ABSTRACT
Family educators acknowledge the need for international education in colleges and universities (Andrews, 2003; Crowford, 1993; Firebaugh & Deacon, 1990; Paige & Williams, 2001). Many have recommended the globalization of the curriculum for decades as a means to prepare students for the challenges of an increasing global interdependence (Andrews, 2000; Andrews, 2003; Firebaugh & Miller, 2000; Hanvey, 1979; Harari, 1981; Kameoka, 1996). Anderson (2003) defines global interdependence as “valuing the interconnectedness and mutually dependent parts in creative ways to address the complex issues of families, communities and countries” (p. iii). Furthermore, Tucker (2003) believes that “functioning successfully in a global community is now a requirement” for family oriented professionals (p. 3). However, despite the efforts of some higher education units in globalizing the curriculum, Paige and Williams (2001) report that in their study of students’ perceptions, “the majority of the students feel unprepared to participate in a global society in both their professional and their personal lives” (p. 82).
