Developmental Model Of Intercultural Sensitivity Research Articles

The Changing Landscape of Intercultural Mindset in 616 Doctor of Physical Therapy Students Over the Past 7 Years and the Implications for Doctor of Physical Therapy Cultural Competence Education.

This prospective longitudinal study will report the results of a quantitative analysis of the change in Intercultural Development Inventory (IDI) scores and the distribution of students in 5 orientations along the Intercultural Developmental Continuum (IDC) in 8 cohorts of Doctor of Physical Therapy (DPT) students during their academic preparation. The expanding interest in developing intercultural sensitivity in an increasingly more complex and diverse health care environment calls for the dissemination of research on the effectiveness of innovative curricular models that include psychometrically strong outcome measures. Research suggests that health care providers can develop intercultural sensitivity when provided with didactic knowledge, experiential learning, self-reflection, mentoring, and a systematic individualized development plan. The participants were from a sample of convenience of 616 DPT students from the graduating classes of 2015-2022. The study is a repeated-measure design. The IDI was selected to guide targeted intervention and assessment of intercultural sensitivity at an individual level and group level and was administered in semesters 3 and 8 as part of the DPT program course requirements. There was significant improvement in the IDI Perceived and Developmental Orientation (DO; P < .001) scores between semesters 3 and 8. There was a significant change (P = .0001) in the distribution of students along the 5 DOs of the IDC with 10% of students regressing 1 orientation, 51.7% of students remaining the same, 33.3% of students advancing 1 orientation, and 5% of students advancing 2 orientations along the IDC. Nearly 40% of participants had a positive shift along the IDC. The results of this study suggest that intercultural sensitivity or mindset, as measured by the IDI, can be developed in DPT students who participate in a targeted intercultural development curriculum based on the Process Model of Cultural Competence by Deardorff and the Developmental Model of Intercultural Sensitivity by Bennett.

Intercultural sensitivity at work: oral histories of the first-generation Serbian immigrants to multicultural Canada

ABSTRACT This article aims to problematize the concept of Canadian multiculturalism from its inception in 1971 to its current tendencies and determine whether this policy is still attainable by referring to significant views of Hall, Taylor, Duchastel, Perin, Clifford, Drache, Hoyos and Kymlicka. These theoretical insights are explored in the case of the Serbian diaspora in Canada. The study is based on the oral histories of the members of the first generation of Serbian immigrants to Canada, conducted in July 2008 in Toronto. Bennett’s Developmental Model of Intercultural Sensitivity is used as a theoretical framework. The results show that the first generation of Serbian immigrants shares stronger ties with the mother country than their descendants; however, respect for the values of diversity and hybridity contributes to the process of making inter-generational differences less conspicuous which, regarding the Serbian diasporic community, represents a proof of the topicality of the Canadian multicultural experiment.

Cultural Conflicts as Depicted in English Movie “ East Is East”

This study examines how the characters in the film "East is East" deal with cultural clashes and conflicts of different backgrounds. The issue with this study is that the author uses a fictional family as the subject to investigate the cultural conflicts that underlie social inequality. Cultural tensions that arise among families and in the broader community are depicted in the film. The objectives of this study are to (1) identify the cultural problems that appear in "East is East" and (2) determine how the characters handle these difficulties. In this study, researchers employed a qualitative research methodology to pay attention to the a subject of investigation and interpretation. Researchers used a qualitative research method in this research to pays attention to the object to be researched and interpreted. In this study, researchers used Sociocultural Approach theory from Lev Vygotsky, Cultural Conflict theory from Thorsten Sellin, and DMIS (Developmental Model of Intercultural Sensitivity) theory from Milton Bennet. The source of the data in this study is a film entitled "East is East" in 1999 by writer Ayub Khan Din and director Damien O'Donnell. From the results of this study, based on the theory of Cultural Conflict by Thorsten Sellin, the researcher found 2 types of cultural conflict that occurred in the film, namely Primary and Secondary Conflict, then based on the cultural conflict, the researcher found out how the characters in the film deal with cultural conflict by using the theory by Milton Bennett's DMIS, namely 4 stages, denial, defense, minimization, and acceptance.&#x0D;

Applications of the Developmental Model of Intercultural Sensitivity (DMIS) in Music Education

Applications of the Developmental Model of Intercultural Sensitivity (DMIS) in Music Education

PROMOTING PRIMARY ENGLISH TEACHER'S AWARENESS ON INTERCULTURALLY-SENSITIVE TEACHING MATERIALS: AUTOBIOGRAPHY NARRATIVE INQUIRY

The new era of global flows opens more chances for people to interact with others from a different cultures. Globalization offers a new lens to examine intercultural sensitive (IS) language tasks in designing teaching material. However, this study's design of intercultural sensitivity in the Indonesian-Thai context focuses on teachers' perceptions and is still under-researched. Thus, this study investigates teachers' perception of IS pedagogy in English language teaching (ELT) for promoting primary English teachers' merged into their practice of teaching materials. This study uses autobiographical narrative inquiry. The data analysis uses Bennett's (1993) framework of IS, which involves the Developmental Model of Intercultural Sensitivity (DMIS) in five stages to communicate across cultures in the Indonesian-Thai context. The data garnered autobiographical data from narrative inquiry in the form of short stories and lesson plans. The results capture that the teaching materials enhance IS as language pedagogy in ELT. The study suggests discovering teachers' understanding and viewing of IS in teaching English language materials at primary levels.

