Abstract
Participation in a study abroad program to Zambia with intentional intercultural activities embedded in the course curriculum has been shown to enhance cultural competence as measured by the Intercultural Development Inventory (IDI®) (Krishnan, Masters, Holgate, Wang & Calahan, 2017). The purpose of this study was to assess whether a new program to India, developed using a. similar model, was effective in increasing student intercultural competence and to compare student outcomes with the previous program to evaluate possible differences in outcomes related to the destination country. Participants included 21 students who participated in the SLHS in India study abroad program, and 20 students who have not travelled abroad. Quantitative data included a pre- and post-program administration of the IDI® for both groups. Qualitative data included pre-departure and final reflection papers completed by participants in the intervention group. Results indicated a significant increase in intercultural competence in the intervention group and no change in score in the control group participants. The increase in group score is similar to increases seen in students who had travelled to Zambia. Results indicate that an intensive, service learning study abroad program can be a mechanism for students to enhance intercultural competence, possibly regardless of destination country.
Highlights
Cultural competence has been recognized as an important skill by the American Speech-LanguageHearing Association (ASHA), and graduate clinical programs in speech-language pathology (SLP) and audiology are required to include instruction in this area (Council on Academic Accreditation; CAA, 2017)
Quantitative data using the IDI® indicated a group mean increase in the developmental orientation (DO) score of 13.23 points in 2018 and 13.84 points in 2019. This increase is similar to the score increases reported in the two groups of participants who went to Zambia: a 14-point increase in the 2015 group and 10.7-point increase in the 2016 group (Krishnan et al, 2017a). These findings suggest that the servicelearning model used for these study abroad (SA) programs, with the inclusion of intentional intercultural learning (ICL) activities and reflection can be an effective approach to increasing intercultural competence (ICC)
With more than three quarters of degree-granting institutions in audiology and SLP offering SA programs, which naturally lend themselves to intercultural learning, this study indicates that it would be beneficial to include intentional ICL activities in the curriculum of these SA programs
Summary
Cultural competence has been recognized as an important skill by the American Speech-LanguageHearing Association (ASHA), and graduate clinical programs in speech-language pathology (SLP) and audiology are required to include instruction in this area (Council on Academic Accreditation; CAA, 2017). The CAA (2017) in Audiology and SLP includes cultural competence as a requirement in its list of professional practice competencies (Standards 3.1.1A and 3.1.1B) emphasizing the importance of understanding the impact of one’s own culture as well as of the individuals being served on the ability to deliver effective care. Only 8.3% of ASHA members and affiliates identify as racial minorities compared to 27.6% of the U.S population (ASHA, 2019), further emphasizing the need for the development of ICC in students and professionals in the field. The purpose of this study was to explore the effectiveness of a study abroad program for increasing the cultural awareness of students in speech, language, and hearing sciences
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