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

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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).

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ObjectiveThe 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).

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Definition of Terms

1. Multiculturalism and Diversity

2. Intercultural Sensitivity3. Intercultural Competence4. Cultural Worldview

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Developmental Model of Intercultural Sensitivity

(DMIS)

Ethnocentrism Ethnorelativism

Cultural Sensitivity

Developmental Model of Intercultural Sensitivity

(DMIS)

Ethnocentrism Ethnorelativism

Cultural Sensitivity

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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?

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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?

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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"

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AcceptanceCultural 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.”

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Adaptation

EmpathyAbility to conduct yourself

appropriately in other culture.“Generation of my own questions about

cultural differences.”

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Integration

Lack of strong cultural identification.

Multicultural person.“I Self-create a multicultural identity”.

“I can adapt to a wide range of situations”.

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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”.

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What is Higher Education Institutions doing to increase

students Intercultural Competence?

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1. “I” Designated Courses2. “D” Courses3. Faculty-Led Short Study Abroad Programs4. Semester Long Study Abroad Experiences5. Co-curricular transcripts

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Are institutions efforts increasing students’

intercultural competence?

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Intercultural Development Inventory

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How can Higher Education Institutions design innovative intercultural experiences for their student that increase their Intercultural Competence?

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1. Design intercultural experiences according to the Students, faculty and Staff’s Stage of the Developmental Model of Intercultural Sensitivity

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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

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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.”

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Minimization Stage:

Reports of personal experiences.Discussion groups.Interpretation behaviors.Talks with representatives from other cultures.

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Acceptance Stage:

Exercises of cultural differences including body language.Personal anecdotal treatment of behavioral differences.Discussion of values.Home stays

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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.

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Integration Stage:

Work in the area of ethics.

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2. Include the cultural differences component in all intercultural experiences.

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3. Make it a priority to become a diverse community.

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GraciasThank YouMerciDankeधन्यवादGraciesObrigadoขอบคณุEkushehSalamat

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

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