Bridging Cultures: High School Experiences of Exchange Youth in Hawai‘i

• In Event: International Students in Different Disciplines

Proposal

Youth exchanges are an important part of the international education landscape in the United States (US). The US government invests in exchange programs as a public diplomacy tool to support its foreign policy objectives. This case study examines two government-funded youth exchange programs, Future Leaders Exchange (FLEX) and the Kennedy-Lugar Youth Exchange and Study (YES). FLEX brings to the US a selective group of youth aged 15–19 from Europe, Asia, Africa, and the Middle East. They live with volunteer host families, attend high school, learn about American values, and share about their countries with Americans for an academic year. The goals of FLEX and YES are to promote mutual understanding between the US and other countries and to build a network of young leaders who are committed to democratic values.

Different ways of instructional methods and schoolwork abroad compared to a student’s home country may affect their educational experience. To succeed, international students must adapt both culturally and academically (Ward et al., 2001). The literature highlights substantial discrepancies between the expectations of international students and those of American teachers. It reveals that international students often struggle with the informality of American classrooms, including a perceived lack of teacher authority and respect. In addition, school-related stress has been shown to negatively affect international students’ overall cross-cultural adaptation (Brown & Holloway, 2008; Fontana, 2015; Presbitero, 2016; Wu et al., 2015).

In this presentation, I explore the academic experiences of FLEX and YES exchange students in relation to the exchange program objectives, addressing the following research questions:
(1) How do the FLEX and YES programs seek to instill their official norms and values through academic integration?
(2) How do participants navigate and experience the American school environment?
(3) In what ways do they exchange their culture with the American school community?

This study included 23 FLEX and YES exchange students from 19 countries, 19 host families, and two local coordinators in Hawai‘i. Qualitative data was collected from 2017–2020 through semi-structured interviews, observations, and program document reviews, to gain an in-depth understanding of the exchange students’ school experiences. The data was analyzed using thematic analysis to identify key patterns and insights.

The FLEX and YES programs pride themselves on a rigorous selection process that admits only highly qualified youth with leadership potential. Being an exchange student is a role that comes with specific academic requirements. As per program documents review, students must enroll in a full course load, including English and U.S. History, Government, or Civics courses. They must maintain at least a B average with no grades below a C. To foster social integration, students must participate in school clubs and activities. Local coordinators monitor academic progress monthly to ensure students perform well. However, there is always a risk that a student may struggle to adapt to the American education system or social environment, potentially limiting their success during the exchange, which may come with consequences.

Findings reveal that navigating the American school environment was not an easy task for the youth. They noted significant differences compared to their home countries’ education system, such as longer class periods, elective subjects, and an informal atmosphere that encouraged open interactions with teachers. Many students found American teachers to be “much more positive and passionate about their subjects,” approachable, and open to questions—qualities they rarely encountered back home.

To foster social integration, students were encouraged by the program to join school clubs. Some students went further and initiated new clubs, leaving behind a legacy at their host schools. While most excelled academically by the end of exchange, students also developed new skills in extracurricular activities, particularly in music, art, and sports. While students remained modest about their accomplishments, host families took pride in their school achievements, often comparing these youth to their own children. Hosts praised the students for being “fearless,” “brave,” and for putting forth their best effort in all activities. They celebrated the students’ successes, which included participating in school art exhibits, dance performances, debate contests, videography awards, and sports competitions. For many, involvement in school-led community service had a lasting impact, inspiring these youth to continue similar work in their home countries and schools.

However, exchange students faced several cross-cultural challenges when adjusting to the American education system. These included different classroom dynamics, more relaxed student-teacher relationships, language barriers, and the use of digital platforms like Canvas. Forming friendships, an essential aspect of teenage social life, was perceived as the biggest challenge during the academic year. Students found that participating in activities such as sports and clubs helped them build connections and integrate socially.

Youth also shared their cultures formally, especially during International Education Week, where they gave presentations, shared traditional foods, and answered questions about their home countries. While this helped foster national pride, some students faced stereotypes in their host school communities, such as people’s misconceptions about riding camels in Egypt or walking with lions to school in Africa. These interactions became opportunities to educate others and promote cultural understanding within the school community.

Finally, this presentation discusses implications for educators, and exchange program practitioners. Cultural training for teachers in American high schools is crucial to better support students navigating classroom behaviors and teaching styles. Language and academic support, particularly for subjects like math and English, would ease the transition into a new education system. Schools should also foster social integration through initiatives like buddy programs, as making friends appeared as the biggest obstacle in this study. Finally, providing emotional and academic resources, including mental health support, ensures that exchange students can thrive both academically and socially during their time abroad.

Author

• Manca Sustarsic, Center on Disability Studies, University of Hawaii at Manoa