Assessing the intercultural sensitivity of high school students attending an international school

This study explores the perceptions of high school students who attend an international school in Jakarta towards language use, language attitude, and identity. One hundred sixty-five students aged between 15-18 years old participated in this study. They were divided into three categories based on their nationalities, namely (1) Indonesian students who were born and raised in Indonesia, (2) Indonesian students who were born and raised outside Indonesia, and (3) non-Indonesian students (expatriates) who were studying in Indonesia. The data were collected using a survey and in-depth interviews. The findings reveal that the majority of the students in the first and second categories were more comfortable with both oral and written English rather than their first language. However, for the expatriates in the third group, they could express themselves better when they used their first language. Generally, their attitude towards their home language was quite positive. The need to speak their first language (e.g., Korean, Hindi) was a gateway to connect with friends and relatives who did not speak English. As for the students’ identity, this study reveals that although the students were more fluent in English, they felt that they were strongly connected to their country of birth. This study draws out the pedagogical implication that the use of English as a medium of instruction can be quite critical, especially for Indonesian students, as it may have an impact on the loss of their home language.

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Tech Savvy High School Students and Their Textbook Preferences

World Journal of Social Science Research ◽

10.22158/wjssr.v3n4p536 ◽

2016 ◽

Vol 3 (4) ◽

pp. 536

Author(s):

Rachaniphorn Ngotngamwong

Keyword(s):

High School ◽

High School Students ◽

Quantitative Research ◽

Descriptive Analysis ◽

International School ◽

The Other ◽

School Students ◽

Digital Era ◽

The World ◽

Structured Questionnaire

<p><em>As the world enters a digital era, schools have progressed electronically in numerous ways. The purpose of this study aimed to discover how tech-savvy high school students in an international school in Thailand responded to the technological shift in the introduction of eTextbooks. Quantitative research design and descriptive analysis were utilized in data analysis. 179 high school students participated in an electronic semi-structured questionnaire with results indicating the majority of the students preferred a combination of both eTextbooks and print textbooks. Print textbooks were more beneficial for students’ learning, and students felt that print textbooks should not be replaced by eTextbooks. On the other hand, most of the students’ experiences with eTextbooks were negative. Aside from agreeing and disagreeing with stated reasons for using and not using eTextbooks, students freely expressed their personal viewpoints on eTextbook usage. The information obtained from this study is invaluable to schools as they plan on replacing print textbooks with eTextbooks.</em></p>

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Intercultural Sensitivity, Gender, And Nationality Of Third Culture Kids Attending An International High School

Journal of International Education Research (JIER) ◽

10.19030/jier.v13i1.9969 ◽

2017 ◽

Vol 13 (1) ◽

pp. 35-44 ◽

Cited By ~ 4

Author(s):

Antonio Morales

Keyword(s):

High School ◽

High School Students ◽

Intercultural Competence ◽

Intercultural Sensitivity ◽

Third Culture Kids ◽

Third Culture ◽

School Students ◽

Korean Students ◽

International High School ◽

Different Cultures

Due to the globalization and interconnectedness of people from different cultures, intercultural competence is a prerequisite to communicating effectively across different cultures. The Intercultural Sensitivity Inventory (ICSI) measures a person’s ability to modify behavior in culturally appropriate ways when coming into contact with diverse cultures. The ICSI is a measurement based on the concepts of individualism and collectivism. The majority of research on intercultural competence and intercultural sensitivity (ICS) has primarily focused on adult populations in business, international education exchange programs, and adult third culture kids (ATCKs). However, such research involving high school students attending an international school outside of the United States is scant. The purpose of this quantitative study was to examine the differences in intercultural sensitivity (ICS) among Third Culture Kids (TCKs). Specifically, this study assessed the differences in ICS among the independent variables of gender and participant’s passport country. Additionally, the study examined the difference in ICS between Korean females and non-Korean females. The ICSI was used to measure the participants’ ICS. The sample consists of 139 international high school students. The independent samples t-test revealed no statistically significant in ICS among males and females, as well as Korean females and non-Korean females. However, the results revealed a statistically significant difference between Korean and non-Korean students. Korean students scored lowered on the ICSI than their counterparts.

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Parent and Adolescent Contributors to Teenage Misconduct in Western and Asian High School Students in Hong Kong

International Journal of Behavioral Development ◽

10.1080/016502598384199 ◽

1998 ◽

Vol 22 (4) ◽

pp. 847-869 ◽

Cited By ~ 17

Author(s):

Sunita Mahtani Stewart ◽

Michael H. Bond ◽

Catherine McBride-Chang ◽

Richard Fielding ◽

Osvelia Deeds ◽

...

Keyword(s):

High School ◽

Hong Kong ◽

High School Students ◽

International School ◽

Asian Students ◽

School Students ◽

Mediating Role ◽

Caucasian Students ◽

School Misconduct

This study examined relations among teenagers’ and their mothers’ reports of values and autonomy expectations in relation to school misconduct in 58 Caucasian and 66 Asian high school students attending an international school in Hong Kong. Caucasian students were reported to exhibit more misconduct than did Asian students. Across cultures, teenagers’ endorsements of the values related to Openness to Change, and early autonomy expectations correlated positively whereas values related to Conservation correlated negatively with misconduct measures. Valuing tradition and conformity correlated negatively with disciplinary violations. Differences between teenagers’ and their mothers’ values significantly predicted disciplinary violations, providing evidence for the influence of parent/teenager interaction effects within families. The mediating role of values and autonomy expectations in explaining the link between culture and disciplinary violations is discussed in the light of these findings.

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Articulatory Intervention for the Visually Impaired

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1003.139 ◽

1979 ◽

Vol 10 (3) ◽

pp. 139-144

Author(s):

Cheri L. Florance ◽

Judith O’Keefe

Keyword(s):

High School ◽

High School Students ◽

Behavior Change ◽

Visually Impaired ◽

School Students ◽

Handicapped Children ◽

Paired Stimuli ◽

Visually Handicapped ◽

Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

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