die nötige Ruhe hat und die Menschen dort sehr hilfsbereit
und geduldig sind. Auch die Universidad Católica del Uruguay war gut organisiert, gab sich
viel Mühe mit uns Austauschstudenten und durch die kleinen Studiengruppen war der
Lerneffekt sehr groß.
XXVIII