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1.
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
2.
Mitchell R. Hammer 《Int J Intercult Relat》2011,35(4):474-487
Intercultural competence/sensitivity is increasingly recognized across the global spectrum of educational institutions, corporations, government agencies and non-government organizations as a central capability for the 21st century. The Intercultural Development Inventory (IDI) is an assessment tool that measures the level of intercultural competence/sensitivity across a developmental continuum for individuals, groups, and organizations and represents a theoretically grounded measure of this capability for perceiving cultural differences and commonalities and modifying behavior to cultural context. This study represents additional cross-cultural validity testing of the IDI, building on the previous work of Paige, Jacobs-Cassuto, Yershova, and DeJaeghere (2003) and Hammer, Bennett, and Wiseman (2003). The 50 items from IDI v2 were administered to 4763 individuals from 11 distinct, cross-cultural samples. Confirmatory factor analysis confirms the following basic orientations toward cultural difference originally explicated by
[Bennett, 1986] and [Bennett, 1993] in the Developmental Model of Intercultural Sensitivity (DMIS): Denial, Defense, Reversal, Minimization, Acceptance, and Adaptation. In addition, it also identifies Cultural Disengagement as an additional scale within the IDI; but one that is not located along the developmental continuum. Second, the inter-scale correlations support the theoretically proposed, developmental formulation from Denial through Adaptation. Third, the current analysis offers strong support for an overall Developmental Orientation (DO) scale and an overall Perceived Orientation (PO) scale. Fourth, Minimization is found to be a transitional orientation toward cultural differences and commonalities, between the more monocultural (ethnocentric) orientations of Denial and Polarization (Defense, Reversal) and the more intercultural mindsets of Acceptance and Adaptation. Fifth, readability analysis indicates the IDI is appropriate for high (secondary) school students (age 15 or above) or individuals with a 10th grade reading level. Finally, criterion validity of the IDI was assessed. The results indicate that the IDI has strong predictive validity toward bottom-line goals within organizations; namely, the achievement of diversity and inclusion goals in the recruitment and staffing function. These findings complement previous results that demonstrated that the IDI also possesses strong content and construct validity across culture groups. 相似文献
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Intercultural competence (IC) is a key competence in individuals’ life. Educational programs carried out to date have been motivated by the presence of culturally diverse students. This situation calls for programs to be implemented in low cultural diversity contexts, considering its repercussion on all students.This study aimed to explore the impact of a Sport Education Model (SEM)-based program about games from around the world on seventh-grade students’ intercultural competence and friendship goals. A quasi-experimental control group design (pre-test, post-test, and retention test measures) was carried out. The experimental group (EG) followed a SEM-based program (18 sessions) about games from around the world, whilst the control group (CG) was not exposed to any specific treatment, continuing with its ordinary syllabus. Data were collected from questionnaires, interviews and field notes.EG obtained significant improvements on reward, help, intercultural understanding and friendship-approach goals; whereas CG had significant diminishment on both intercultural sensitivity and understanding, as well as on friendship goals. Qualitative results conveyed: (a) an approach to new cultural realities; (b) how the teaching content led to cultural reflection; (c) how students created new relationships; (d) greater collaborative relationships; (e) how the model helped to mitigate negative behaviours; and (f) how the intervention provided students with greater opportunities for participation. Games from around the world are shown to be a suitable content for developing IC, suggesting the need for expanding evidence about possible effects of new teaching contents when conjugated with SEM. 相似文献
5.
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
6.
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
7.
《Journal of Intercultural Communication Research》2013,42(2):139-160
The literature argues that in global business communication the concept of “national culture(s)” is becoming obsolete because globalization leads to cultural convergence. This article argues that “national cultures” are not obsolete in global organizations. Two focus group interviews were conducted in a global corporation using folk perceptions as a framework. Employees were asked to discuss their work practices and agreed that uniform standards could not be used across cultures. The article concludes that, despite globalization, we do not see evidence of cultural assimilation in global employees’ work practices, but rather that stereotypes of national cultures are used to provide orientation. 相似文献
8.
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
9.