Sensitivitas Interkultural Antarumat Beragama di Kota Palembang

Religious differences often trigger conflict in a multicultural society. Palembang, with its diverse community characteristics, is claimed as zero conflict area. This study aims to see intercultural sensitivity among religious people in Palembang. This qualitative research uses a case study approach with the theory of the Developmental Model of Intercultural Sensitivity. Data were collected through in-depth interviews with religious leaders. The results shows that each religious group tries to emphasize ethnorelativism through tolerance, mutual cooperation in building houses of worship, friendship relations with different adherents. However, at some levels, ethnic prejudices and stereotypes against different religious people still emerge.

Employing Bennett’s Developmental Model of Intercultural Sensitivity (DMIS) to Understand Intercultural Sensitivity in ELT

This paper attempts to explain the nature and practice of intercultural sensitivity among international teachers of English using stage descriptions of Bennett’s Developmental Model of Intercultural Sensitivity (DMIS). It draws on qualitative data generated from focus group interviews, individual interviews, recorded classroom observations and diary entries from 19 expatriate teachers in an English medium university in Saudi Arabia. The study showed that most of the actions and behaviours of teachers indicate intercultural sensitivity frames that reflect descriptions of the DMIS ethnocentricity stages of defence and minimisation. Many views some teachers put forward about pedagogy and intercultural communicative competence (ICC) development in ELT however, indicated higher stages of intercultural sensitivity that reflect some of the ethnorelative dimensions of acceptance and adaptation.

Measuring the Level of Intercultural Competence (IC) among Muslim Religious Leaders in Sri Lanka

As far as the religious leaders are influential in Sri Lankan society, their intercultural competence (IC) level matters for social harmony in the country. The existing literature found a lack of IC among religious leaders and highlighted their damaging role in a long history of ethnic violence in Sri Lanka. Referring to the 2019 easter attack, some social activists questioned the level of IC of Muslim religious leaders and the relevance of madrasa education. This research, therefore, evaluates the level of IC among the graduates of Sri Lankan madrasas. For this purpose, the Developmental Model of Intercultural Sensitivity (DMIS) was adopted. This study used a mixed method of data collection. A quantitative research instrument was administered among 26 madrasa alumni, and only 101 Muslim religious leaders responded. Out of the total participants, 72 (71.3%) were males and 29 (28.7%) were females. In the qualitative approach, 06 Madrasa principles accepted the invitation to the interview. They shared information about the curriculum, madrasa environment, institution policy, and their experience in dealing with issues of IC. This research found ‘minimization level or third level of IC in DMIS among all participants.’ A total of 65% of participants obtained acceptance and adaptation levels of IC. Since these madrasas have no other means except Islamic religious courses to develop this level of IC, researchers concluded that the religious education in Sri Lankan madrasas does not oppose multiculturalism. Furthermore, Islamic religious education can potentially develop IC among Muslim religious leaders. Since this research was conducted among Muslim religious leaders who graduated more than ten years ago, research is needed to ensure the current situation.

Do Demographics Matter? The Relationship between Student Characteristics and Intercultural Competence

ABSTRACT There is ample evidence that intercultural and global learning programmes can create meaningful experiences for students. Despite the consensus on the importance of intercultural competence, the processes of how students gain these skills remain ambiguous. There is a lack of concluding research on the extent to which personal characteristics can affect intercultural competence, making it difficult to capture the true impact of these programmes on students. Using Bennett’s Developmental Model of Intercultural Sensitivity, this study seeks to understand if student characteristics can influence intercultural competence. The data was collected from a convenience sample of 117 undergraduate students participating in four types of international and intercultural experiences. The Intercultural Development Inventory pre-test was used as an assessment tool to measure students’ intercultural competence. Applied descriptive statistics results summarised the dataset, followed byinferential statistics (simple regression, multiple regression, and chi-square test).The results indicate that 7.69% of students have an ethnorelative worldview,while 55.5% are in the transition stage from a monocultural to an ethnorelativemindset. Findings complement previous studies that race/ethnicity and genderare significant variables impacting intercultural competence. Our results providea framework to higher education professionals for effective curriculum designand more accurate assessments of programme effectiveness.

Cognitive Abilities and Academic Achievement as Intercultural Competence Predictors in Russian School Students.

