Katalin Szelényi

Citizenship in a Global Context: The Perspectives of International Graduate Students in the United States

Since the inception of political theory, citizenship has been a dynamically evolving, geographically and historically specific concept. Most recently, citizenship has been at the center of debates on globalization, a phenomenon defined as “the intensification of worldwide social relations which link distant localities in such a way that local happenings are shaped by events occurring many miles away and vice versa” (Giddens 1990, 64). Although conceptualizing citizenship by looking beyond state borders has a long history, globalization has left its distinct mark by bringing renewed emphasis to the expanded geographic scope of belonging, allegiance, and civic participation in an increasingly global space. Indeed, “global,” “cosmopolitan,” “fluid,” and “flexible” have become frequent attributes of citizenship, stressing the need to go beyond the nation-state in describing the rights and duties of citizens. These developments hold special significance in educational settings, where preparing students for a global world has come to play an important role in citizenship education. For example, NAFSA: Association of International Educators, promoting study abroad by undergraduates in the United States, states that “the challenges of the new millennium are unquestionably global in nature. This reality imposes a new and urgent demand on Americans, one this country has been all too quick to ignore: international knowledge and skills are imperative for the future security and competitiveness of the United States” (2003, iv). By contrast, studies of international students are largely limited to examining adjustment, psychological well-being, and educational engagement, with rare attention to how students’ experiences shape, challenge, and build upon their existing views and experiences as citizens (Al-Sharideh and Goe 1998; Zhao, Kuh, and Carini 2005). Yet international students’ notions of citizenship are hardly negligible given our present time of political instability, the growing role of the United States in global relations, and the recent challenges to international education following the tragic events of September 11, 2001. Coming into intense contact with the U.S. geopolitical and

The Public Good and Academic Capitalism: Science and Engineering Doctoral Students and Faculty on the Boundary of Knowledge Regimes

This article examines the research-related experiences of 48 doctoral students and 22 faculty in science and engineering fields at three research universities, with specific emphasis on the intersection of the public good and academic capitalism. Identifying an expansive, intersecting organizational space between the public good and academic capitalism and stressing the dual nature of the public good with serendipitous and accelerated societal impact, the findings highlight three main ways in which science and engineering faculty negotiate intersections, including complementary, cautiously complementary, and oppositional negotiations. The findings, providing the basis for a model that depicts the expansive organizational space between the public good and academic capitalism and the three manners of negotiating intersections, highlight the nuances of contemporary scientific knowledge production at universities.

The Meaning of Money in the Socialization of Science and Engineering Doctoral Students: Nurturing the Next Generation of Academic Capitalists?

Based on ethnographic interviews with 48 doctoral students and 22 faculty members in science and engineering, this study examines the ways in which doctoral students and faculty make market, symbolic, and social meaning of the presence or absence of money in doctoral student socialization and of funding from governmental and industrial sources. Findings indicate that the culture of science and engineering doctoral education often gives rise to the training of the next generation of academic capitalists, a process that is sometimes contested by students and faculty. Implications are presented for universities, departments, and funding agencies. Based on ethnographic interviews with 48 doctoral students and 22 faculty members in science and engineering, this study examines the ways in which doctoral students and faculty make market, symbolic, and social meaning of the presence or absence of money in doctoral student socialization and of funding from governmental and industrial sources. Findings indicate that the culture of science and engineering doctoral education often gives rise to the training of the next generation of academic capitalists, a process that is sometimes contested by students and faculty. Implications are presented for universities, departments, and funding agencies.

“We Just Don’t Have the Possibility Yet”: U.S. Latina/o Narratives on Study Abroad

Whether indirectly from governmental and non-governmental organizations or directly from higher education institutions, students receive messages that they should study abroad. Studying in a foreign country is considered essential if students are to be marketable to future employers and prepared to lead the U.S. into a new era. Despite the presence of such messages, the understanding of what it means to be absent from the undergraduate student population willing and able to study in a foreign country is severely limited. Importantly, what are the perceptions and experiences of students who repeatedly hear the value of study abroad and who, at the same time, are not willing and/or able to participate? The purpose of this critical qualitative study was to seek answers to this question by exploring the perceptions and experiences of a population that continues to experience low rates of study abroad participation: Latina/o undergraduate students.

