The Effects of a Cross-Cultural Psychology Course on Perceived Intercultural Competence

2020 ◽  
pp. 009862832097727
Author(s):  
Yan Wei ◽  
Julie Spencer-Rodgers ◽  
Elise Anderson ◽  
Kaiping Peng
Keyword(s):  
College Students ◽  
Intercultural Competence ◽  
Local Community ◽  
Cultural Psychology ◽  
Cross Cultural ◽  
Cultural Immersion ◽  
International Psychology ◽  
Control Research ◽  
Quasi Experimental ◽  
Psychology Course

Intercultural competence—the ability to successfully interact and communicate sensitively with members of other cultural groups—is an essential skill in multicultural societies and an increasingly globalized world. A quasi-experimental study revealed that completing a cross-cultural international psychology course increased college students’ perceived intercultural competence substantially, relative to students in a control (research methods) course. The curriculum included an extensive 10-week Cultural Immersion Project, conducted on campus and in the local community, and weekly experientially based group projects. The course may be especially effective for college students with less prior intercultural experience.

scholarly journals Enhancing the Intercultural Competence of College Students: A Consideration of Applied Teaching Techniques

2019 ◽  
Vol 21 (2) ◽  
pp. 81-96
Author(s):  
Brian W. Haas
Keyword(s):  
Higher Education ◽  
College Students ◽  
Undergraduate Students ◽  
Intercultural Competence ◽  
Cultural Psychology ◽  
Intercultural Sensitivity ◽  
Teaching Techniques ◽  
Intercultural Learning ◽  
Specific Teaching ◽  
Psychology Course

Many higher education instructions have set forth explicit objectives to improve college students’ intercultural sensitivity and communication. However, there currently exits considerable heterogeneity in terms of the extent and methods that higher education institutions undertake in order to achieve these important goals. This praxis essay provides a framework to understand the process of intercultural learning in college students, the core features of academic cultural psychology, and makes specific recommendations for effective and innovative ways to teach a cultural psychology course to a broad range of undergraduate students. Specific teaching techniques are offered to target specific intercultural learning areas.

scholarly journals Research on Evaluation of Intercultural Competence of Civil Aviation College Students Based on Language Operator

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Jin Wang ◽  
Chuan Liu ◽  
Bahjat Fakieh ◽  
Li Zheng ◽  
Maozhu Jin ◽  
...  
Keyword(s):  
College Students ◽  
Cross Cultural Psychology ◽  
Cultural Competence ◽  
Intercultural Competence ◽  
Cultural Psychology ◽  
Evaluation Model ◽  
Cross Cultural ◽  
Civil Aviation ◽  
College English ◽  
Cultural Behavior

Abstract The latest “Guide to College English Teaching” lists cross-cultural education as an important part of college English courses. At the same time, ICAO ’s requirements for civil aviation pilots and controllers ’cross-cultural abilities increase year by year, which raises new requirements for the cultivation of cultural abilities. This article explores this subject from two aspects of cross-cultural psychology and cross-cultural behavior, using SPSS22.0 data analysis method and Delphi method to establish an evaluation model, which includes four first-level indicators: attitude, awareness, knowledge and skill. Attitude and consciousness evaluate cross-cultural psychology, and knowledge and skills evaluate cross-cultural behavior. Under the 4 first-level indicators, there are 6 second-level indicators and 17 third-level indicators. This paper uses the accuracy and convenience of language operators in the process of information conversion to transform fuzzy subjective qualitative analysis into quantitative analysis, and proposes a set of evaluation methods for cross-cultural competence based on language operators. At the same time, an empirical study was conducted with C University as an example. The statistical results show that the method has good applicability and scientificity for the evaluation of the cross-cultural competence of civil aviation college students.

scholarly journals The Impact of Short-Term Cross-Cultural Experience on the Intercultural Competence of Participating Students: A Case Study of Australian High School Students

2021 ◽  
Vol 10 (8) ◽  
pp. 313
Author(s):  
Wendy Nelson ◽  
Johannes M. Luetz
Keyword(s):  
High School ◽  
High School Students ◽  
Intercultural Competence ◽  
Qualitative Interviews ◽  
Cross Cultural ◽  
Short Term ◽  
School Students ◽  
Cultural Experiences ◽  
Quasi Experimental ◽  
The Impact

