Where Cultural Competency Begins: Changes in Undergraduate Students' Intercultural Competency

Autor/inn/en	Sandell, Elizabeth J.; Tupy, Samantha J.
Titel	Where Cultural Competency Begins: Changes in Undergraduate Students' Intercultural Competency
Quelle	In: International Journal of Teaching and Learning in Higher Education, 27 (2015) 3, S.364-381 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Intercultural Communication; Undergraduate Students; Cultural Awareness; Teacher Education; Teacher Education Programs; Teacher Educators; Accreditation (Institutions); Undergraduate Study; College Students; Cultural Differences; Data Analysis; Statistical Analysis; Teaching Methods; Student Diversity; Diversity (Faculty); Preservice Teachers; Multicultural Education; Higher Education; Data Collection; Minnesota + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Cultural identity; Kulturelle Identität; Lehrerausbildung; Lehrerbildung; Teacher education; Education; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Grundstudium; Collegestudent; Kultureller Unterschied; Auswertung; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Multikulturelle Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Data capture; Datensammlung
Abstract	Teacher preparation programs and accreditation organizations have acknowledged need for educators to demonstrate intercultural knowledge, skills, and abilities. Teacher educators are responding to emphasis in higher education to assure that graduates achieve intercultural competence (NCATE, 2008). This study compared the cultural competency of university students before and after participation in domestic intensive and intentional cross-cultural undergraduate courses. Data analysis showed that undergraduate students began their classes at the same levels of intercultural competence, with ethnocentric views that minimize cultural differences between themselves and others. Students usually began with over-estimating their intercultural competence. However, their actual developmental orientation toward cultural differences was more ethno-centric. Due to their lack of experience among people of cultures different than their own, they were more likely to minimize cultural differences and emphasize cultural commonalities. During this investigation, after the first semester, data analysis showed no statistically significant change in students' cultural competence. After a semester with higher-impact activities (e.g., cultural partnerships), subjects showed statistically significant positive gains in their orientations to cultures different than their own. Investigators concluded that domestic inter-cultural experiences may encourage university students to not only learn about others, but also learn from and with others. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01