Cross-Cultural Adaptability Inventory Research Articles

Transformation and Cross-Cultural Adaptation of Teacher Candidates in an International Student Teaching Program

This case study addressed effects of international student teaching on U.S. teacher candidates’ cross-cultural adaptability and perspectives on language, culture, and schooling. Interviews and the Cross-Cultural Adaptability Inventory were collected from 18 participants before and after 4 weeks student teaching internationally. Interviews were coded using the Cross-Cultural Adaptability Inventory dimensions and interpreted using Mezirow’s transformational learning theory. Findings suggested that increased cross-cultural adaptation aligns with transformational learning. Transformational learning led participants to question assumptions and consider incorporating different perspectives in future teaching.

Short-Term Study Abroad in Psychology: Effects of a Cultural Scavenger Hunt on the Development of Intercultural Competence

Steadily increasing ethnic and cultural diversity in the United States has led employers to see intercultural competence as a valuable and necessary trait for those entering the workforce, including students studying psychology. One high-impact practice that may increase students’ multicultural awareness is study abroad. The current research examined the effectiveness of a cultural scavenger hunt offered during two short-term study abroad programs to increase participants’ intercultural competencies. Cultural competence was assessed in Study 1 ( N = 10) using the Miville-Guzman Universality-Diversity Scale–Short Form. Results indicated a statistically significant increase across all subscales. In Study 2 ( N = 16), the Cross-Cultural Adaptability Inventory was utilized. Results from Study 2 demonstrated statistically significant improvements in the Emotional Resilience subscale. These findings suggest that a cultural scavenger hunt may assist participants in actively engaging in the local culture and facilitate the initial development of intercultural competencies.

Effectively preparing students for international field placements through a pre-departure class

Goals of international social work internships include greater cross-cultural sensitivity, professional growth, increased awareness of the impact of culture on the helping process, and a greater degree of intercultural adaptability, however, purposeful preparation is required to these desired goals. Therefore, a US BSW program developed a semester-long pre-departure class for students preparing to complete international internships. Theories of intercultural development and cross-cultural competence shaped the curriculum to help students increase self-awareness and critical reflection on their home culture; develop an understanding of cultural values about helping and social work as a profession in the destination country; and learn practical aspects of international travel and living abroad. Utilizing a non-randomized comparison group, significant differences were found on the Cross-Cultural Adaptability Inventory.

Study Abroad in Psychology

Despite the prominence of study abroad programs, few are offered in the field of psychology. The current study sought to investigate the impact of study abroad programs in psychology through a comparison of study abroad and domestic student cultural competencies. Participants included 104 undergraduate students enrolled in either a psychology study abroad program or domestic psychology courses who completed pre–post Cross-Cultural Adaptability Inventory measures. Results indicated greater emotional resilience, perceptual acuity, and cultural adjustment in study abroad students when compared to domestic students. Results suggest that by incorporating the experiential learning of study abroad with psychology’s focus on human behavior, faculty can create high-impact learning environments that foster student cultural competencies.

Measuring the cross-cultural adaptability of a graduate student team from a global immersion experience

Cultural competency skills for health and human services providers is important because of the growing diverse populous. Experiential learning through global immersion may promote these skills.Using a non-randomized cohort design, there were two groups of unmatched graduate students. One reviewed an online educational module and participated in campus activities and an experience in Malawi; the other reviewed the module only. The students were assessed pre- and post-immersion using a measure of cross-cultural adaptability, a component of cultural competency skills.Comparing total scores on the Cross-Cultural Adaptability Inventory (CCAI™), pre-immersion (baseline), there was no significant difference between the groups. Comparing both groups' total scores pre/post-immersion, there was a significant difference. There was a significant difference for the experimental group between the pre/post-immersion total scores but not for the control group. Comparing both groups'post immersion, there was a significant difference between the groups. Comparing both groups' component scores, there was a significant difference in the Emotional Resilience and Perceptual Acuity variables for the experimental group but not for the control group. Comparing both groups' component scores, there was no significant difference in the Personal Autonomy and Flexibility Openness variables.Participation in a 6-week global immersion experience compared to education only made a greater change in the development of cross-cultural adaptability for a graduate student team.