The purpose of the present study was to evaluate a new computer-based multimedia learning tool for intercultural sensitization that is based on synthetic cultures. The learning tool named “Culture Awareness Training” (CAT) is targeted at learners with few intercultural experiences, and its aim is to sensitize participants to cultural influences on behavior and to intercultural differences, and to enhance perspective taking. Two studies were conducted to evaluate the effectiveness of the CAT. Study 1 (N = 107) showed that participation in the CAT led to higher intercultural awareness and higher intercultural interest compared to a control group. In Study 2 (N = 46), the CAT was compared to a simulation game for intercultural sensitization. Participants were students shortly before their stay abroad. Results showed that both the CAT and the classical simulation game enhanced participants’ cultural awareness. 相似文献
10.
This study evaluated the interpersonal sensitivity of third culture individuals, defined as people who lived in a country other than that of their nationality during their developmental years, by comparing them to mono-cultured individuals. While the notion that third culture individuals develop enhanced perceptual skills as a result of intercultural adaptation is widely accepted in popular and professional literature, this assertion has not been empirically tested. Previous research on intercultural communication competence and adaptation has almost exclusively focused on intercultural exposure among adults. This study collected data from 142 individuals using web-based surveys. The instruments measured two aspects of participants’ interpersonal sensitivity: social and emotional sensitivity. Results showed that third culture individuals have significantly higher social sensitivity than mono-cultured individuals, while mono-cultured individuals reported higher emotional sensitivity. Additionally, no significant correlation was found between greater intercultural experience and increased interpersonal sensitivity. 相似文献
11.
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
12.
Our research is a response to the need to improve the understanding of the complexity of global professional communication. To investigate the complex cultural interpretations that producers and audiences apply to professional texts, we developed a two-year interactive project. Business students in New Zealand and Israel produced promotional “texts” – video clips to promote a university program – which they exchanged with their counterparts overseas to receive feedback. We adapted models of home-made visual communication and advertising which used the categories of participants, settings, topics, and style, to analyze the eight clips. Emergent findings suggested two more categories – information and language – as important analytical tools. Variables of age, gender, intra- and intercultural differences, and (cultural) context also resulted in student audiences’ multiple interpretations of the texts. The outcomes indicate the need to extend the culture-in-context approach for a “situation focused communication approach,” where the primary focus is a group of producers and their audience as they produce and interpret a professional text. This approach also foregrounds contextual variables and a plural understanding of culture to accommodate the potential for miscommunication of business and professional texts in pluricultural contexts. 相似文献
13.
This study examines Vietnamese students’ experiences of language choice practices in intercultural interactions with their local Taiwanese peers. Data were gathered from semi-structured interviews with students from five different Taiwanese universities where both English and Mandarin Chinese are used as mediums of instruction and communication. Findings suggest that the students frequently used English as a language of neutrality to communicate with local students, which either connected them with or disconnected them from their peers. They, whereas, considered Mandarin as a language of convergence, which helped them to get closer to their Taiwanese friends. They also occasionally made use of Vietnamese—a language of divergence—to a small extent to connect with their local peers. As international students seem to be the ones who often put more effort into addressing the linguistic and cultural gaps and improving the communication effectiveness compared with their local counterparts, it is recommended that local students should play a more proactive role in using proper accommodation strategies to connect with international students. Internationalised universities should also contribute to building a healthy and inclusive intercultural environment for international and local students and facilitating respectful and effective intercultural interactions among them. 相似文献
14.
Intercultural sensitivity is a relevant construct from the affective sphere, that allows the recognition, understanding, worth and legitimation of others in their differences. It permits individuals to access different ways of feeling, perceiving, and understanding the world, due to their coexistence in the same society. The objective of this study was to adapt and validate the Intercultural Sensitivity Scale ISS in a sample of university students from Chile. To meet this objective and adapt the scale to a non-English speaking culture, an ISS linguistic adaptation process was conducted. Subsequently, a cross-sectional design study was carried out, including 427 university students of both genders (49.8 % men and 50.2 % women), with an average age of 21.19 years (SD = 2.61). Three models were contrasted, the factor model with the best fit confirmed the structure of five correlated factors proposed by the original study. The evidence of validity of external criteria, which were analysed by means of bivariate correlations between the factors of the ISS instrument and the Modern Racism Scale, MRS, showed significant relationships which are theoretically acceptable. Finally, the level of factorial invariance was evaluated, showing that ISS’s factor structure is maintained invariant up to the level of scalar invariance, for the variables of ethnicity and sex. This research provided evidence of the psychometric quality of the adaptation of ISS, allowing its use in the Chilean context. 相似文献
15.
