Browsing by Subject "Intercultural Competence"

Now showing 1 - 5 of 5
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    Assessing the intercultural sensitivity of elementary teachers in bilingual schools in a Texas school district.
    (2009-03) Bayles, Peggy Porterfield
    This study explored the intercultural sensitivity of 233 elementary teachers working in five bilingual schools in an urban Texas school district. The purpose of the study was to assess teachers' intercultural sensitivity and to determine whether there were differences in intercultural sensitivity in terms of certain demographic and background variables related to their intercultural experience. A quantitative, non-experimental design was used for the study. The Intercultural Development Inventory (IDI), version 2, a psychometrically valid instrument based on the Development Model of Intercultural Sensitivity (DMIS), was used to measure intercultural sensitivity. A seven-item demographic and background information sheet was used to gather the information needed to determine whether the dependent variables (IDI developmental and scale scores) differed for teacher groups in terms of the independent variables: gender, age, level of education, years living in a bicultural setting, years teaching in schools, years teaching ethnically diverse students, and years teaching in a bilingual classroom. The IDI results revealed a mean developmental score of 95.09 for the group of teachers. This score placed the teachers in Minimization, an ethnocentric stage on the DMIS. This suggests that while the group of teachers may have a familiarity with different cultures and be aware of differences in cultural patterns such as values, beliefs, and communication styles, they may minimize student cultural differences and apply universal values and principles in their educational practice. The results also indicated a significant difference between the mean developmental score for teacher groups examined for two of the variables: years teaching in schools and years teaching ethnically diverse students. For both of these variables, the group of teachers with over 10 years experience had a higher mean developmental score than the group of teachers with fewer years experience. There were no significant differences in the scores between teacher groups for the other variables: living in a bicultural setting, years teaching in a bilingual classroom, age, gender, or level of education.
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    An Exploration of Intercultural Competence Among Community College Students: A Focus on First-Year Experiences
    (2021-05) Kirk, Melissa
    This study investigates students’ intercultural competence at a community college in the United States. In particular, it explores the experiences of first-semester, community college students in a first-year seminar course at a large, urban community college. This mixed-methods study uses data from administration of the Intercultural Development Inventory and semi-structured interviews with the students. Overall, students demonstrated growth toward an intercultural mindset. Implications and suggestions for policy and practice are outlined.
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    Factors Contributing to the Intercultural Competence of International School Administrators: A Mixed Methods Study
    (2016-05) Jubert, Daniel
    This 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.
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    Fostering intercultural competence through study abroad: a gender- based analysis of individual and program factors influencing development.
    (2011-12) Nichols, Karen Preston
    This study explores how individual student characteristics, study-abroad program choices and gender influence intercultural competence outcomes through study abroad. The Georgetown University Consortium Project (GUCP) sample included 1,163 students who completed a pre- and post-test of intercultural competence using the Intercultural Development Inventory and were studying abroad on one of 51 programs around the world. The secondary analysis of GUCP data found that men and women differed in both individual and program characteristics. Women were more likely to start out with a higher level of intercultural development, take all content courses delivered in the target language, and receive frequent group mentoring more often than men. Both taking content courses in the target language and receiving frequent group mentoring correlated with greater positive changes in intercultural competence through study abroad. Considering only individual student characteristics, negative predictors of change in intercultural competence were found to be initial intercultural development level and majoring in non-international business. Being female was a positive predictor. When both individual and program characteristics were considered, initial intercultural competence level and majoring in non-international business remained negative predictors. Living with international students and living with a host family were also shown to be negative predictors of intercultural competence development. Being female remained the only significant positive predictor of intercultural competence development when all individual and study-abroad program characteristics were considered.
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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.