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This study used a multi-method case study to explore the central paradox of global nomadism, that cultural hybrids seem at home in any cultural context, but feel at home only among others with a similar cultural history. The Intercultural Development Inventory (IDI) was used to provide a psychometric profile of Lena, an Adult Third Culture Kid. Lena presented an atypical and theoretically impossible IDI profile, simultaneously ethnocentric, with issues in Minimization, yet clearly ethnorelative, with no issue evident on the AA or EM scales. A series of in-depth interviews were conducted to explore these IDI results, their implications for the Developmental Model of Intercultural Sensitivity (DMIS), which is the theoretical basis for the IDI, and whether they helped to explain the paradox of global nomadism. The interviews helped Lena to realise that although she was surrounded by people from different national backgrounds throughout her life, their shared cultural experience was stronger than their surface differences, resulting in a Minimization orientation of ‘beneath our superficial differences, people are basically all the same’. 相似文献
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Intercultural competence is an important skill for K-12 educators to effectively teach a demographically changing population of young people. This paper builds on research that uses the Intercultural Development Inventory to assess change in intercultural competence among K-12 educators. This study aims to understand the extent of change in educators’ intercultural competence in an urban district that has implemented an intercultural initiative based on Bennett's Developmental Model of Intercultural Sensitivity. Analysis of pre- and post-test data from the Intercultural Development Inventory (IDI) revealed a significant, and medium effect size, positive change in IDI overall development scores. The data also reveal that behavioral adaptation changed significantly and to a greater extent than cognitive adaptation. The study's findings suggest that intercultural competence can be developed through district and school-based professional development programs, in which the DMIS and the IDI serve as a process model to guide intercultural development. Given the variance in the change in teachers’ intercultural competence, school leaders and trainers should be careful to provide developmentally appropriate training that supports teachers’ learning. 相似文献
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Jennifer Mahon 《Int J Intercult Relat》2009,33(1):46-56
Competent teachers are competent communicators who are able to build and sustain interpersonal relationships across culture and across conflict. The following study was designed to validate and extend prior research [Mahon, J. A. (2003). Intercultural sensitivity development of practicing teachers. Dissertation Abstracts International, 64(7), 2353A (UMI No. 3097199); Mahon, J. A. (2006). Under the invisibility cloak? Teacher understanding of cultural difference. Intercultural Education, 17(4), 391–407] that showed a majority of teachers had ethnocentric levels of intercultural sensitivity (ICS) as measured by the Intercultural Development Inventory (IDI) [Intercultural Communication Institute (ICI). (1999a). The intercultural development inventory. Portland, Oregon: Intercultural Communication Institute]. Qualitative data also suggested teachers with less sophisticated understandings of culture avoided intercultural conflict situations. The following research drew upon a sample of 88 teachers in the United States to examine possible relationships between ICS as measured by the IDI, and conflict style as measured by the Thomas–Kilmann Conflict Inventory (TKI) [Consulting Psychologies Press (CPP). (2002). Thomas–Kilmann Conflict Inventory. Palo Alto, CA: Consulting Psychologies Press]. Results indicated the majority of teachers have ethnocentric understandings of culture, and preferred the Compromising conflict style, followed very closely by Avoiding and Accommodating. Further analyses revealed that degree of cooperativeness predicted levels of the dependent variable of ICS. Certain demographic variables shown to be important in prior ICS research were found to predict levels of the dependent variables. 相似文献
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Positive diversity beliefs are known to increase the effectiveness of diverse groups in organizations and society. Early cross-cultural experiences might facilitate developing these diversity beliefs. This study examined the relationship between being a third-culture kid (TCK) and one’s diversity beliefs, and the possible mediation of this relationship by intercultural competences.Data came from 1454 respondents, 17–19 years of age, who filled out the Intercultural Readiness Check (IRC) between 2011 and 2016 (49.1 % female, 50.9 % male). 65.0 % of the respondents had specified their nationality as Dutch, and 35.0 % had indicated a different nationality. 550 respondents (37.8 %) had spent one or more years abroad and were thus classified as TCKs. Their diversity beliefs were compared to 904 respondents (62.2 %) who had never lived abroad, and who therefore were classified as non-TCKs.A mediated regression analysis showed that TCKs had higher positive diversity beliefs than non-TCKs, and that this relationship was mediated by the degree to which they had developed specific intercultural competences, being intercultural sensitivity and building commitment. These findings show that early cross-cultural life experiences help individuals to develop intercultural competences and positive diversity beliefs. Equipped with these competences and beliefs, TCKs can add value to organizations and society. 相似文献