Health Professions as Distinct Cultures in Interprofessional, Intercultural Clinical Placements: A Pilot Study Exploring Implications for Interprofessional Supervision

This paper reports on a pilot study that incorporated discipline specific clinical skill development with intercultural and interprofessional education (IPE) experiences for eight health professions students on clinical placement in a Disability Program in Vietnam. The aim of this study was to examine students’ experiences of interprofessional work while in an intercultural learning environment. A mixed methods design explored student perceptions of their experiences and learning in an interprofessional and intercultural context using semi-structured interviews, the Readiness for Interprofessional Learning Scale (RIPLS) and the Cross-Cultural Adaptability Inventory (CCAI) pre- and post-placement. The quantitative measures were used as a means of individual feedback to student and to assist in the interpretation of the qualitative data. Interviews indicated that students agree on the importance of working interprofessionally but perceived adjustment to interprofessional supervision was more challenging than adjustment to the Vietnamese clinical culture. Students scored lowest on Professional Identity (RIPLS) and Personal Autonomy (CCAI). This study provides an adjunct approach to gaining insight into final year students’ perception of interprofessional work while in an intercultural learning environment. Our small sample size cannot imply student’s definitive attitudes toward IP and IP supervision. However it may suggest that more research combining interprofessional and intercultural learning may contribute to a better understanding of the notion of professions as distinct cultures and students’ perceptions of IPE ‘interculturally’. This may further develop best practice in interprofessional supervision that empowers student learning and reinforces their professional identity.

The relationship between international experience and cross-cultural adaptability

Faced with the challenges of globalization, many organizations attempt to develop employees’ intercultural adaptability by increasing their international experience. The purpose of the present study was to understand the relationship between international experience and cross-cultural adaptability from the perspective of a sample of 356 people in Taiwan. Adaptability was measured by the Cross-Cultural Adaptability Inventory. Controlling for the potential bias of a number of background variables, the hypotheses were tested via hierarchical linear regression and analysis of covariance. The results showed that the type of international experience, rather than the frequency, had a significant effect on cross-cultural adaptability. The cross-cultural adaptability of people with greater social involvement was significantly higher than that of people without it.

Integrating Cultural Competence and Core Values: An International Service-Learning Model

Background and Purpose. Cultural competence is a criterion contained in many of the American Physical Therapy Association's (APTA) core documents. The globalization of society challenges physical therapist educators to design pedagogy that prepares students for rendering culturally competent care. The purpose of this article is to describe an innovative educational model grounded in the literature and designed to facilitate cultural competence and core values development in Doctor of Physical Therapy (DPT) degree students. Method/Model Description and Evaluation. The innovative model consisted of a 2-semester capstone course designed to integrate culturally competent care with hands-on experience. Over 2 years, the course enabled 28 DPT students to prepare academically, learn the Spanish language, and participate in an international service- learning (ISL) experience. The cultural competence frameworks developed by Purnell and Campinha-Bacote informed the model. Academic preparation included research on the Ecuadorian culture, cultural awareness activities, reflective journaling, and completion of an evidenced-based practice report using the “Patient, Intervention, Comparison, and Outcomes” format. The For His Children orphanage, located in Quito, Ecuador, served as the ISL site. Evaluation of the model was accomplished using the Professionalism in Physical Therapy Core Values (PPTCV) survey, the Cross Cultural Adaptability Inventory (CCAI), and reflective papers completed pre and post ISL. Outcomes. PPTCV scores were significantly higher post ISL (P < .05) for those students who completed the PPTCV process. CCAI scores revealed a higher score (P = .045) for emotional resilience post ISL for 14 students. Qualitative analysis of reflective papers resulted in 4 themes: professional role formation, career development, cultural readiness, and collaboration. Discussion and Conclusion. Our model enabled students to be immersed within a culture, realize the core values in action, develop cultural competence, and solidify their interest in working with pediatrics and internationally with underserved populations. Curricular models that provide meaningful connections between the classroom and the real world are important for cultural competence and core values development in DPT students. Culturally sensitive care is a prerequisite for decreasing disparity between patients and providers.

A validation study of the Cross‐Cultural Adaptability Inventory

Despite the claims made about the effectiveness of cross‐cultural training programs, few studies have examined the reliability and validity of the instruments used in these training programs. In this study, the authors examined the factor structure of the Cross‐Cultural Adaptability Inventory (CCAI) via a confirmatory factor analytic approach. A series of confirmatory factor analytic models was tested and applied at the item level to both the CCAI and Goldberg's Big Five Inventory. A confirmatory factor analysis (CFA) model in which a method factor was estimated fits the data significantly better than a model without such a method effect. Further, the method factor suppressed substantive relationships such that the two CCAI factors of Emotional Resilience and Personal Autonomy became significant correlates with self‐reported number of international job assignments after accounting for method variance. Implications for research and practice are discussed.

