The "U" Curve Hypothesis: A Framework for Making Sense of Learning to Teach in Diverse Settings

Abstract

Experiences in this research study started in 1991 before many teacher educators were aware of the “U” curve hypothesis or predictable stages of culture shock and the recognizable stages used on the path to gaining intercultural competence. This study of student teachers is used here as an illustration of what happens when teachers are operating from various stages of ignorance or of cultural awareness and culturally responsive teaching. Because these stages are predictable, now in the 21st Century they can be taught to teachers as a guide in preparing and supporting all teachers or students anywhere in the country to recognize what stage they are at themselves during their experiences. Having multiple viewpoints of the same event, for example, aids educators in responding more effectively when they find themselves in culturally or educationally diverse situations or classrooms. We offer recommendations for new generations of teachers and older generation teachers (who may not realize where they are stuck) to identify the stages of intercultural competence in which they and others near them communicate and operate. Our approach for the some steps to the solution involves teaching educators an easy-toremember 4-H phased view to the “U” curve stages: the honeymoon phase, hostility phase, humor phase, and the home phase.

“Honeymoon” acculturation orientation preferences of new international students: Influence of intercultural attitudes and intentions in an international learning environment

“…In the U-curve hypothesis, honeymoon refers to the initial stage of student-migrants' contact experiences with the new society, which is marked by excitement, curiosity, and positivity (Birrell and Timney, 2008). This is subsequently followed by the hostility stage (when migrants might experience acculturation stress), the humor stage (when migrants adjust to the new environment), and, finally, the home stage (when migrants adapt to the new society).…”

“…However, despite the efforts of institutions of higher education (IHEs) to improve the level of engagement among their student groups, research routinely indicates that some international students struggle to engage with other student groups, especially with domestic students, during the process of acculturation, which begins with the honeymoon phase (Arkoudis et al, 2013; Harryba et al, 2013). And, the majority of studies of international students’ acculturation often overlook sojourners’ contact experiences during the honeymoon stage of acculturation, which is characterized by excitement and curiosity (Gilani et al, 2020; Zagefka and Brown, 2002) and can last anywhere from several weeks up to a few months post-arrival in the new society (Birrell and Timney, 2008).…”