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Intercultural friendship formation is a key challenge for international students studying abroad. In an increasingly globalised world, where people regularly engage with others from different cultures, meaningful intercultural friendships are important. However, culture can pose a considerable challenge that hinders the formation of friendships between people of different cultures. This paper explores challenges and insights into developing intercultural friendships between international Pacific Island students studying in Aotearoa New Zealand and domestic New Zealand Palagi1 students. Similar to other studies, the findings in this study highlight the key challenges connected to cultural differences. These findings are surprising as New Zealand Palagi students would have gone to primary and secondary schools with Pacific Island students and should have had some contact and interactions with them and be more accustomed to cultural differences. Unique to this study is that these international Pacific Island students recognised that universities are in a prime position to champion and promote systemic interventions to assist both international and domestic students to engage with each other in order to promote cultural understanding. Overcoming intercultural friendship development challenges involves creating meaningful intercultural spaces and campus ‘friendship’ events to increase intercultural interactions, raise domestic students’ cross-cultural awareness, and encourage reciprocal intercultural learning. Such activities are likely to enhance the overall well-being of all students and improve the internationalisation of universities with increasingly diverse student cohorts. 相似文献
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Numerous studies have highlighted Intercultural Sensitivity (IS) as a key competence in an increasingly multicultural society. This study examined the extent to which a cohort of first year undergraduate students enrolled on the same Didactics course, and in two different training modalities – Service Learning (SL) and non-Service Learning (non-SL) – developed IS. It was based on a quasi-experimental design of repeated pre-test and post-test measures, comparing the two groups. The sample consisted of 233 Spanish students at higher education institutions, and data was collected using the Intercultural Development Inventory (IDI). The SL group displayed significantly higher levels of IS in all factors except in the denial/defence and minimization stages. Results indicated the effectiveness of SL regarding specific subscales within the IDI instrument. The findings add new depth to our understanding regarding which teaching methodologies contribute to the development of IS and to the training of active citizens in Spanish university students. The discussion focuses on the need for intercultural service experiences to promote IS. The results have broad implications for policymakers and educators who are interested in enhancing transformative educational experiences and effective teaching methodologies for developing students’ IS in higher education. 相似文献
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Gabriela Gonçalves Lily A. Arasaratnam-Smith Natércia Rodrigues Raquel Carvalheiro 《Journal of Intercultural Communication Research》2020,49(3):242-262
ABSTRACT This article explores the psychometric validation of an Intercultural Communication Competence (ICC) scale. Three studies were performed: (1) psychometric evidence pertaining to the scale’s reliability and factor structure and an analysis of the measurement invariance; (2) assessment of convergent and predictive validity; and (3) analyzes the association between ICC and affective and cognitive dimensions of cultural empathy. A three-factor model with eight items yielded the best fit to the data. The scale showed non-invariance between genders, but proved to be a predictor of intercultural contact. Convergent validity were demonstrated. 相似文献
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Namrata Sharma 《Journal of Intercultural Communication Research》2017,46(1):96-110
The concept of cultural intelligence was formulated to ease and understand multicultural interactions in business organizations. Based on the theory of multiple intelligence; it is the cross-cultural facet of intelligence that assists adaptive cultural adjustment. Due to its implications for the contemporary world witnessing increased cultural contact and clashes; it has attracted multidisciplinary scholarly interest. This article reviews the development, validation and major approaches to the construct, along with a focus on its critical analysis. Significance of the construct in promoting intercultural discourse to encourage pacific multicultural existence is implicated. Furthermore, suggestions are made to extend the scope of cultural intelligence research and integrate it in diverse fields encompassing intercultural contact and communication. 相似文献
