The purpose of this study was to examine how a study-abroad learning experience helped school administrators grow as culturally responsive school leaders. In order to help school administrators better understand the culture of increasing number of Korean students in the southeastern part of the United States, a study-abroad program has been offered for the past 6 years. Various qualitative data were collected to explore participants’ learning experiences, including statements of application, focus group interviews, reflections, and post-interviews. The findings demonstrated that the foreign learning experience helped participants better understand the challenges that immigrant families undergo and motivated them to create a welcoming school environment for immigrant families. The experience also helped them reflect on their students and school practice and encouraged them to plan new initiatives.
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