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Assessing The Impact of Cross-Cultural Interactj tjons Between First-Year students in a Learning Community and Internatj tjonal students Presenter Gita Maharaja, Ed.D Duquesne University 23 rd Internatj tjonal Conference on the First-Year

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Assessing The Impact of Cross-Cultural Interactj tjons Between First-Year students in a Learning Community and Internatj tjonal students

Presenter Gita Maharaja, Ed.D Duquesne University

23rd Internatj tjonal Conference on the First-Year Experience Session 11

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Purpose of Study

  • Investjgate the impact of cross-

cultural interactjons between freshmen in a Learning Community and E.S.L. students on cross-cultural sensitjvity, cultural awareness and self-awareness

  • ver a semester-long period.
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Signifj fjcance of the study

  • Increasing need to prepare our students

to be sensitjve to and aware of cultural difgerences in our interconnected and interrelated world

  • Serve as model for other educators and

administrators seeking to increase the efgectjveness of interactjons among their natjve and internatjonal student

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Defj fjnitj tjons

Cross-Cultural Sensitjvity Cross-Cultural Sensitjvity: : Ability to

experience cultural difg fgerences

Cultural Awareness : Cultural Awareness : Ability to adjust to

cross-cultural situatj tjons

Self-Awareness: Self-Awareness: Ability to learn about

Ability to learn about

  • neself as a result of the cross-cultural
  • neself as a result of the cross-cultural

interactj tjons interactj tjons

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Literature Review: On- Campus Cross-Cultural Experience

  • Global perspectjve – cultural pluralism, world-

mindedness, support of internatjonalism, cosmopolitan world outlook (Sharma and Jung, 1986)

  • More acceptjng of diversity, desire to travel

abroad and greater responsibility for foreign visitors (Stohl, 1986)

  • Personal Development (Wilson, 1993)
  • Interpersonal Relatjonship (Wilson, 1993)
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Literature Review (cont.)

  • Cross-cultural Sensitjvity is a skill that can be

learned through cross-cultural training (Bennetu, 1986, Cushner and Brislin, 1996)

  • Cultural Awareness and Self-Awareness can be

developed through cross-cultural classroom experiences (Fantjni, 1997, Hammer, M. R., Bennetu, M. J.

& Wiseman, R. 2003, Wilson, 1993)

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Goals of Cross-cultural Interactj tjons On-Campus

  • Help U.S. students to develop a more

comprehensive understanding of their

  • wn culture and the culture of others.
  • Assist internatjonal students in adaptjng

and integratjng into the American culture and the culture of their host instjtutjon

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Conceptual Framework

  • Concept of Cross-cultural Sensitjvity based on

intercultural experiences (Cushner, 1986) Five dimensions: - Cultural Integratj

tjon

  • Behavioral
  • Intellectual Interactj

tjon

  • Attj

ttjtude Towards Others

  • Empathy
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Conceptual Framework (cont.)

  • Cultural Awareness and Self-Awareness based on

cross-cultural adaptability skills (Fantjni, 1997, Hammer, M. R., Bennetu, M. J. & Wiseman, R.

2003, Wilson, 1993)

Four Dimensions: - Self-confj fjdence

  • Tolerance
  • Cultural empathy
  • Independence
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Research Questj tjons

  • Are there changes in students’ cross-cultural

sensitjvity through structured interactjons

  • ccurring over a semester?
  • Are there changes in students’ cultural

awareness through structured interactjons

  • ccurring over a semester?
  • Are there changes in students’ self-awareness

through structured interactjons occurring over a semester?

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Research Design

  • Method: Quantjtatjve Study with a

convenience sample; pre- and post-test design

  • Populatj

tjon: Freshmen in a Learning Community (27), English as a Second Language students (23) and upper classmen(6)

  • Instrument: Inventory of Cross-Cultural

Sensitjvity (Cushner, 1986) and Cross-Cultural Awareness questjonnaire (piloted)

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Cross-Cultural Interactj tjons

  • On-line interactjons via Wimba Voice tools
  • Conversatjon hours as part of regular course

works

  • Face-to face interactjons in and out of

classroom

  • Intercultural actjvitjes with the community
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Cross-Cultural Actj tjvitj tjes

  • Structured with specifjc directjons
  • Bafa Bafa
  • Story Reading
  • Guest speaker
  • Critjcal Incidents
  • Barnga
  • Writuen and Oral refmectjons of cross-cultural

experiences

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Demographics

Variable Total Percentage

Gender

Male 25 45 Female 31 31 Age Group

18-20

38 68 21-23 12 21 24+ 6 11 Classifj fjcatj tjon E.S.L. Only 9 16 Freshman 36 64 Sophomore 1 2 Junior 2 4 Senior 5 9 Graduate 3 5

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Demographics (cont.)