Cross‐Cultural Adaptability of Texas Dental Hygienists and Dental Hygiene Students: A Preliminary Study

This study sought to determine if statistically significant differences existed among and between licensed dental hygienists and first- and second-year dental hygiene students in Texas on a cross-cultural adaptability measure. The cross-cultural adaptability of licensed dental hygienists and of first- and second-year dental hygiene students attending five randomly selected dental hygiene schools in Texas was investigated. A sample of 289 individuals completed the fifty-item Cross-Cultural Adaptability Inventory (CCAI) and a brief demographic survey, resulting in 278 usable responses. The CCAI yields a total score and four individual subscale scores that describe a person's readiness to interact with people of different cultures. The results revealed no statistically significant differences among the licensed hygienists and students in the first and second years of study and CCAI scores. A statistically significant relationship (r=.148) was found between age and one of the four CCAI subscale scores: flexibility/openness. No other statistically significant relationships were found. The number of years to earn a degree, level of practice, ethnicity, and years employed may not play a significant role in enhancing cross-cultural adaptability. Further research needs to be conducted to determine differences and relationships between and among various dental hygiene groups and their cross-cultural adaptability performance.

A Curricular Model of Cross-Cultural Sensitivity

Background and Purpose. As the ethnic diversity of the US population continues to increase, the likelihood that students will interact with patients or supervisors from a cultural heritage different from their own becomes certain. Preparing students for culturally successful interactions in clinics is paramount. The purposes of this article are to present a model of preparation in cross-cultural sensitivity and to evaluate its effectiveness in a curricular setting. Method/Model Description and Evaluation. The model consists of 3 phases: understanding cultural differences through classroom presentations, simulated classroom application through group projects, and clinical application through provision of physical therapy services to patients of various cultures. The model was evaluated by use of the Cross-Cultural Adaptability Inventory (CCAI) administered to 2 consecutive groups of professional (entry-level) physical therapist students before and after the curricular unit. Outcomes. In the first group of students, there was no difference in pre versus postinstruction CCAI scores, but the second group of students showed a significant increase. The most valued topics of discussion included global health belief systems and cross-cultural communication. Students unanimously voted to make these discussions a permanent part of the curriculum. Discussion and Conclusion. A structured 3-phase model of instruction on multiculturalism for students may result in increased potential for cross-cultural effectiveness, as measured with the CCAI. Faculty members revising cross-cultural content may wish to consider this model.

A Factor Analytic Study of the Cross-Cultural Adaptability Inventory

The Cross-Cultural Adaptability Inventory (CCAI) was developed as a tool to assess an individual's effectiveness in cross-cultural interaction and communication. Because limited validity evidence had been published regarding the CCAI, the purpose of the current study is to evaluate the psychometric properties of CCAI scores, specifically focusing on the replicability of the proposed four-factor structure. This study is based on responses from a sample of 709, primarily Caucasian, college sophomores at a mid-Atlantic university. Confirmatory factor analysis indicated poor fit of the four-factor structure and follow-up exploratory factor analyses failed to reveal an interpretable structure. Possible explanations of poor fit are discussed, and recommendations for further research are suggested.

Exploring the Impact of Study Abroad on Students’ Intercultural Communication Skills: Adaptability and Sensitivity

This study answers a need for outcome assessment in study abroad by exploring the intercultural communication skills of study abroad and on campus students. Through a pretest and posttest of two specific skills, intercultural adaptability and intercultural sensitivity, study abroad students were compared to students who stay on campus to measure their change (if any) during the course of the semester. Using the Cross-Cultural Adaptability Inventory and the Intercultural Sensitivity Index, the two student groups individually assessed their strengths and weaknesses through a self-reported inventory at the beginning and end of the fall 2002 academic semester. Results confirmed the hypothesis that students who study abroad exhibit a greater change in intercultural communication skills after their semester abroad than students who stay on campus. Results also indicated that exposure to various cultures was the greatest predictor of intercultural communication skills.

Establishing the Reliability of Using the Cross Cultural Adaptability Inventory With Physical Therapist Students

