Assessing intercultural effectiveness outcomes in a year-long study abroad program

Pedersen, Paula J.

doi:10.1016/j.ijintrel.2009.09.003

Cited by 187 publications

(136 citation statements)

References 11 publications

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“…This perspective emphasizes a number of developmental stages through which trainees are assumed to progress to attain intercultural sensitivity (e.g., Bennett, 1993). For instance, Pedersen's (2010) study used a developmental model of intercultural sensitivity to assess diversity program effectiveness for university students. Another framework that has also received attention in the literature on diversity training utilizes the principles of social identity and social categorization theories (Tajfel & Turner, 1986) and contact research (Allport, 1954).…”

Section: Characteristics Of the Researchmentioning

confidence: 99%

“…As an example of diversity training in the educational context, a year-long study-abroad program included intercultural effectiveness, cultural immersion and coaching, and guided reflection for 32 United States college students spending a year in England (Pedersen, 2010). Comparing pre-and posttest scores on the Intercultural Development Inventory (IDI), it was found that students in a diversity training and cultural immersion course had significantly different changes in pre-and posttest scores compared to students studying abroad but not in the course, and a third control group who stayed at home.…”

Section: Training Setting: Campuses Versus Workplacementioning

confidence: 99%

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Reviewing Diversity Training: Where We Have Been and Where We Should Go

Bezrukova

Jehn

Spell

2012

AMLE

237

214

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We review and critically examine 178 articles whose authors have investigated numerous aspects of diversity training programs on campuses and in the workplace. We first examine the characteristics of the research, including sample, study method, and theoretical framework. Consistent with the training framework of Baldwin and Ford (1988) and Blume and colleagues (2010), we then organize the articles by the context of training, training design, trainees' characteristics, and training outputs. Although we found a myriad of different forms, shapes, and combinations of diversity training in terms of its design elements, some programs (e.g., integrated training) were relatively rare, yet authors viewed them more positively than other programs (e.g., stand-alone training). We discuss gaps in the literature and provide suggestions for future research on diversity training.

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Section: Characteristics Of the Researchmentioning

confidence: 99%

Section: Training Setting: Campuses Versus Workplacementioning

confidence: 99%

Reviewing Diversity Training: Where We Have Been and Where We Should Go

Bezrukova

Jehn

Spell

2012

AMLE

237

214

View full text Add to dashboard Cite

show abstract

“…These changes affect how students learn, and ensuring more effective intervention means that facilitators need to understand how best to reach their students where they are at. Working with students to understand their perceptions allows for a better systematic pedagogy to enhance the experience (Laubscher, 1994;Pedersen, 2010). This exchange can only be accomplished when the educational climate of the students is understood so that they can be made partners in their intercultural learning.…”

Section: Intentional Pedagogymentioning

confidence: 99%

Fostering Intercultural Identity During Study Abroad to Strengthen Intercultural Competence

Sol

2017

Cultural Awareness and Competency Development in Higher Education

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Universities are eager to foster global citizenship within their students, including through study abroad opportunities. However, studying abroad does not necessarily guarantee gains in intercultural competence (Paige & Vande Berg, 2012), especially for the shorter programs that have gained in popularity among university students. This chapter examines the recent literature and argues the need to nurture identity negotiation for students who choose to do part of their higher education abroad; the understanding of one's self is a key component to intercultural competence (Deardorff, 2006). More and more study abroad providers (universities and businesses) have begun to use guided intervention during abroad programs to enhance students' intercultural competence. With careful and intentional pedagogical design, study abroad programs can help students better understand their intercultural identity and become better global citizens.

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“…Some even argue the efficacy of such a goal as the perfect mastery of a second language where acculturalization is the aim (Seelye, 1984). A large number of standardized measures exist to assess intercultural knowledge ( Allen & Herron, 2003;Coleman, 1995;Redden, 1975;Corbitt, 1998;Pedersen, 2010); these are typically achieved through surveys, inventories, proficiency exams and multiple choice tests to quantify the amount of knowledge absorbed regarding the target culture. However, Earley and Ang (2003) suggest that the assessment of intercultural intelligence is much more than mere cognition and knowledge.…”

Section: What Do English Language Assessment Practitioners and Researmentioning

confidence: 99%

The English Immersion Program: Measuring the Communication Outcomes

Lockwood

2017

IEFLJ

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This paper explores how language assessment is typically used to measure language gain as a result of the Immersion experience abroad. It also explores ways in which this might be improved. This study explores a recent experience where Australian immersion providers, participants and funders all report significant intercultural awareness raising and improved confidence in understanding and speaking in English as a result of the sojourn. However, it transpires that the immersion providers used traditional proficiency focused language assessment tools on entry and exit to measure communication outcomes across the skills of listening, speaking, reading and writing. It appears therefore, that there is a gap between what the perceived outcomes and value are of the Immersion experience, and how they are currently measured. This article reports on a small scale study exploring the perceptions of two immersion providers in Australia, one immersion coordinator in Hong Kong and four returnees on the language assessments they used and experienced, particularly probing on how well they felt these assessments measured their communication gains as a result of the immersion experience.

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Assessing intercultural effectiveness outcomes in a year-long study abroad program

Cited by 187 publications

References 11 publications

Reviewing Diversity Training: Where We Have Been and Where We Should Go

Reviewing Diversity Training: Where We Have Been and Where We Should Go

Fostering Intercultural Identity During Study Abroad to Strengthen Intercultural Competence

The English Immersion Program: Measuring the Communication Outcomes

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