Designing Innovative Intercultural
Experiences inside American Higher
Education Institutions
Maria Guadalupe Fabregas Janeiro, Ph.D.
Lupita.Fabregas@okstate.edu
Kathleen D. Kelsey, Ph.D.
Kathleen.Kelsey@okstate.edu
February 9, 2010
1
Agenda
1. Objective of this presentation.
2. Definitions of terms and Theoretical Framework.
3. Are institutions efforts increasing students’
intercultural competence?
4. Designing Innovative Intercultural Experiences
inside American Higher Education Institutions
using the Developmental Model of Intercultural
Sensitivity (DMIS).
2
Objective
The objective of this presentation is to discuss
the effectiveness of some institutional efforts to
increase students’ intercultural competence
and
to discuss how we can design innovative
intercultural experiences inside higher education
institutions to improve students’, faculty and
staff members intercultural sensitivity according
to the Developmental Model of Intercultural
Sensitivity (DMIS).
3
Definition of Terms
1. Multiculturalism and
Diversity
2. Intercultural Sensitivity
3. Intercultural Competence
4. Cultural Worldview
4
Developmental Model of
Intercultural Sensitivity
(DMIS)
Developmental Model of
Intercultural Sensitivity
(DMIS)
Cultural Sensitivity
Cultural Sensitivity
Ethnocentrism
Ethnocentrism
Ethnorelativism
Ethnorelativism
5
Denial:
- Lower degree of contact with
cultural differences.
- They denied cultural differences.
“France and New York are not different they have a
lot of cars.”
“Do you have internet in your country.”
Do you have to ride donkeys to school?
6
Defense:
- Denigration of differences
- Negative stereotypes
- Assumption of cultural superiority
“Some cultures are evil”
“My culture is the standard or goal for the
entire world”
“What is wrong with being American?
7
Minimization:
- Cultural differences are “buried”
you only see cultural similarities.
“In other cultures you just have to be
yourself”
“You’ll be alright using your common sense”
“There are some things that are true
everywhere"
8
Acceptance
Cultural differences are
acknowledged and respected.
“I enjoyed my stay in Kenya.”
“I am now more tolerant and I respect their
culture.”
“The extended family is very important for
the people in that culture.”
9
Adaptation
Empathy
Ability to conduct yourself
appropriately in other culture.
“Generation of my own questions about
cultural differences.”
1
0
Integration
Lack of strong cultural
identification.
Multicultural person.
“I Self-create a multicultural identity”.
“I can adapt to a wide range of situations”.
1
1
Cultural Competent
“I have the ability to recognize and
respect the differences, ability to
change my behavior in order to respect
people from other cultures”.
1
2
What is Higher Education
Institutions doing to increase
students Intercultural
Competence?
1
3
1. “I” Designated Courses
2. “D” Courses
3. Faculty-Led Short Study Abroad
Programs
4. Semester Long Study Abroad
Experiences
5. Co-curricular transcripts
1
4
Are institutions efforts
increasing students’
intercultural competence?
1
5
Intercultural Development Inventory
Type of Intervention
ODIS
Pretest
ODIS
Post test
Control Group
DD/R
DD/R
I Courses
M
M
America
M
M
Europe
DD/R
DD/R
Asia/Oceania
M
M
16
How can Higher Education
Institutions design innovative
intercultural experiences for
their student that increase their
Intercultural Competence?
1
7
1. Design intercultural
experiences according to the
Students, faculty and Staff’s
Stage of the Developmental
Model of Intercultural
Sensitivity
1
8
Denial Stage:
Cultural awareness activities: For example,
“Polynesian Night”, study of music, dance,
food and costumes or History lectures.
Objective: To create more differentiation of
general categories for cultural differences
1
9
Defense Stage:
Increase cultural self-esteem but discussion “good
things about other cultures.”
Avoid comments as “Typical American Tourists, we do not know how to behave.”
“Emphasis what is good (commonalities) for all
cultures.”
Avoid the “us” and “them.”
2
0
Minimization Stage:
Reports of personal experiences.
Discussion groups.
Interpretation behaviors.
Talks with representatives from other cultures.
2
1
Acceptance Stage:
Exercises of cultural differences including body
language.
Personal anecdotal treatment of behavioral
differences.
Discussion of values.
Home stays
2
2
Adaptation Stage:
Eager to apply their knowledge of cultural
differences to actual face to face communication.
Multicultural groups discussions.
Friendships with other cultures.
Communication with faculty about everyday
situations.
2
3
Integration Stage:
Work in the area of ethics.
2
4
2. Include the cultural
differences component in all
intercultural experiences.
2
5
3. Make it a priority to become a
diverse community.
2
6
Gracias
Thank You
Merci
Danke
धन्यवाद
Gracies
Obrigado
ขอบคุณ
Ekusheh
Salamat
References
• Bennett, M. J. (1986). A developmental approach to training for
intercultural sensitivity. International Journal of Intercultural
Relations, 10, 179-196.
• Bennett, M. J. (1993). Towards ethnorelativism: A developmental
model of intercultural sensitivity. In R. M. Paige (Ed.), Education for
the intercultural experience (pp. 21-71). Yarmouth, ME: Intercultural
Press.
• Hammer M. R. (2008). The Intercultural Development Inventory (IDI)
Manual. Paper presented at the Qualifying Seminar for
administration and interpretation of the Intercultural Development
Inventory.
• Hammer, M. R., Bennett, M. J., & Wiseman, R. (2003). Measuring
intercultural sensitivity: The intercultural development inventory.
International Journal of Intercultural Relations, 27(4), 421-443
28