Background and Purpose. Health care professionals (HCPs) in the United States are beginning to realize that they work in a multicultural, multiethnic, and culturally diverse society. Prior research has shown that limited or lack of cultural adaptability and cultural competence by HCPs is potentially dangerous to patient care and treatment outcomes. Prior to studying the cultural adaptability of physical therapist (PT) students, the reliability of using cross-cultural instruments needs to established. The purpose of this study was to establish the reliability of using the Cross Cultural Adaptability Inventory (CCAI) with PT students. Subjects. The sample consisted of 288 entry-level master's degree PT students. Methods. The CCAl, a 50-item instrument that measures the construct of cultural adaptability on 4 dimensions (emotional resilience, flexibility/openness, perceptual acuity, and personal autonomy) was administered during the fall academic semester. Results. Data were analyzed and the reliability was estimated using the Cronbach alpha coefficient of internal consistency. The total score had an estimated reliability of .90. Discussion and Conclusion. The data supported the hypothesis that the CCAI is a reliable instrument for use with PT students. Further research could explore the cross-cultural adaptability levels of faculty, students, and clinical practitioners. Key Words: Cross-cultural adaptability, Cross Cultural Adaptability Inventory, Physical therapy, Reliability. INTRODUCTION Physical therapy professionals in the United States are beginning to realize that they live in a multicultural, multiethnic, and diverse socioeconomic society. The complexity of this society challenges the physical therapist to review and relearn the help-giving process. all people deserve to have their ethnicity valued by culturally competent nurses' and hopefully by culturally competent physical therapists. However, there is virtually no research in this area. What little there is has shown that limited or lack of cultural competence for practicing health care professionals (HCPs) has been identified as inappropriate and potentially hurtful and harmful to client care outcomes.1 The accurate and reliable measurement of cultural adaptability is important in physical therapy education, research, and practice. Prior to 1998, physical therapy programs were not required to include and/or address individual or cultural differences, cultural sensitivity, or cross-cultural awareness or any content related to cultural diversity within their academic curricula.25 In addition, the research on cultural issues within the physical therapy profession was nonexistent. However, in 1997, the American Physical Therapy Association (APTA) began to address this topic when it included section 2.1 (Individual and Cultural Differences) in the Professional Practice Expectations of APTA's A Normative Model of Education: Version 97.5 Professional Practice Expectation 2: Individual and Cultural Differences states that students needed to be sensitive to individual and cultural differences when engaged in physical therapy practice, research, and education.5(p69) As a result, APTA, a professional organization that influences program accreditation and provides guidelines on professional ethics, provided a reason for including the foundations of cross-cultural adaptability (CCA) in both the master's and doctoral-level training of physical therapist (PT) students. However, there is another motivation for CCA that is less pragmatic and more implicit than professional mandates and guidelines. It is the philosophical ideology of wanting to respect differences of cultural groups and of envisioning multicultiiralism as a peaceful process of coexistence in the 21st century. Consequently, there is a need to evaluate the CCA of PT students. However, one must first determine its reliability with this population. While no physical therapy-specific cultural instruments are available, there are a variety of instruments used by other allied health care professionals that explore various cultural components, including the Cultural Attitude Scale (CAS),6. …

Cultural sensitivity training among foreign medical graduates.

To examine the effectiveness of culture sensitivity training for foreign-trained medical graduates licensed to practice in Ontario, Canada. A study of pretest-post-test design was conducted to determine the effect of cultural sensitivity training on newly immigrated physicians licensed in Canada. Twenty-four physicians, those who had passed the medical licensing exam in 1996 and had not yet started their residency program, were given 15 hours of cultural sensitivity training and were considered the experimental group. This group was compared with a control group of 24 physicians who had passed the licensing exam and were in the process of completing residency. University of Toronto. Foreign-trained medical graduates. Both groups completed the Cross-Cultural Adaptability Inventory both before and after the training of the experimental group. Statistical significance in three subscales of the Open-Mindedness/Flexibility, Emotional Resilience and Perceptual Acuity dimensions were demonstrated in the experimental group as compared with the control group. In order for Canada to mould professional and effective physicians great care must be taken in the design and process of cultural sensitivity programmes to enhance both knowledge and skills. Follow-up should be undertaken to compare their effectiveness with the control group.

Impression Management and Cross-Cultural Adaption

The relationship between impression management and cross-cultural adaptation was assessed. A sample of 112 individuals, 35 employees of a U.S.-based corporation and 77 undergraduate students, completed a packet of questionnaires containing M. Snyder's (1974) Self-Monitoring Scale, the Balanced Inventory of Desirable Responding (D. L. Paulhus, 1988), the Cross-Cultural Adaptability Inventory (J. Meyers & C. Kelley, 1992), and the Cross-Cultural Interaction Inventory (T M. Yellen & S. J. Mumford, 1975). The individuals' scores on two impression management measures (the Self-Monitoring Scale and the Balanced Inventory of Desirable Responding) were found to be significantly correlated with responses on two cross-cultural adaptability measures (the Cross-Cultural Adaptability Inventory and the Cross-Cultural Interaction Inventory). The results suggest that impression management tendencies may be related to the ability to adapt cross-culturally.

The importance and the Difficulty of Doing Research with a Missionary Population

In a recent study, 50 mission boards were contacted and over 300 first-term missionary appointees were asked to participate in research on the predictive validity of the Cross-Cultural Adaptability Inventory. The research took place in two phases: one before the missionaries left for their respective fields and the second after approximately six months on the field. Fifty missionaries agreed to participate in the study and met the qualifications for doing so. By the end of the second phase of the research, however, only 14 missionaries had completed the study with no missing inventories. This research note highlights both the importance of doing research among missionaries and the difficulties encountered in the process.