Adolescent participation in science and adventure expeditions leads to reverse culture shock, but also life-lessons, and a compass for the futureThis study explored the phenomenon of expedition reverse culture shock (ERCS), specifically investigating three factors that affect ERCS for youth who participated in an international expedition. The purpose of the study was to respond to a need for educational and recreation researchers in the U.K. to examine the nature and impact of expedition experiences on adolescent populations.
The researchers define expeditions as "experiences that involve physical journeys (e.g., walking, sailing), have some degree of uncertainty involved (e.g., of destination), some self-sufficiency (e.g., carrying personal equipment and food supplies)... [and] typically take place in locations that are different from the young people’s own environment or culture (e.g., urban to wilderness, developed country to developing country)."
Qualitative data were collected from eight male and eleven female British youth (n=19) who participated in a six week science and adventure expedition to Greenland. Six months after their expedition, these participants submitted a letter describing the ways in which the expedition had impacted them individually and as part of a larger group. Letters were independently coded by two researchers.
Three themes emerged related to ERCS. Themes included (1) a sense of isolation; e.g., inability to relate or communicate experiences, (2) extending the lessons of the group; e.g., skills, knowledge, and confidence acquired during the trip were utilized after the trip, and (3) using the group as a compass for the future; e.g., intentions and plans for the future were adapted or changed as a result of participation in the group expedition. These themes were loosely connected to the six stages of culture shock (CS) outlined in CS literature generally, but added a unique contribution from the expedition perspective.
Recommendations for increasing the value of expedition experiences and assisting youth with their transition home were set forth based on the findings of this study. These included intentionally incorporating discussions with participants on the potential for isolation, ways of taking learning back to home environments, and ways to use expedition experiences as a life compass as well as setting up mechanisms for ongoing connection and support (e.g., e-mail, social networking sites, and internet discussion groups).
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