Browsing by Subject "Intercultural Communication"

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    Exploring the Gap Between a Morally Valid and a Legally Adequate Consent; Investigating Latino Understanding of an Informed Consent Conference
    (2015-06) Pigozzi, Laura
    Abstract Enrollment of members of minority communities in clinical trials is an important step towards the elimination of health disparities and increases the generalizability of research results. Latinos are disproportionally affected by a number of health issues such as diabetes. Having Latinos participate in research is essential since limited participation leads to limited data specific for this population. Furthermore, for some patients, inclusion in clinical trials represents an opportunity to receive new therapies not otherwise available. This project explores Latinos’ understanding of the informed consent conference considered on a broad level, including oral, textual, and visual components. Grounded theory is used as the analytic methodology. This bioethics question is explored by situating the theory within relevant literature in bioethics, rhetoric, scientific and technical communication, and intercultural communication. Data was gathered in three studies using the methodology of analogue participants. A simulation of a healthy patient consent conference was used in Study 1 and Study 2, while a simulation of a multi-arm diabetes trial was used in Study 3. The analogue participants were recruited from urban Catholic parishes that serve a large immigrant Latino population. In order to secure a moral consent and honor the autonomy of members of this community during trial enrollment, the researcher must thoroughly understand the social context that forms the identity of the Latino community member. Although the level of autonomy varies with each individual, the social context shaped by this data suggests a compromised autonomy. The social context of this community is complex and dynamic. Latino immigrants in this study live in a closely-knit community, sharing a culture, language, faith, for the most part their country of origin, and the immigrant experience. These community members demonstrate care and concern for one another in their shared struggles to acculturate while living with a steady sense of disquietude surrounding the immigration status of themselves, family members, or friends. An undocumented status affects all areas of an immigrant’s life, limiting many potential opportunities. The grounded theory resulting from the data gathered in Study 1, Study 2, and Study 3 suggests a culturally specific way to present trial information to members of this community, describes how that information might be understood, and illustrates the community’s social context. Understanding the social context is necessary to understand how to present trial information and to understand the autonomy of community members.
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    Intercultural development in the short-term study abroad context: a comparative case study analysis of global seminars in Asia (Thailand and Laos) and in Europe (Netherlands)
    (2011-04) Nam, Kyoung-Ah
    With the rapidly increasing emphasis on the internationalization of higher education, study abroad is emerging as one of the major ways to enhance students’ intercultural competence. While national study abroad enrollment trends have shown significantly increasing numbers of students in shorter-term programs, the impact of short-term programs is largely unexplored. The objective of this comparative case study is to assess the major program components that participants found the most valuable, and investigate the impact of their short-term study abroad experiences in two different locations (Thailand/Laos and the Netherlands). A mixed methods approach is utilized, including quantitative measures from pre- and post-survey questionnaires, pre- and post-sojourn assessments using the Intercultural Development Inventory (IDI), and qualitative data obtained from in-depth interviews. The theoretical frameworks used include social contact theory (Allport, 1954; Pettigrew & Tropp, 2006), transformational learning theory (Mezirow, 1991), the Developmental Model of Intercultural Sensitivity (Bennett, 1993), intercultural communication theories (Hall, 1956, 1976; Hofstede & Hofstede, 2005; Hofstede, Hofstede, & Minkov, 2010), and cultural intensity factors (Paige, 1993). Findings suggest that a three-week short-term study abroad program can have a positive impact on participants’ intercultural sensitivity as well as professional and personal development, including career goals, educational aspirations, self-awareness, worldview and perspective change, global engagement, critical thinking skills, and motivation related to international affairs. Other benefits are that students who otherwise may not have had the time, financial resources, or inclination to participate in study abroad programs are able to gain a “foot in the door” in terms of international/intercultural experience. Variety in curricula including extensive field trips, the roles of on-site mentors, and the opportunity to interact with locals were major components that participants found valuable. A total of 56% of participants showed enhanced intercultural sensitivity (as measured by the IDI) after completing the program. The statistical results, combined with interview data, suggest that factors such as individual readiness, the nature of activities in the host country, and the degree of difference between home and host country cultures all have an impact on intercultural development. These findings have important implications for the design of short-term programs, and inform study abroad theories, policy, and practice. Overall findings show that what counts the most is how the program is designed and facilitated rather than how long the program is. Students learn effectively only if the program is structured appropriately before, during, and after their experiences abroad. Since transformative learning does not occur without appropriate intervention and facilitation, it is essential to focus on the quality of the experience. Particularly important are the developments of constructive field trips, the emphasis of in-depth debriefing and critical reflection, and the need for appropriate training for program leaders. The results of this study provide empirical support for the benefits of short-term study abroad. Short-term study abroad can make a difference; when it is appropriately designed, effectively implemented, learner centered, and responsibly assessed. With the dramatic increase of short-term programs nationwide, it is imperative to enhance program quality through creative, innovative, and systematic curricular designs that foster transformative and intercultural learning.