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Despite recent calls, research on ISL has focused almost exclusively on learning outcomes for global North students. We know comparatively less about how ISL programs may impact the knowledge and perceptions of student participants from host countries in the global South. We examine learning outcomes for Kenyan students who interact with visiting students from a U.S. university. Using an original survey and a case-control design, we compare the responses of students from an ISL partner school with those of students in a nearby control school to explore how program participation influences ideas about global citizenship, viewpoints about the United States, and feelings of relative deprivation. Results point to the complexity of ISL programs and their impact on host country participants. On the one hand, we find that ISL partner students show higher levels of global citizenship than control group students. On the other hand, ISL partner students are more likely than the control group to agree with unrealistically positive views of the United States and report greater feelings of relative deprivation. We apply Allport's intergroup contact theory to interpret these findings and reflect on future directions.

This study is a multiple logistic regression analysis of the relationship between dimensions of women’s status and domestic abuse in rural Uttar Pradesh, India, using the 1998-1999 National Family Health Survey (NFHS-2). Findings indicate that the effects of a woman’s status on her likelihood of experiencing abuse depend on the social realm within which status operates. Specifically, more “public” dimensions of status are associated with a greater probability of abuse, while “domestic” dimensions are protective. The findings are interpreted in terms of transitioning gender norms in Uttar Pradesh and provide clarity to the literature on the complex relationship between status and abuse. [ABSTRACT FROM PUBLISHER]