Rethinking Race, Ethnicity, and the Assessment of Intercultural Competence in Higher Education

This qualitative study aims to explore the limitations of using a cultural assessment tool in higher education with the goal of preparing students to thrive in a highly demanding, diverse, and global community. Colleges and universities are potentially important sites of cross-cultural and cross-racial engagement and socialization, and cultural competence is arguably one of the critical skills that many higher education institutions are embracing to prepare students for our diverse, but increasingly polarized, global society. In particular, this study discusses the use of the intercultural development inventory (IDI), a cultural assessment tool that has not been validated in the U.S. for racial, ethnic, or social class differences, and which leaves out the role of structural inequalities in intercultural relationships. Findings reveal that interview data from black, indigenous, and people of color (BIPOC) did not align with their IDI results and that the tool dismisses the complex experiences of BIPOC students. These findings jeopardize the tool’s purpose and validity. Finally, this study reveals the importance of educating students about structural competence to improve empathy and understanding of a diverse student body.

Integration of Intercultural Learning into an International Advanced Pharmacy Practice Experience in London, England

As the number of international advanced pharmacy practice experiences (APPEs) continues to grow, this is an opportunity to incorporate intercultural learning (ICL) to further advance student pharmacist training. Purdue University student pharmacists participated in a clinical research focused APPE in London, England. To prepare for this APPE, students completed a one-credit course focused on intercultural learning and travel preparation. The purpose of this report is to describe the implementation and assessment of ICL during this course and international APPE. The course includes interactive ICL activities, reflective assignments, and personalized assessments. During the eight-week APPE, student pharmacists worked on an individualized Intercultural Development Plan®, which includes ICL activities, focused reflection, and check-ins. ICL was assessed using the Intercultural Development Inventory® (IDI®) at the beginning of the course and at least four weeks after APPE completion. Student APPE feedback was also reviewed for evidence of ICL. Twenty-seven students completed the course and APPE from 2018 to 2020. The average IDI developmental orientation (DO) before the course was 91.7, placing students in minimization. The average perceived orientation was 120.9, placing students in acceptance. There were 18 students who completed the post-APPE IDI: 12 students demonstrated growth in the DO (range: 1.5–23.72), and six students experienced a decrease in their DO. Intercultural learning can be implemented and assessed as part of an international APPE.

Intercultural Competence Gains from Study Abroad in India

Participation in a study abroad program to Zambia with intentional intercultural activities embedded in the course curriculum has been shown to enhance cultural competence as measured by the Intercultural Development Inventory (IDI®) (Krishnan, Masters, Holgate, Wang & Calahan, 2017). The purpose of this study was to assess whether a new program to India, developed using a. similar model, was effective in increasing student intercultural competence and to compare student outcomes with the previous program to evaluate possible differences in outcomes related to the destination country. Participants included 21 students who participated in the SLHS in India study abroad program, and 20 students who have not travelled abroad. Quantitative data included a pre- and post-program administration of the IDI® for both groups. Qualitative data included pre-departure and final reflection papers completed by participants in the intervention group. Results indicated a significant increase in intercultural competence in the intervention group and no change in score in the control group participants. The increase in group score is similar to increases seen in students who had travelled to Zambia. Results indicate that an intensive, service learning study abroad program can be a mechanism for students to enhance intercultural competence, possibly regardless of destination country.

Comparison of pre-intervention IDI results from STEM and non-STEM undergraduate students

The emphasis on intercultural competence is more prevalent in STEM (Science, Technology, Engineering and Mathematics) majors as the world shifts towards a more globalized economy. When entering higher education, students have differing levels of cultural interaction due to varying peer interaction, family experiences, international travel, and social media experiences. The Intercultural Development Inventory (IDI) has been used to develop an understanding of how students view others and the level of skills they have to interact and adapt to other cultures. Using published data focused on pre-intervention assessment, researchers compared it to data obtained from STEM students preparing for an international experience and studies that already exist to learn more about both student populations and to gain an appreciation of their cultural competencies. As institutions look to prepare their students for jobs in a global workplace, an understanding of where STEM students place according to the IDI in comparison to their non-STEM peers may aid educators wishing to focus on developing these skills in their students. The results of the comparison between Purdue STEM students and other non-STEM students showed STEM students fell into more ethnocentric levels of intercultural competence. This may be explained by the traditionally male-dominated nature of STEM majors, as males have been shown to fall in more ethnocentric orientations.

