The development of a U.S. and generalized ethnocentrism scale

Neuliep, James W.; McCroskey, James C.

doi:10.1080/08824099709388682

Cited by 234 publications

(200 citation statements)

References 19 publications

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“…Participants who did so held biased views in favor of their ingroup members (the U.S. interactants) at the expense of the outgroup members (the non-U.S. interactants); they see the ingroup's value standards and customs as universal or intrinsically true whereas the outgroup's standards and customs inferior, weak, or dismissible [38, p. 386]. Such a viewpoint will be a significant barrier for students to develop intercultural competence [38].…”

Section: Analysis Of Findings Vague and Passive Awareness Of Interculmentioning

confidence: 99%

A Study of Engineering Students' Intercultural Competence and Its Implications for Teaching

2012

IEEE Trans. Profess. Commun.

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Research problem: The purpose of this study is to examine U.S. engineering students' intercultural competence and its pedagogical implications. Three research questions are addressed: What are engineering students' levels of awareness and sensitivity toward intercultural Literature review: The literature review examines current studies on U.S. engineering students' intercultural competence and establishes the scope of the study: intercultural awareness and sensitivity. The researcher consulted literature in intercultural studies, international education, and engineering education. Methodology:The researcher conducted a mixed method study, using surveys, textual analysis, and interviews. 272 engineering undergraduates at a Midwestern public university participated in the study. Participants were recruited from an engineering communication class. Data were collected through survey instruments, written responses to cross-cultural dialogs and critical incidents, and interviews. Both qualitative and quantitative analyses were performed.Results and Discussion: Participants exhibited vague and passive awareness of intercultural communication, average to high intercultural sensitivity (subject to self-assessment and social desirability bias), and partial acceptance of intercultural communication education. Based on 2 these findings, the researcher suggests a cultural-general approach to teaching intercultural competence in engineering communication service classes. The study is limited to research participants at one institution and two aspects of intercultural competence. Future studies can involve diverse research participants, address more aspects of intercultural competence, and examine the use of cultural-general teaching methods in the classroom.

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Section: Analysis Of Findings Vague and Passive Awareness Of Interculmentioning

confidence: 99%

A Study of Engineering Students' Intercultural Competence and Its Implications for Teaching

2012

IEEE Trans. Profess. Commun.

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“…6. Ethnocentrism (2 items, α = .59), adapted from Neuliep and McCroskey (1997). Example: "I find it difficult to work together with people who have different customs."…”

Section: Explicit Measuresmentioning

confidence: 99%

Unconscious motivation. Part II: Implicit attitudes and L2 achievement

Al‐Hoorie

2016

SSLLT

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This paper investigates the attitudinal/motivational predictors of second language (L2) academic achievement. Young adult learners of English as a foreign language (N = 311) completed several self-report measures and the SingleTarget Implicit Association Test. Examination of the motivational profiles of high and low achievers revealed that attachment to the L1 community and the ought-to L2 self were negatively associated with achievement, while explicit attitudes toward the L2 course and implicit attitudes toward L2 speakers were positively associated with it. The relationship between implicit attitudes and achievement could not be explained either by social desirability or by other cognitive confounds, and remained significant after controlling for explicit self-report measures. Explicit-implicit congruence also revealed a similar pattern, in that congruent learners were more open to the L2 community and obtained higher achievement. The results also showed that neither the ideal L2 self nor intended effort had any association with actual L2 achievement, and that intended effort was particularly prone to social desirability biases. Implications of these findings are discussed.

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“…The GENE (Generalized Ethnocentrism) Scale of Neuliep and McCroskey (1997) (Wolfgang, Mollenberg, Chen, 2000). In this questionnaire and from this scale two edited items were used.…”

Section: Structure Of the Questionnairementioning

confidence: 99%

Teachers’ Intercultural Sensitivity Towards Pupils Belonging to a Cultural Minority: A Quantitative Research in the Prefecture of Aitoloakarnania, Greece

Καρανικόλα¹,

Balias

2015

IJEEDU

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This paper presents the results of a quantitative research conducted in the Aitoloakarnania Prefecture in order to investigate whether Primary Education teachers are sensitive towards pupils belonging to a cultural minority and whether their sensitivity is influenced by gender, time of graduation, education level, training, their experience in culturally diverse classes and their direct or indirect personal migration experience. The research results showed that the orientation of teachers seems to be at the stage of acceptance, the first of the three ethnorelative stages of Bennett, which reflects their ability to perceive diversity, to be open towards it, respect it and express curiosity to learn more things.

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The development of a U.S. and generalized ethnocentrism scale

Cited by 234 publications

References 19 publications

A Study of Engineering Students' Intercultural Competence and Its Implications for Teaching

A Study of Engineering Students' Intercultural Competence and Its Implications for Teaching

Unconscious motivation. Part II: Implicit attitudes and L2 achievement

Teachers’ Intercultural Sensitivity Towards Pupils Belonging to a Cultural Minority: A Quantitative Research in the Prefecture of Aitoloakarnania, Greece

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