Commercial Funding in Academe: Examining the Correlates of Faculty's Use of Industrial and Business Funding for Academic Work

This study examines the demographic, academic, attitudinal, and institutional correlates of receiving industry or business funding for academic work in a national sample of faculty in the United States. The findings depict a complicated picture of externally funded academic work, with implications for the practical and theoretical understanding of academic capitalism.

Who Am I versus Who Can I Become?: Exploring Women's Science Identities in STEM Ph.D. Programs

This article explores the science identities of 21 women STEM Ph.D. students at three research universities in the United States. Following a narrative approach, the findings depict five salient science identities, including those of a) academic, b) entrepreneurial, c) industrial, and d) policy scientist and e) scientist as community educator. Our study links the five science identities to epistemological approaches in knowledge creation and application and describes the ways in which women STEM doctoral students verified their identities in reaction to various social structures. Conclusions relate the concepts of identity confirmation, suppression, and flexibility to implications for policy and practice.

Coloniality of knowledge, hybridisation, and indigenous survival: exploring transnational higher education development in Africa from the 1920s to the 1960s

Abstract This historical multi-case study uses the concepts of coloniality of knowledge, critical hybridity, and indigeneity in examining higher education development in Africa through the efforts of Nnamdi Azikiwe of Nigeria and Kwame Nkrumah of Ghana, two educational reformers and former international students in the USA. We develop a framework for examining how transnational interactions between the Global North and the Global South shape higher education development. Implications are presented for the importance of flexible theoretical understandings of transnational higher education interactions as well as higher education practices in international student and scholar exchange and other transnational higher education engagement.

Education in a globalized world: The connectivity of economic power, technology, and knowledge

BOOK REVIEWS the authors could challenge the dominant paradigm and its efficiency or ineffi- ciency in providing solutions to the basic problems of education, problems most likely found through true understanding in the phenomenological sense of the word. One of the biggest challenges to researchers in CI my emphasis). The idea that parents and pupils are consumers of education does not fit into the type of research they suggest. Also, an expression such as “the rapidly changing demands of the 21st century” (66) causes the reader to ask: Whose demands? Those from the transnational corporations, those from the low-income farmers in Guinea-Bis- sau, or . . . ? It is also difficult to agree when they describe the World Bank as “the largest donor agency” (87). Many educators and others would see the World Bank as a bank and not as a donor agency. Instead of consensus, we need critical and world-systems perspectives. For in- stance, what if the position of a low-income country in the world system is the most important factor contributing to the country’s inability to run a quality and relevant education system? Finally, it is difficult to tell who the target readers are. As mentioned earlier, the book does cover a broad area and a variety of themes, but it is impossible to go deeply into the issues raised within only 142 pages of text. On the other hand, many of the issues, historical and otherwise, are not well known to students in CI yet the book takes for granted that the reader is familiar with the area. As a result, the book is too broad for experts and assumes too much for undergraduate students. In all, the book has an important message, but I feel that the authors attempt to do too much in too few pages. They could have omitted some issues and repetition and gone more deeply into a narrower selection of issues. HOLGER DAUN Stockholm University Education in a Globalized World: The Connectivity of Economic Power, Technology, and Knowledge by Nelly P. Stromquist. Lanham, MD: Rowman & Littlefield, 2002. 221 pp.

Global citizenship and the university : advancing social life and relations in an interdependent world

22.95 (paper). ISBN 0-7425-1098-0.

The Role of Living–Learning Programs in Women’s Plans to Attend Graduate School in STEM Fields

65.00 (cloth). ISBN 0-7425-1097- Nelly Stromquist’s ambitious volume, Education in a Globalized World: The Connectivity of Economic Power, Technology, and Knowledge, is a significant contribution to the literature on globalization and education. Adopting an international comparative approach, Stromquist draws on examples from developed and industrializing coun- tries and critically examines the influence of globalization on primary, secondary, and higher education. The author also brings a carefully crafted theoretical frame- February 2004