Formative Journeys of First-Year College Students: Tensions and Intersections with Intercultural Theory

Autor/inn/en	Shaw, Marta; Lee, Amy; Williams, Rhiannon
Titel	Formative Journeys of First-Year College Students: Tensions and Intersections with Intercultural Theory
Quelle	In: Higher Education Research and Development, 34 (2015) 1, S.188-204 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2014.934330
Schlagwörter	College Students; Student Experience; Intercultural Programs; Conflict; College Freshmen; Maturity (Individuals); Social Attitudes; Interpersonal Competence; Emotional Intelligence; Personal Narratives; Evidence; Student Adjustment; Developmental Studies Programs; Student Development; Developmental Stages; Qualitative Research; Models; Ethnocentrism; Demography; Theory Practice Relationship; Formative Evaluation; Student Attitudes; Writing Assignments; Minnesota + Suchen Sie Ihr Suchwort? Collegestudent; Studienerfahrung; Konflikt; Studienanfänger; Reifung; Social attidude; Soziale Einstellung; Interpersonale Kompetenz; Emotionale Intelligenz; Erlebniserzählung; Evidenz; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Qualitative Forschung; Analogiemodell; Ethnozentrismus; Demografie; Theorie-Praxis-Beziehung; Schülerverhalten
Abstract	Development of intercultural skills is recognized as an essential outcome of a college education, but in order to facilitate students' growth effectively, we must understand the points of the developmental journey at which students enter the college classroom. This study tests four hypotheses developed on the basis of leading models of intercultural development in relation to first-year students' levels of maturity, attitudes toward difference, capacity for productive interaction and emotions experienced in the face of difference. To test the hypotheses, we collected written narratives on a formative encounter with difference from 414 incoming students at the University of Minnesota. Each narrative was coded for an initial, intermediate or advanced stage of intercultural development, as well as for the outcomes of the interaction and emotions experienced in the course of the encounter. Findings indicate that: (1) only 21% of respondents display evidence of ethnorelative thinking; (2) the majority report very positive attitudes toward difference, but show evidence of veiled detachment and minimization; (3) there is no difference in reports of productive interaction between those who do and do not display mindfulness and (4) the emotions experienced at various stages of intercultural maturity do not yield a pattern of increasing comfort. We conclude that the points at which our students begin their intercultural journey may differ slightly from what is suggested by leading developmental models, and recommend adjusting the starting point of programming aimed at supporting intercultural competence development in college. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01