Browsing by Subject "Developmental Model of Intercultural Sensitivity"
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Item Factors Contributing to the Intercultural Competence of International School Administrators: A Mixed Methods Study(2016-05) Jubert, DanielThis mixed-methods study explored the intercultural competence of international school administrators employed in member schools of the East Asia Regional Council of Schools (EARCOS). The purpose of this study was to assess international school administrators’ intercultural competence and determine if differences exist due to specific demographic and background factors. An explanatory sequential mixed methods model of research was undertaken. Quantitative data was derived from the Intercultural Developmental Inventory (IDI; Hammer, 2011), while qualitative data was derived from semi-structured interviews with selected individuals who took the IDI. A total of 260 international school administrators were administered the IDI to determine their intercultural competence and potential factors influencing their development. The IDI, version 3, is a psychometrically valid instrument constructed to measure orientations toward cultural differences, adapted from the Developmental Model of Intercultural Sensitivity (DMIS). Following the administration of the IDI, 15 international school administrators whose IDI profile reflected an intercultural mindset were interviewed to obtain additional life factors potentially influencing development across the intercultural continuum. Results from the IDI indicated international school administrators mean developmental orientation score was 102.49, placing them in the minimization stage of the continuum. At this stage, individuals are familiar with dissimilar cultures and aware of differences in cultural patterns, yet focus primarily on unifying frameworks. International school administrators also had high perceptions of their intercultural competence, with the mean perceived score significantly above their actual score. The number of years living outside of passport country showed a significant relationship with developmental orientation of intercultural competence. Those administrators who had spent 10 or more years outside of their passport country had significantly higher levels of intercultural competence. Results from international school administrators who were operating at the highest levels along the continuum were also analyzed. These administrators took wide-ranging paths to develop intercultural competence, suggesting there is no “one-size-fits-all” approach. Significant themes generated throughout the interviews included gaining more experience in diverse settings, increasing both cultural specific and cultural general knowledge, and modifying ones’ thought process to be more open, curious and self-reflective regarding cultural experiences. Implications for practice and recommendations for future research are discussed.Item Intercultural competence and racial awareness in study abroad.(2009-08) Stallman, Elizabeth MaceDomestic race relations, particularly between Black and White Americans, continues to be an unresolved issue in this country. A parallel analysis informs us that increasing numbers of college students are choosing to study abroad, an experience proven to be one of intense introspection and personal growth. This study aims to show that White undergraduates who have substantive intercultural experiences with difference via participation in study abroad programs may develop positive racial identities and intercultural competence during and after education abroad. A powerful outcome is the potential of study abroad participants to move toward alleviating racial disparities and racism in America. The design is a sequential mixed methods design using quantitative and qualitative methods. The research questions are: 1) To what extent do White students' intercultural and racial orientations change as a result of having studied abroad? 2) How do White students articulate their intercultural competence development and racial attitude development as a result of having studied abroad? 3) Are the changes in a student's intercultural and racial orientations related? and 4) To what extent do White students perceive a change in their intercultural competence and racial identity? The population are students from a large, Midwestern university who studied abroad for the spring 2008 semester. The hypothesized connections between intercultural competence (Bennett, M., 1993) and White Racial Consciousness (Rowe et al., 1994; LaFleur et al., 2002) also appear in the empirical findings. Further, data from qualitative interviews indicate that White students can articulate intercultural competence more easily than racial awareness; reasons for this difference are discussed. Limitations of this study include the low response rate; and the variations in cultural difference that the students in the sample interact with during their study abroad experiences. Policy implications and research recommendations are offered.