Abstract
This qualitative study drew data from the Wabash National Study of Liberal Arts Education, examining how two liberal arts outcomes, intercultural effectiveness and leadership, functioned together in the context of students’ experiences. Our findings illuminated three patterns of interactions among these outcomes: (a) intercultural effectiveness learning was foregrounded, (b) leadership learning was foregrounded, and (c) intercultural effectiveness and leadership emerged simultaneously. These findings can inform educators’ efforts to cultivate culturally competent and critically conscious citizens.
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