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Ming-Yi Wu 《Journal of Intercultural Communication Research》2020,49(4):313-329
ABSTRACT By surveying 115 social media marketing professionals in 17 different countries and regions, this study extends Technology Acceptance Model (TAM) and digital divide research at the organizational level in the cross-cultural context. There are three major findings. First, there are significant differences in perceived ease of use (PEU), perceived usefulness (PU), and behavioural intention (BI) among different types of organizations (U.S. vs. Non-U.S. and global vs. domestic). Second, cultural convergence and cultural divergences theories may complement, instead of contradict, with each other. Finally, second-level digital divide may exist between non-U.S. based domestic organizations and the other three types of organizations. 相似文献
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Previous research has demonstrated that intercultural interactions produce less positive outcomes in cooperative behaviors in game play than intracultural interactions, yet no study to date has empirically linked these behavioral outcomes to cultural differences between the players. In this study stranger dyads played a modified version of Prisoner's Dilemma either with a partner from the same country or not. Intercultural dyads were less cooperative and more competitive, replicating previous findings. The behavioral outcomes for the intercultural dyads were reliably associated with differences in the dyad's home country scores on Hofstede's (2001) cultural dimension Power Distance, linking cultural differences between players and behavioral outcomes in intercultural game play. 相似文献
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The goal of this study was to develop and validate a short version (TMIC-S) of the Test to Measure Intercultural Competence (TMIC; Schnabel, Kelava, Seifert, & Kuhlbrodt, 2015). TMIC-S measures six malleable abilities that support handling novel or difficult cross-cultural situations. The short TMIC-S version, comprising 25 self-report and six situational judgment items, was administered to 1032 Germans and 769 Brazilians. Confirmatory factor analysis (CFA) showed a good fit of the sixfactor multimethod model in both samples. Measurement invariance was examined by multigroup CFA, which showed metric and scalar invariance of the TMIC-S. An initial construct validation was addressed by computing correlations of the German and Brazilian TMIC-S versions with the Cultural Intelligence Scale (Van Dyne, Ang, & Koh, 2008). Additionally, prior intercultural experience was positively associated with latent TMIC-S means in both samples, highlighting criterion validity. Thus, TMIC-S is a valid instrument, which can be administered efficiently. 相似文献
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An experimental 2 (channel) × 2 (gender) × 3 (time) mixed factorial design (N = 159) was applied to test and compare how individual dimensions of intercultural sensitivity might be affected by two channels: a virtual environment (i.e., Second Life®) versus a Web environment. Using a modified version of Chen and Starosta's Intercultural Sensitivity Scale (ISS), the study sought to identify which of the five ISS dimensions played the most influential role in intercultural sensitivity outcomes: interaction enjoyment, interaction engagement, interaction confidence, interaction attentiveness, or respect for cultural differences. Results showed that one's willingness and effort toward understanding an intercultural interaction – interaction attentiveness – played the greatest and most statistically significant role in intercultural sensitivity outcomes, and that this effect was greatest within the virtual environment channel. Gender effects were also found, in which men experienced greater enjoyment but women expressed more attentiveness. 相似文献
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This study examines 108 intercultural and 62 intracultural, intrareligious marriages in Hawaii in terms of inferred causality or internal and external variables affecting the satisfaction of the relationship. Personal questionnaires were conducted privately by an interculturally trained interviewer with each marriage partner. Intercultural couples reported significantly more external problems (intercultural experiences attributed to extended family members, relatives, friends and community), greater assimilation pressures on the female towards accepting the husband's culture and greater negative responses toward intercultural marriage per se than intracultural couples. Responses were in concurrence with the idea that for an intercultural, intrareligious marriage to suceed it demands considerable more sacrifice, patience, and commitment. 相似文献