Variables Total Percentage

Natj tjonality

American

33 59 Non-American 23 41 First Language English 33 59 Other 23 41 Overseas Traveling Never 8 14 1-4 weeks 20 36 5-16 weeks 13 23 17-52 weeks 4 7 1+Years 11 20 Major Liberal Arts 38 68 Business 8 14 Other 10 18

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Table I: Paired Samples t-Test Comparisons of Cultural Sensitj tjvity at the beginning and end of the semester Scale Mean (SD) Mean (SD) Pre-test Post-test t(df=56) p ____________________________________________________

Cultural Integratj tjon 42.98(7.97) 46.29(8.07) -3.162 .003* Behavioral Scale 27.55(4.49) 29.14(4.32) -1.999 .051* Intellectual Interactj tjon 33.01(4.59) 35.27(4.38) -2.857 .006* Attj ttjtude Towards Others 13.28(4.93) 10.80(4.47) 3.625 .001* Empathy 22.41(3.30) 22.73(3.92) -0.649 .519 _______________________________________________________________ Total Score 139.25(12.70) 144.23(12.90) -2.571 .013* *p<.05 (statj tjstj tjcally signifj fjcant difg fgerence)

Statj tjstj tjcal Data

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Statj tjstj tjcal Data (cont.)

Table I: Paired Samples t-Test Comparisons of Cultural and Self- Awareness at the beginning and end of the semester

Scale Mean (SD) Mean (SD) Pre-test Post-test t(df=56) p

____________________________________

Self-Confj fjdence 34.36(3.57) 35.45(2.88) 2.075 .043* Tolerance 14.05(1.99) 15.59(2.32) -4.280 .001* Independence 21.79(3.50) 23.62(3.58) -3.454 .001* Cultural Empathy 14.60(2.07) 15.70(1.57) -4.312 .001* _________________________________________________________________ Total Score 84.78(8.59) 90.36(7.50) -4.697 .001* *p<.05 (statj tjstj tjcally signifj fjcant difg fgerence)

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Data Analysis of Cultural Sensitj tjvity

  • Statjstjcally signifjcant difgerence found in:
  • Cultural Integratjon
  • Behavioral Scale
  • Intellectual Interactjon
  • Attjtude Towards Others
  • Overall Cultural Sensitjvity

No Statjstjcally signifjcant change found in:

  • Empathy
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Data Analysis of Cultural and Self-Awareness

  • Statjstjcally signifjcant difgerence between pre-

and post-results in :

  • Self-Confjdence
  • Tolerance
  • Independence
  • Cultural Empathy
  • Overall Cultural and Self-Awareness
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Limitatj tjons

  • Purely quantj

tjtatj tjve approach

  • Carry-over efg

fgect of a pre- and post- test research design

  • Duratj

tjon of the research (one semester)

  • Cross-Sectj

tjonal Research – data collected refm fmected feelings at one point of tj tjme at beginning and end of semester

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Recommendatj tjons

  • Mixed Method: Quantj

tjtatj tjve and qualitatj tjve for in-depth data

  • Explore other impacts of cross-

cultural interactj tjons between freshmen and E.S.L. students (friendship, compassion, and others)

  • Longitudinal studies
  • Comparison to a control group
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Conclusion

  • Cross-cultural interactjons did

increase students’ cultural sensitjvity, cultural awareness and self- awareness.

  • Efgorts to create and implement

cross-cultural actjvitjes for both E.S.L. and U.S. students are benefjcial.

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References

  • Bennetu, M. J. (1993). Towards ethnorelatjvism: A

developmental model of intercultural sensitjvity. In: R.M. Paige (Ed.), Educatjonal Exchange for the intercultural experience, 21-71. Yarmouth, ME: Intercultural Press.

  • Cushner, K. (2003). Human Diversity in Actjon: Developing

Multjcultural competencies for the classroom (2nd Ed). New York, NY: McGraw-Hill Companies, Inc.

  • Hammer, M. R., Bennetu, M. J. & Wiseman, R. (2003).

Measuring intercultural sensitjvity: The intercultural development inventory. Internatjonal Journal of Intercultural Relatjons, 27: 421-433.

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SLIDE 24

References (Cont.)

  • Fantjni, A.E. (1997). New ways in teaching culture.

Bloomington, IL: Teachers of English to Speakers of Other languages (TESOL), Inc.

  • Sharma, M.P. & Jung, L.B. (1986). How cross-cultural

partjcipatjon afgects the internatjonal attjtudes of U.S.

  • students. Internatjonal Journal of Intercultural Relatjons, 10,

377-387.

  • Stohl, C. (1986). The A.M.I.G.O. project. Internatjonal Journal
  • f Intercultural Relatjons, 10, 235-254.