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Comparison Of Intercultural Competency Between Russian And American University Students = Сравнение Межкультурной Компетенции Студентов Российских И Американских Университетов, Elizabeth J. Sandell, Olga Victorovna Klypa, Elizabeth A. Lohrenz, Oleg Voskresensky
Comparison Of Intercultural Competency Between Russian And American University Students = Сравнение Межкультурной Компетенции Студентов Российских И Американских Университетов, Elizabeth J. Sandell, Olga Victorovna Klypa, Elizabeth A. Lohrenz, Oleg Voskresensky
Elementary and Literacy Education Department Publications
Intercultural competency influences the quality of international relations as cultural and global perceptions impact individual and collective attitudes and levels of participation. Research addressing differences and causes of varying levels of intercultural competency could ultimately provide insight, understanding, and progress towards enhancing global awareness. The purpose of this study was to compare American undergraduate university students' intercultural competency to that of Russian undergraduate university students. This study was theoretically based on the Developmental Model of Intercultural Sensitivity (DMIS), developed by Bennett (1986). The DMIS described six stages of intercultural competency: (a) Denial or Unaware; (b) Polarization or Defense; (c) Minimization; …
Where Cultural Competency Begins: Changes In Undergraduate Students' Intercultural Competency, Elizabeth J. Sandell, Samantha J. Tupy
Where Cultural Competency Begins: Changes In Undergraduate Students' Intercultural Competency, Elizabeth J. Sandell, Samantha J. Tupy
Elementary and Literacy Education Department Publications
Teacher preparation programs and accreditation organizations have acknowledged need for educators to demonstrate intercultural knowledge, skills, and abilities. Teacher educators are responding to emphasis in higher education to assure that graduates achieve intercultural competence (NCATE, 2008). This study compared the cultural competency of university students before and after participation in domestic intensive and intentional cross-cultural undergraduate courses. Data analysis showed that undergraduate students began their classes at the same levels of intercultural competence, with ethnocentric views that minimize cultural differences between themselves and others. Students usually began with over-estimating their intercultural competence. However, their actual developmental orientation toward cultural differences …