International Students on U.S. College Campuses: Building Up or Tearing Down Cultural Walls?

This study uses qualitative and quantitative methods to explore the intercultural sensitivity (IS) of international students at an American university -- specifically, whether international students' IS improved over the course of a semester on campus. The findings indicate that the participants did not, on average, achieve progress in their levels of IS as measured by the Intercultural Development Inventory (IDI) during the semester they were surveyed. Per qualitative interviews, the students came to the U.S. full of curiosity, ready to explore the country and make friends. However, they were disappointed to find “intangible walls” separating them from their American classmates. The students felt isolated and disconnected from the domestic student body and described their struggle to connect with American students. Lacking opportunities to engage in deep personal conversations with peers from different backgrounds and cultures, the international students, on average, did not improve their levels of IS and described an unsatisfying experience studying on an American college campus.

Toward “Living Together”: Developing Intercultural Sensitivity Through Arabic Foreign Language Coursework

This paper investigates intercultural sensitivity as an expected outcome of an Arabic as a foreign language class in higher education. The study used pretest and posttest design to measure the change in 26 students’ intercultural sensitivity after a semester of language study. The participants studied elementary level Arabic as a foreign language at an American university in the northeast United States. The Intercultural Development Inventory (IDI) was used to measure intercultural sensitivity. No significant difference was found in the Arabic students’ levels of intercultural sensitivity as measured by the IDI, on average. The students’ Arabic instructor was interviewed, and the elementary level Arabic textbook was critically reviewed to understand how students’ intercultural sensitivity might be improved; a primary recommendation is to provide instructors with training on incorporating culture into foreign language curriculum.

Using the Intercultural Development Inventory (IDI) With First-Year, Pre-Med Students

Medical education emphasizes cross-cultural training programs to meet the needs of diverse patients and understand social determinants of health as root causes leading to healthcare disparities. The question remains about how to best accomplish this in the curriculum. Students in pursuit of medical education need intercultural training early to examine implicit biases, treat the patient not just the disease, and become patient advocates before they practice. This chapter addresses critical issues related to the human side of healthcare. The Intercultural Development Inventory® (IDI®) and accompanying reflection prompts were administered to 40 pre-med students. Findings revealed students overestimated their intercultural understanding and 97.5% had monocultural mindsets. Six themes demonstrated how the IDI® can be used to develop critically reflective future healthcare providers: Reframing Reactions, Lack of Exposure to Other Cultures, Lack of Cultural Self-Awareness, Bi-cultural Identity and Fitting In, Healthcare Connections, and Diversity and University Opportunities.

Building an Inclusive Campus: Developing Students’ Intercultural Competencies Through an Interreligious and Intercultural Diversity Program

Post-secondary institutions are increasingly recognizing the need to foster intercultural competence (ICC) in students; however, the ways in which these institutions can do so has not been fully explored. The purpose of the current mixed methods study was to investigate changes in post-secondary students’ ICC (N = 35) following participation in an interreligious and intercultural diversity program, based upon changes in students’ scores on the Intercultural Development Inventory (IDI). A thematic analysis of post-program questionnaires was used to triangulate the data and provide more insight into changes experienced by participants. Quantitative results revealed significant increases in students’ overall ICC, and significant decreases in the discrepancy between students’ perceived ICC and their actual ICC. Qualitative results revealed five overall themes: (1) shifting perspectives, (2) enhancing intercultural engagement skills, (3) connecting, (4) inspiring action, and (5) personal growth. Implications for research and practice are discussed.

Building an Inclusive Campus: Developing Students’ Intercultural Competencies Through an Interreligious and Intercultural Diversity Program

Post-secondary institutions are increasingly recognizing the need to foster intercultural competence (ICC) in students; however, the ways in which these institutions can do so has not been fully explored. The purpose of the current mixed methods study was to investigate changes in post-secondary students’ ICC (N = 35) following participation in an interreligious and intercultural diversity program, based upon changes in students’ scores on the Intercultural Development Inventory (IDI). A thematic analysis of post-program questionnaires was used to triangulate the data and provide more insight into changes experienced by participants. Quantitative results revealed significant increases in students’ overall ICC, and significant decreases in the discrepancy between students’ perceived ICC and their actual ICC. Qualitative results revealed five overall themes: (1) shifting perspectives, (2) enhancing intercultural engagement skills, (3) connecting, (4) inspiring action, and (5) personal growth. Implications for research and practice are discussed.