The purpose of this qualitative research study was to examine the Florida community college student's understanding of and engagement in global learning through the lens of constructionist theory. Using a grounded theory methodology, seven students in three Florida community colleges were interviewed to hear in their own words how personal and academic experiences have shaped their interest in other countries, cultures, and current international events. The goal of this study was to explore students' perspectives using the principles of social constructionism and constructivism to create a new model of understanding of global learning. The final results of the study found that students primarily think of culture when asked about global learning, and they do not have a solid understanding of the concept in an academic sense. This understanding has been formed throughout their lives as their interest began well before their current community college experience. Remarkably, all seven students had some experience with global learning long before enrollment in their current institution, and all seven students had an unremarkable college experience thus far as it pertained to global learning. In the end, there were five major influences found to be involved in the formation of students' understanding and engagement level in global learning, which included the family, peers, academic experiences, work experiences, and the external environment. The study concludes by emphasizing the importance of the community college's role in helping to prepare college graduates for the 21st century workplace.
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Cintron Delgado, Rosa
Doctor of Education (Ed.D.)
College of Education and Human Performance
Child, Family, and Community Sciences
Educational Leadership; Higher Education
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Robertson, Jennifer, "The Community College Student's Social Construction of Global Learning in the Florida College System" (2016). Electronic Theses and Dissertations, 2004-2019. 4869.