Case Study: Partnering Intercultural Communication Students with Campus Co-Cultural Student Groups to Develop Intercultural Competence, Allyship, and Curiosity

Kuehl, Rebecca A.

doi:10.14434/josotl.v21i4.32673

Cited by 3 publications

(1 citation statement)

References 8 publications

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“…Issues of racism can be addressed in specific ways so as not to decenter the BIPOC individuals who are most affected by racism. BIPOC students and faculty should not be expected to shoulder the burden of repairing the systems and effects of White centrality within their institutions, instead White students and faculty must resist the lure of White saviorism (Kuehl, 2021; Wycoff, 2021).…”

Section: Points Of Feedback For Faculty and Administratorsmentioning

confidence: 99%

When voices are left unheard: BIPOC doctoral student feedback toward a decolonized curriculum.

Martinez,

Miranda,

Lonikar

et al. 2024

Training and Education in Professional Psychology

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NCSPP) is a training council of over 80 professional psychology doctoral programs across the United States and Canada. NCSPP also hosts their Ethnic and Racial Diversity Committee to support the principles of equity, diversity, and inclusion in delegate programs. In 2020, two inspired doctoral students founded the Students of Color Council (SOCC) under the auspices of the Ethnic and Racial Diversity Committee. The dual mission of the SOCC is to provide support and mentorship for Black, Indigenous, and people of color (BIPOC) doctoral students in NCSPP delegate programs, as well as to provide feedback and consultation for the NCSPP Executive Committee regarding antiracist education. In this article, the results of more than a year of SOCC meetings are summarized. The authors, composed of currently matriculating BIPOC doctoral student participants of the SOCC, provide a set of 10-point feedback meant for faculty and administration to improve professional psychology programs regarding equity, diversity, and inclusion. This article will provide the history and purpose of SOCC, its philosophical pillars, a comprehensive literature review of BIPOC doctoral students in clinical psychology, introduce the 10 points expanding on each point using lived examples, and address the implications for BIPOC students, administrators, and faculty. These points will address pedagogy, curricular design, recruitment and retention, student/faculty relationships, competency remediation, and program administration. Recommendations for program faculty and administration then follow. Public Significance StatementThe field of psychology has begun to examine itself and the influence of White supremacy throughout history. Discourse regarding antiracist efforts has been increasing, yet seldom does it include BIPOC psychology students. This project was conceptualized, developed, and written by currently matriculated BIPOC graduate students from professional psychology programs across the country. It contains 10 points of feedback to faculty and administrators with the intention of decolonizing and liberating training programs.

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Section: Points Of Feedback For Faculty and Administratorsmentioning

confidence: 99%

When voices are left unheard: BIPOC doctoral student feedback toward a decolonized curriculum.

Martinez,

Miranda,

Lonikar

et al. 2024

Training and Education in Professional Psychology

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Intercultural sensitivity as a mediator in the relationship between implicit intercultural identification and emotional disturbance—An exploratory study of international high school students

He¹,

Song²,

Wang³

et al. 2023

Front. Psychiatry

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BackgroundIntercultural adaptation is always associated with emotional disturbances. Intercultural communication competence, as an important competence of intercultural adaptation, involves implicit intercultural identification and intercultural sensitivity. Competence in these areas promotes the process of intercultural adaptation. Little is known about the relationship between intercultural communication competence and emotional disturbances in new students attending international high schools. The intercultural adaptation process of this population requires attention because of the increasing number of high school students attending international schools, and the fact that most of these teenagers are immersed in intercultural contexts for the first time.ObjectiveThis study aimed to investigate the prevalence of emotional disturbance in new students in an international high school and confirm the relationship among implicit intercultural identification, intercultural sensitivity, and emotional disturbances.MethodsStudy 1 was an investigation of the prevalence of emotional disturbance in 105 students in their 1st year at an international high school using the Self-rating Depression Scale and Self-rating Anxiety Scale. Of these students, 34 were invited to participate in Study 2 to further explore the relationship between intercultural sensitivity, implicit intercultural identification, and emotional disturbances using the Intercultural Sensitivity Scale and Single Category Implicit Association procedure.ResultsStudy 1 indicated that 15.24% of students were affected by apparent depression and 10.48% had anxiety symptoms. Study 2 revealed that emotional disturbances significantly correlated with intercultural sensitivity (p < 0.01) and implicit intercultural identification (p < 0.01). The openness factor from intercultural sensitivity mediated the relationship between implicit intercultural identification and depression (ratio of indirect effect = 41.04%, p < 0.05) and anxiety symptoms (ratio of indirect effect = 34.65%, p < 0.05).ConclusionThe study revealed that a significant proportion of students in the 1st year of international high school are affected by emotional difficulties. However, intercultural communication competence is a protective factor. Enhancing the international communication competence of senior students in international high schools is important to mitigate mental health challenges.

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Exploring Intercultural Communication Dynamics: A Case Study of International Student Language Partnerships in Southwest China

Wang

2024

IJEH

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Engaging in language partnership is one of the common strategies employed by international students studying Chinese in China. This type of communication, which relies primarily on third-party introductions, occurs with lower frequency and involves simpler topics, significantly contributes to improving Chinese listening and speaking abilities of international students. The main challenge faced by international students in participating in language partnership is the fewer opportunities to meet language partners. Schools and teachers could strengthen the Chinese learning environment for international students by organizing activities, adjusting courses, and arranging accommodations, thereby enhancing opportunities for international students to acquire Chinese through language partners.

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Case Study: Partnering Intercultural Communication Students with Campus Co-Cultural Student Groups to Develop Intercultural Competence, Allyship, and Curiosity

Cited by 3 publications

References 8 publications

When voices are left unheard: BIPOC doctoral student feedback toward a decolonized curriculum.

When voices are left unheard: BIPOC doctoral student feedback toward a decolonized curriculum.

Intercultural sensitivity as a mediator in the relationship between implicit intercultural identification and emotional disturbance—An exploratory study of international high school students

Exploring Intercultural Communication Dynamics: A Case Study of International Student Language Partnerships in Southwest China

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