Teaching towards an ethnorelative worldview through psychology study abroad

Abstract

This paper shares the results of research assessing the outcomes of teaching towards an ethnorelative worldview through psychology study abroad. Action research assessing the efficacy of intercultural pedagogy integrating psychology and the Developmental Model of Intercultural Sensitivity using the Intercultural Development Inventory (IDI) was conducted. Results of two different studyabroad classroom research studies are reported and contrasted. A two-week shortterm study abroad including cultural comparative pedagogy with an emphasis on multiple perspectives and on-site facilitated reflection achieved significant changes in IDI subscales. Contrasted with year-long study-abroad 'island' classroom research, including group comparison with and without intentional intervention, results suggest that the pedagogy and the duration of study abroad make a difference in student intercultural growth.

A Qualitative Study of Baccalaureate Nursing Students Following an Eight-day International Cultural Experience in Tanzania: Cultural Humility as an Outcome

“…Intermediate benefits reported by the participants six months later were supported in the literature for both long-term and short-term programs as enhanced self-awareness (Braskamp et al, 2009;Caffrey et al, 2005;Franklin, 2010;Fry et al, 2009;Ingraham & Peterson, 2005; P. J. Pedersen, 2009;Wallace, 2007), and personal growth and cultural awareness (Button et al, 2005;Greatrex-White, 2007). Finally, the participants described this experience as life-changing and the desire to learn more about diverse people.…”

The effect of study abroad on intercultural competence: a longitudinal case study of international postgraduate students at a British university

“…Hoffa 2007;Hoffa and DePaul 2010). The transformative potential of a study sojourn abroad has been claimed in linguistic and broader intercultural terms (Brown 2009), and research has suggested that students who spend an extended period of time abroad develop a more positive view of the host culture (Cushner and Karim 2004), demonstrate increased worldmindedness (Cushner and Mahon 2002) and exhibit greater intercultural awareness (Anderson et al 2006;Pedersen 2009). Moreover, efforts to incentivise study sojourns abroad are often grounded in the belief that international education experiences can lead to increased intercultural competence (Salisbury 2011), henceforth IC.…”

Toward sustainable educational travel

“…Consequently, a large body of literature examines assessment, learning outcomes, and pedagogical efficacy of the programs. This includes case studies on program development (Harris, Murray, & Urbaczewski, 2011), student satisfaction with the learning experience (Wang, Taplin, & Brown, 2011), the pedagogy of intercultural sensitivity (Myers, Hill, & Harwood, 2005;Pedersen, 2009Pedersen, , 2010, and perspectives on duration of stay and program effectiveness (Dwyer, 2004;Sjoberg & Shabalina, 2010;Wynveen, Kyle, & Tarrant, 2012).…”