Over recent years, globalisation occasioned a dramatic rise in cross-cultural interactions until this was disrupted by the COVID-19 pandemic. The ability to competently engage in a multicultural world is often considered the “literacy of the future”. Global interconnectedness has brought studies into intercultural competence to centre stage. This has increased the demand for cross-cultural education experiences that facilitate such learning. However, there is a dearth of empirical research into the issues and effects surrounding short-term cross-cultural educational experiences for adolescents. This mixed-methods study extends previous research by looking specifically into what impact short-term cross-cultural experiences may have on the formation of intercultural competence (IC) and emotional intelligence (EI) of Australian high school students. This study used two instruments for measuring IC and EI in a pre- and post-test quasi-experimental design (n = 14), the General Ethnocentrism (GENE) Scale and Toronto Empathy Questionnaire (TEQ). Moreover, it conducted in-depth post-experience qualitative interviews (n = 7) that broadly followed a phenomenological paradigm of inquiry. The findings suggest that fully embodied cross-cultural immersive experiences can effectively support the formation of IC and EI in high school students and may thereby play a contributing role in redressing ignorance, xenophobia, prejudice, and discrimination. A greater understanding of the linkages between immersive cross-cultural experiences and intercultural competence offers prospects for policymakers, educators, pastoral carers, and other relevant stakeholders who might employ such experiential learning to foster more interculturally and interracially harmonious human relations.

Intercultural Competence

2016 ◽  
Author(s):  
Lily A. Arasaratnam
Keyword(s):  
Intercultural Competence ◽  
Significant Contribution ◽  
Cultural Psychology ◽  
Theoretical Models ◽  
Cross Cultural ◽  
Effective Management ◽  
The People ◽  
Anthropology And Education ◽  
The World ◽  
Present Understanding

The phrase “intercultural competence” typically describes one’s effective and appropriate engagement with cultural differences. Intercultural competence has been studied as residing within a person (i.e., encompassing cognitive, affective, and behavioral capabilities of a person) and as a product of a context (i.e., co-created by the people and contextual factors involved in a particular situation). Definitions of intercultural competence are as varied. There is, however, sufficient consensus amongst these variations to conclude that there is at least some collective understanding of what intercultural competence is. In “Conceptualizing Intercultural Competence,” Spitzberg and Chagnon define intercultural competence as, “the appropriate and effective management of interaction between people who, to some degree or another, represent different or divergent affective, cognitive, and behavioral orientations to the world” (p. 7). In the discipline of communication, intercultural communication competence (ICC) has been a subject of study for more than five decades. Over this time, many have identified a number of variables that contribute to ICC, theoretical models of ICC, and quantitative instruments to measure ICC. While research in the discipline of communication has made a significant contribution to our understanding of ICC, a well-rounded discussion of intercultural competence cannot ignore the contribution of other disciplines to this subject. Our present understanding of intercultural competence comes from a number of disciplines, such as communication, cross-cultural psychology, social psychology, linguistics, anthropology, and education, to name a few.

Quasi-experimental research in culture sensitive psychology

2018 ◽  
Vol 24 (3) ◽  
pp. 327-342 ◽  
Author(s):  
Pierre R. Dasen ◽  
Ramesh C. Mishra ◽  
Jürg Wassmann
Keyword(s):  
Large Scale ◽  
Cultural Psychology ◽  
Developmental Psychology ◽  
Field Work ◽  
Cross Cultural ◽  
Small Scale ◽  
Spatial Skills ◽  
Cultural Variables ◽  
Quasi Experimental ◽  
The Many

The research presented in this article follows up on several aspects of Gustav Jahoda’s long and fruitful career: (1) his early fieldwork on cognitive development in Africa, particularly in the area of spatial skills; (2) his interest in cross-cultural psychology as a research method; and (3) his insistence on bringing anthropology and psychology together. The topic of our research is the development of a so-called “geocentric” frame of spatial reference. This is a cognitive style, in which individuals describe and represent small-scale table-top space in terms of large-scale geographic dimensions. We explore the development with age of geocentric language and cognition, and the relationships between the two. We also explore the many environmental and socio-cultural variables that favor the use of this frame. We demonstrate how we untangled several of these variables by using a succession of within-society group comparisons, in several societies where a geocentric frame is in common usage (Bali, Indonesia, India, and Nepal). Our research program unfolds like a detective story, where one finding that is difficult to interpret because of several confounded variables leads to another quasi-experimental group comparison that suggests another hypothesis, which is then tested in a further session of field-work. In each case, we emphasize how important it was to have extensive linguistic and ethnographic knowledge before implementing psychological tests. The research design is not cross-cultural as such (we hardly ever perform comparisons between societies), but culturally sensitive within a series of societies; in other words, as Dasen and Jahoda (1986 , p. 413) defined it, “cross-cultural developmental psychology is not just comparative: essentially it is an outlook that takes culture seriously.”

Review of Journeys Into Cross-Cultural Psychology.

1996 ◽  
Vol 41 (4) ◽  
pp. 396-397
Author(s):  
Terri Gullickson ◽  
Pamela Ramser
Keyword(s):  
Cross Cultural Psychology ◽  
Cultural Psychology ◽  
Cross Cultural
Sign in / Sign up

Export Citation Format

Share Document