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Intercultural communication competence (ICC) is a need of today, for those who live in multicultural societies and have frequent interactions with culturally different individuals. It is strongly recommended to retest the integrated model of intercultural communication competence (IMICC) among multiple cultural perspectives. For this reason, this study adopted IMICC, retested it on the Asian context of Malaysia. The research employed a survey technique and collected data from 300 international students of a public university. The theoretical model of the research was analyzed using Structural Equation Modelling (SEM). Most of the established paths of IMICC were supported. The findings show sensation seeking and attitude toward other culture (ATOC) directly influenced ICC. The mediating effect of ATOC was empirically justified through the findings. Nevertheless, the mediating effect of motivation to engage in intercultural communication (MTEIIC) towards sensation seeking and ethnocentrism with ICC was not established. The results are promising; however, it is the initial step toward the validation of IMICC on the Asian context. The research practically contributes usage of the model to the policymakers in order to develop future strategies/policies for international students. Further refinement and retesting of the model are necessary for future studies. 相似文献
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《Multicultural Perspectives》2013,15(3):38-45
Using the Intercultural Sensitivity Scale formulated by G. M. Chen and Starosta, the intercultural sensitivity of English major students, non-English major students, and multinational employees in China were investigated. In this study, intercultural sensitivity was defined as consisting of interaction engagement, interaction confidence, respect for cultural differences, interaction enjoyment, and interaction attentiveness. The focus of this research was to explore how intercultural sensitivity was structured among subjects of different English learning and intercultural communication experience. A series of results generated by multiple regressions showed different weightings of the 5 elements of intercultural sensitivity of the 3 subsamples. For example, respect for cultural differences for English major students was affected by interaction engagement and enjoyment, whereas for multinational employees it was only affected by interaction enjoyment. The study also found that English major students felt interaction enjoyment more easily than non-English major students and multinational employees. 相似文献
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This study attempts to develop a brief scale for measuring cross-cultural adaptation of international students in China and to explore the main pathways to promoting their cross-cultural adaptation. Based on Kim’s structural model of cross-cultural adaptation, this study examined a series of reliability and validity analyses and constructed a structural equation model for exploring the main pathways of cross-cultural adaptation. The findings reveal that the revised scale is reliable and valid for measuring international students’ cross-cultural adaptation. Moreover, the findings also suggest that there exist four main pathways (host communication competence, host social communication, intercultural transformation basic, intercultural transformation advanced) that are essential for the development of international students' cross-cultural adaptation, and the interlocking bilateral relationships among these pathways are significant and positive. This study provides insightful theoretical foundation for investigating international students' cross-cultural adaptation in non-western contexts and the compelling empirical support on the structural model of cross-cultural adaptation. 相似文献
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Ozzie Dean 《Int J Intercult Relat》1990,14(4)
This study investigated agreement between American managers in Saudi Arabia and French managers in the U.S. regarding their subjective evaluation of the importance of 16 personal abilities for Intercultural Communication Effectiveness (ICE). Of these abilities, respondents were asked to select the 5 abilities that greatly facilitate intercultural functioning. Demographic data were collected, as well as respondents' satisfaction with stay in the host culture and degree of intercultural effectiveness. Both groups reported the ability to work with other people and to deal with unfamiliar situations, communication misunderstandings, and changes in life styles greatly facilitate functioning in a foreign culture. They disagreed on the importance of seven other ICE abilities. Results support both a culture-general and a culture-specific interpretation of ICE. Implications of the results for ICE and cross-cultural management were discussed. 相似文献
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《Journal of Intercultural Communication Research》2013,42(2):77-98
Intercultural and interracial relationships face barriers, tensions, and challenges that are absent from intracultural and intraracial relationships. These challenges provide the impetus for this study to examine the influences of individualism-collectivism and relational intimacy on topics and dimensions of self-disclosure in intercultural/interracial friendships from a social penetration perspective. A total of 252 participants responded to the instruments measuring the constructs of interest. This study found: (1) relational intimacy was positively correlated with all six topics and four out of the five dimensions of self-disclosure; (2) individualism was a significant predictor of the five dimensions of self-disclosure as a set; and (3) one mirrors one's intercultural/interracial friend in all six topics and the positive/negative dimension of self-disclosure. These results suggest that relational intimacy has a greater impact on close intercultural and interracial friendships than cultural variability. 相似文献