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
16.
Intercultural knowledge development: Evidence from student interviews during short-term study abroad
The goal of this investigation was to examine intercultural knowledge development during a short-term study abroad program focused on language and cultural learning. Interviews with students were conducted at the beginning and end of the program, allowing for a qualitative approach to analysis, supported by quantitative measures. While previous investigations have relied on qualitative data, this is the first analysis of intercultural knowledge development based on a qualitative, pre- and post-program design. Intercultural knowledge development was identified considering the change and growth in student knowledge. Results indicated that students experienced a change in the salience of intercultural knowledge themes over the period abroad, focusing on City life and Schedule differences more at the beginning of the program than at the end. Such shift may be indicative of cultural adaptation during the program. Results also demonstrated intercultural knowledge growth over the period abroad, with the greatest growth being related to knowledge themes of Big C (e.g., culture and history), daily life, food and drink, and values and politics. These results led to a distinction between types of knowledge that traditionally have been included in definitions of intercultural knowledge, an analysis of context as it intersects with knowledge development, and a theoretical consideration of the relationship between intercultural knowledge and intercultural communicative competence. Furthermore, practical considerations for cultivating intercultural knowledge during short-term study abroad programs were discussed. 相似文献
17.
Trenton James Hagar 《Journal of Intercultural Communication Research》2018,47(2):87-104
This paper is concerned with understanding how Saudi academic migrants utilized reflective knowledge to promote their development of Intercultural Competence. Two collective instrumental case studies investigate how Saudi academic migrants perceived and described their development of intercultural competence. Research findings indicate a variety of common and divergent examples, topics, and themes that describe SAM development of intercultural competence from the category of reflective knowledge. The participants perceived the importance of intercultural competence and, through critical reflection, were able to describe impactful instances of their developing abilities to communicate and behave effectively and appropriately in a variety of intercultural situations. 相似文献
18.
《Journal of Intercultural Communication Research》2013,42(4):345-368
Little research has been conducted that explores connections between the fields of intercultural communication and English-language instruction. To address this gap, we report on an intercultural communication course delivered as an integral part of a short-term professional development immersion program for English-language teachers from South Korea. Study results indicate that intercultural communication training served to enhance participants’ pragmatics awareness along with sensitivity regarding sociocultural influences on communication that they experienced in situ. After the four-week course, most of the participants expressed desire and readiness to integrate intercultural communication into their teaching in South Korea. Intercultural communication training promises to complement pragmatics instruction aiming at improving English-language learning and teaching. 相似文献
19.
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
20.
Cultural globalization affects most people around the world in contemporary, modern societies. The resulting intercultural contact have been examined using the theory of globalization-based acculturation. However, little is known about possible differences and similarities in processes underlying the effects of direct (e.g., through contact with immigrants) and indirect (e.g., engagement with cultural elements through media) forms of new cultural exposure. Drawing on the contact hypothesis, social identity theory, and symbolic threat theory, we examined whether perceived intercultural threat and local and global identities would explain whether both forms of contact result in multicultural acquisition or in ethnic protection. In Study 1 (N = 402), indirect, but not direct, intercultural contact was positively associated with multicultural acquisition; and both types of intercultural contact were negatively linked with ethnic protection. Global identity significantly mediated the association of both direct and indirect intercultural contact with both multicultural acquisition and ethnic protection, whereas perceived cultural threat only significantly mediated the associations of direct intercultural contact with multicultural acquisition and ethnic protection. In Study 2 (N = 424), higher levels of ethnic protection, and lower levels of multicultural acquisition, emerged in the experimental group primed with indirect, versus direct, intercultural contact. Furthermore, intercultural threat was negatively, and global identity positively, associated with multicultural acquisition, while intercultural threat was positively, and global identity negatively, associated with ethnic protection. Results are discussed in relation to similarities and differences across direct and indirect intercultural contact, providing a nuanced understanding of contemporary intercultural contact and globalization-based acculturation among majority populations. 相似文献