Validation of Intercultural Sensitivity and Respect for Diversity Scale (RDS) in a Korean Sample

Autor/in	Chang, Sungmin
Titel	Validation of Intercultural Sensitivity and Respect for Diversity Scale (RDS) in a Korean Sample
Quelle	In: Multicultural Education Review, 15 (2023) 2, S.122-138 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chang, Sungmin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2005-615X
DOI	10.1080/2005615X.2023.2250712
Schlagwörter	Test Validity; Cultural Awareness; Diversity; Measures (Individuals); Foreign Countries; Intercultural Communication; Korean; Gender Differences; Age Differences; Factor Analysis; High School Students; College Students; South Korea + Suchen Sie Ihr Suchwort? Testvalidität; Cultural identity; Kulturelle Identität; Messdaten; Ausland; Interkulturelle Kommunikation; Koreanisch; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Faktorenanalyse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Korea; Republik
Abstract	Intercultural sensitivity is the affective dimension of intercultural competence. Recently, the Intercultural Sensitivity Scale (ISS) was validated for Korean samples, which raised conceptual, translational, and metrological problems. This study improved on the previous ISS Korean version, developed the Respect for Diversity Scale (RDS), and reanalysed the results according to gender and school level. The sample comprised 542 native Korean-speaking high school and college students. Both scales confirmed the validity of 12 items across four dimensions. Notably, the mean ISS scores exceeded those of the RDS across most factors. Gender differences exhibited significance in the scores of both scales, while school-level differences did not prove significant. This study contributes to the literature that has adapted and validated the ISS with participants from non-English-speaking cultures. Additionally, it sheds light on the relationship between the ISS and measures of general diversity appreciation, highlighting variations based on participants' background characteristics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01