Investigating the Validity of the Integrated Measure of Intercultural Sensitivity: Predicting Success in a Multicultural Workplace

<p>In response to previous unsuccessful attempts to produce a valid measure of intercultural sensitivity, Weiss (2012) created the Integrated Measure of Intercultural Sensitivity (IMIS). The aim of the current thesis was to examine the validity of an English version of the IMIS. After back-translation of the scale, two studies were conducted. Study 1 tested the construct validity of the IMIS amongst a population of native English speakers. Study 2 investigated the predictive and incremental validity of the IMIS subscales in regard to outcomes relating to success in a multicultural workplace. The results of these two studies reveal that only one subscale is a valid predictor of such outcomes; this subscale did not predict additional variance when compared to existing predictive measures such as the Multicultural Personality Questionnaire and the Cultural Intelligence Scale. The results of these two studies indicate that the IMIS is not a valid measure of intercultural sensitivity; however the potential for a valid measure intercultural sensitivity is emphasized.</p>

Investigating the Validity of the Integrated Measure of Intercultural Sensitivity: Predicting Success in a Multicultural Workplace

<p>In response to previous unsuccessful attempts to produce a valid measure of intercultural sensitivity, Weiss (2012) created the Integrated Measure of Intercultural Sensitivity (IMIS). The aim of the current thesis was to examine the validity of an English version of the IMIS. After back-translation of the scale, two studies were conducted. Study 1 tested the construct validity of the IMIS amongst a population of native English speakers. Study 2 investigated the predictive and incremental validity of the IMIS subscales in regard to outcomes relating to success in a multicultural workplace. The results of these two studies reveal that only one subscale is a valid predictor of such outcomes; this subscale did not predict additional variance when compared to existing predictive measures such as the Multicultural Personality Questionnaire and the Cultural Intelligence Scale. The results of these two studies indicate that the IMIS is not a valid measure of intercultural sensitivity; however the potential for a valid measure intercultural sensitivity is emphasized.</p>

Pedagogical Framework For Polyculturalism in Higher Education: Foreign Language Instruction

The article highlights the theoretical and pedagogical frameworks for polyculturalism and multiculturalism as the foundational values attributable to future foreign language teachers in general and teachers, or instructors of languages for specific purposes, in particular. The findings substantiate the importance of pedagogical framework for poly- / multiculturalism given the fact that the created poly- / multicultural and polylingual environment of higher educational institution as a principle condition in value chain education may ensure the formation of poly- / multicultural personality of a foreign language teacher and LSP instructor. That becomes possible with the help of growing their socio cultural identity while students master the system of knowledge, concepts and ideas about poly- / multiculturalism in the poly- / multicultural environment of their classroom and improve social communication skills. It is stated that the complex of pedagogical conditions may well promotepoly- / multiculturalism for future teachers of foreign languages and LSP instructors. It is underlined that pedagogical framework for polyculturalism in a foreign language classroom, aiming to teach philology students, rests on the following: (i) construction of training process in regards to foreign languages on the integration principle of educational disciplines with existing poly- / multicultural component according to tasks and the basic components of poly- / multiculturalism; (ii) application of interactive technologies for the formation of socio- cultural and poly- / multicultural competence, which includes bilingualism and poly- / multilingualism (didactic conditions); (iii) creation of a poly- / multicultural educational environment; (iv) dialogical interaction in the course of socio-cultural activities (educational conditions) inter alia.

Лингвострановедческие пара­метры профессионально-отраслевой динамики современного специалиста / Linguistic and Cultural Parameters of the Profe­ssional and Industry Dynamics of a Modern Specialist

The relevance of the sociological problems of linguistic studies intensified in the second half of the 20th century, which was caused by social reasons, including the opportunity to use the process of mass learning of foreign languages to spread the strengthening of the policies of individual states. The author has specified the concept of “culture-oriented linguistics” for sociological consideration, since it is understood differently in different sources, and prospects of experimental studying. Within the framework of this study, an emphasis is placed on studying the influence of linguistic and cultural characteristics of communication space, including multilingualism, for the modern specialists. The priority is not just the knowledge of the language, but the development and formation of a multicultural personality. The topic of multiculturalism occupies a special place in the process of acquiring educational competencies.

Formation Students’ Perceptual Competence During the Study of Foreign Languages

In current conditions, the strategic goal of teaching a foreign language is the formation of a multilingual and multicultural personality with both professional and basic social and cultural competencies designed to ensure intercultural communication. Understanding foreign language oral speech is an integral part of the process of intercultural communication, without which communication can be difficult or impossible. All this was a prerequisite for improving the formation of perceptual competence in students in the study of foreign languages. The authors studied the essence of perceptual competence, its place in the structure of communicative competence, main characteristics and formed a hypothesis. The second stage of the study involved experimenting to confirm or refute the hypothesis put forward. The authors developed an experimental course that differed from the traditional methods and tools, divided the students into 3 groups according to specific criteria, and conducted an experiment. As a result of the investigation, the hypothesis was confirmed that teaching the understanding of a foreign language oral speech will be more effective if, in the course of teaching according to the proposed methodology, based on unadapted authentic videos demonstrating the variability of communicative situations, students will develop the skills of perceptual competence in interpreting discourse.

