Exploring the effect of music education on intercultural sensitivity in early adolescence: a mixed methods inquiry

Abstract

ABSTRACTThe purpose of this convergent parallel mixed methods study was to explore changes in levels of intercultural sensitivity after a group of early adolescent students participated in a high–immersion, culturally diverse music curriculum intervention. Intercultural sensitivity was conceptualised through Bennett’s Developmental Model of Intercultural Sensitivity (DMIS). Quantitative data analysis indicated students (n = 139) scored significantly higher on the Adapted Intercultural Sensitivity Index (AISI) after the curriculum intervention. Within interviews, five of ten participants provided statements that indicated clear growth along the DMIS continuum, while the other five interviewees indicated approximately the same level of intercultural sensitivity after the curriculum intervention. Quantitative results and qualitative findings confirmed each other in the majority of cases and only contradicted each other in one, which added an additional layer of trustworthiness to these findings. The implications of these findings are discussed.