Scale Characteristics of Intercultural Competence Measures and the Effects of Intercultural Competence on Prejudice

Due to proceeding globalization processes, involving a rise in mobility and international interdependencies, the frequency and relevance of intercultural contact situations increases. Consequently, the ability to deal effectively with intercultural situations is gaining in importance. However, the majority of studies on measures of intercultural competence focuses on Western Europe and the United States or cultures of the Far East. For the present study, previously understudied Eastern European (former communist) cultures were included, by sampling in Hungary, Serbia, and the Czech Republic, in addition to (the Central or Western European country) Germany. Thus, this study enabled comparisons of scale characteristics of the cultural intelligence scale (CQS), the multicultural personality questionnaire (MPQ), as well as the blatant and subtle prejudice scales, across samples from different cultures. It was also examined how the CQS and MPQ dimensions are associated with prejudice. To analyse scale characteristics, the factor structures and measurement invariances of the used instruments were analyzed. There were violations of configural measurement invariance observed for all of these scales, indicating that the comparability across samples is limited. Therefore, each of the samples was analyzed separately when examining how the CQS and MPQ dimensions are related to prejudice. It was revealed that, in particular, the motivational aspect of the CQS was statistically predicting lower prejudice. Less consistently, the MPQ dimensions of open-mindedness and flexibility were statistically predicting lower prejudice in some of the analyses. However, the violations of measurement invariance indicate differences in the constructs' meanings across the samples from different cultures. It is consequently argued that cross-cultural equivalence should not be taken for granted when comparing Eastern and Western European cultures.

The Effect Of Intellectual Humility, Multicultural Personality, and Religious Orientation Toward Religious Tolerance On Students Of UIN Syarif Hidayatullah Jakarta

This study aims to determine the influence of intellectual humility, multicultural personality (cultural empathy, open-mindedness, emotional stability, flexibility, and social initiative), religious orientation (quest religiousness, intrinsic religiousness, and extrinsic religiousness) toward religious tolerance on students of the Syarif Hidayatullah State Islamic University of Jakarta. Participants in this study involved 360 students using non-probability sampling as a sampling technique. As for religious tolerance measuring instrument uses a measuring instrument from RT Witenberg`s theory with modified into the scale. The intellectual humility variable uses the Comprehensive Intellectual Humility Scale (CHIS), the multicultural personality variable uses the Multicultural Personality Questionnaire Short Form (the MPQ-SF) and the religious orientation variable uses the Introduction to the New Indices of Religious Orientation (NIRO). The findings show a significant influence between intellectual humility, multicultural personality, and religious orientation toward religious tolerance with a proportion of variance of about 51%. The four significant variables are intellectual humility, cultural empathy, open-mindedness, intrinsic religiousness. While the influence of emotional stability, flexibility, social initiative, quest religiousness, and extrinsic religiousness has no significant effect. multicultural personality and religious orientation toward religious tolerance with a proportion of variance of about 51%. The four significant variables are intellectual humility, cultural empathy, open-mindedness, intrinsic religiousness. While the influence of emotional stability, flexibility, social initiative, quest religiousness, and extrinsic religiousness has no significant effect. multicultural personality and religious orientation toward religious tolerance with a proportion of variance of about 51%. The four significant variables are intellectual humility, cultural empathy, open-mindedness, intrinsic religiousness. While the influence of emotional stability, flexibility, social initiative, quest religiousness, and extrinsic religiousness has no significant effect.

Educational potential of the project «Identity of the indigenous peoples of Kamchatka — the relationship between man and nature»

В статье рассматривается образовательный потенциал проекта «Идентичность коренных народов Камчатки — взаимоотношения человека и природы», реализуемого НКО Национальная ассоциации деятелей образования, науки, культуры и искусства «НИКА» с 2019 года. Проект представляет собой комплекс мероприятий, среди которых научно-творческая экспедиция на Камчатку, выставки, образовательные мероприятия, научные конференции, издательская программа и многое другое. В ходе реализации проекта ставятся цели поликультурного развития личности, этнокультурной самоидентификации детей, подростков и молодежи. Вопрос поликультурного воспитания стоит сегодня перед образованием остро, как никогда. Автор анализирует возможности разных методов работы с целевыми аудиториями для формирования толерантности, привлечения внимания к культуре, истории коренных малочисленных народов Камчатки, построения межпредметных связей на внеурочных просветительских мероприятиях. The article examines the educational potential of the project «Identity of the indigenous peoples of Kamchatka — the relationship between man and nature» implemented by the NGO National Association of Education, Science, Culture and Art «NIKA» since 2019. The project is a complex of events, including a scientific and creative expedition to Kamchatka, exhibitions, educational events, scientific conferences, a publishing program and much more. In the course of the project implementation, the goals of multicultural personality development, ethnocultural self-identification of children, adolescents and youth are set. The issue of multicultural education is now more relevant than ever before. The article analyzes the possibilities and methods of working with target audiences to form tolerance, attracts attention to the culture and history of the indigenous peoples of Kamchatka, and builds inter-subject relations at extracurricular educational events.

The Multicultural Personality Questionnaire (SF-40): Adaptation and Validation of the Spanish Version

The coexistence of diverse cultures in our society indicates the need to examine the factors related to the success of multicultural interactions. The study aims were to examine the psychometric characteristics of the Spanish version of the Multicultural Personality Questionnaire short form (MPQ-SF40), in a convenience sample of 392 university students. Then, the effect of sex and age was assessed, and finally, the levels and percentiles of multicultural personality were measured. The scale’s validity was assessed with exploratory and confirmatory factor analysis (EFA and CFA). Reliability was evaluated with Cronbach’s alpha, composite reliability (CR), and average variance extracted (AVE). The final structure of the MPQ-SF40 consisted of 18 items grouped into five factors that present adequate psychometric properties. Sex-specific differences in MPQ-SF40 were statistically significant for factor 1, cultural empathy, and for factor 5, flexibility; women showed greater values. When age was analyzed, significant low correlations were obtained. The students showed medium to high levels of multicultural personality. The highest levels correspond to the personality factors of cultural empathy and open-mindedness. The use of the Spanish version of the MPQ-SF40 seems justified to determine students’ multicultural personality traits, developing intervention programs to improve social support and the interpersonal relations between students.