The development of intercultural competence (ICC) is important for the modern personality in an unstable and diverse world, but there is a lack of research on this phenomenon in the context of age, gender and intellectual differences. The purpose of the present exploratory study is to identify relations between ICC, cognitive abilities and academic achievements among Russian school students. The sample included 106 (55% female) students in the 9th grade of Moscow secondary school. ICC was measured with the author’s modification of The Intercultural Sensitivity Scale by Khuhlaev and Chibisova, developed on the basis of the Developmental Model of Intercultural Sensitivity by Bennett. Cognitive abilities were determined with the School Test of Intellectual Development by Akimova et al. Academic achievements were evaluated using GPA. The findings of our research show that: (1) higher academic achievements and cognitive abilities usually characterize schoolchildren, who are not inclined to absolutize cultural differences and do not consider them to be barriers to intercultural interaction; (2) the most significant predictors of ICC features from the studied cognitive abilities are analogy and generalization, but generalization has opposite impacts in male and female students. This fact should be taken into account in the context of ICC developments, especially in male school students prone to ethnocentrism.

Cross-cultural Competence as a Foundation for Professional Diplomacy in the New Post-COVID-19 Reality

In this contribution we argue that cross-cultural competence (CCC or 3C) is being an indispensable proficiency in professional work of diplomats worldwide despite any changes that happened in professional interaction due to the recent COVID-19 pandemic. It is also suggested that deglobalizing processes significantly strengthened by COVID-19 have made the necessity for specialists professionally involved in international relations to acquire cross-cultural competence even greater than before. The current global situation shows that deglobalization — slowing down of globalization in all spheres of life — is a new reality and it is important to adjust to it as soon as possible. Cross-cultural competence is defined here as a complex of theoretical knowledge and key practical skills enabling to efficiently and successfully communicate with the representatives of different cultures and religious traditions as well as to feel psychologically comfortable in a foreign environment. A reduced number of personal business interactions lead to the urge for their higher efficiency that is supposed to be reflected in a better understanding of the interlocutor’s motivations, stands and reactions. At the same time cultural specifics remains the main factor shaping human communication whether it is conducted offline or online. Today as the tendency to conduct online conferences and meetings increases, we witness an increased need to learn to understand the attitudes of our virtual interlocutors, who are coming from various national cultures and traditions. In the course of online meetings, the necessity to correctly decipher their body language, for example, has decreased — one can hardly see a full figure on the PC screen. And consequently, verbal communication started to prevail over non-verbal one increasing the demand for proper interpretation of words, phrases, tone, mimics and gestures that are still very widely used during virtual communication. The next step would be using the most relevant arguments and approaches to deliver one’s own position and/or opinion. To successfully apply both mechanisms — of receiving messages and replying to them — during communication of people from different national cultures it would require the knowledge of cultural specifics that is provided by cross-cultural competence courses, training, seminars, or any other educational programmes. Programmes in cross-cultural competence are supposed to include at least three following components: 1) regional studies, 2) axiological orientations, 3) models and norms of behavior, while axiological orientations are seen as the most important one. Finally, the conclusion is made about a serious need to include cross-cultural competence programmes into the training of diplomats-to-be at the early stages of their professional education. At the same time, it is highly recommended for professional upgrade of the already serving diplomats worldwide. The methodological approach used in the present research combines content analysis of the post-COVID publications by the leading international experts in the diplomatic field as well as acting diplomats with the Developmental Model of Intercultural Sensitivity (DMIS) elaborated by the prominent American sociologist Milton Bennet. The latter is a six-level sсheme, according to which it is possible to figure the level of person’s skillfulness in cross-cultural communication.

FAMILY INVOLVEMENT ON EFL STUDENTS’ INTERCULTURAL COMMUNICATIVE COMPETENCE DEVELOPMENT DURING LEARNING FROM HOME

The purpose of the study is posed to diagnose the developmental stages of intercultural communicative competence during family interactions of Indonesian EFL higher education students at home context. An ethnographic approach with distant observation taken in this study due to the Covid-19 health protocol. A triangulation technique involving online interview and archival model was conducted to enhance the observation. The data collection was analyzed based on the Pyramid Model of Intercultural Competence (Deardroff, 2006) and the Developmental Model of Intercultural Sensitivity (Bennett, 2017). The result implies that the students’ intercultural communicative competence development viewing from the dimension of requisite attitudes covers valuing other cultures, openness to other people attitude, and tolerance in a different view. On another result, the dimension of knowledge and comprehension encompasses deep understanding and knowledge of contexts and worldviews, cultural self-awareness, and sociolinguistics awareness. In conclusion, EFL students' intercultural communicative competence development commonly promoted ethnorelative stages more than the ethnocentric stage.

Comparing Drivers Cultural Sensitivity Value between Gojek and Goviet from Digital Ads

Gojek is one of the multi-service technology platforms co-founded by native Indonesian. In their eight-year, Gojek expands its service to other markets in Vietnam. Although Indonesia and Vietnam are both located in the Southeast Asian region and have the same climate with the majority of the citizens who work as farmers and fishers, Indonesia and Vietnam certainly have a series of differences such as language, culture, and religion. This study explores the intercultural sensitivity of Gojek drivers who went to Vietnam to meet fellow Goviet drivers. Together, they enjoy the beauty of the country and experience Vietnamese culture, which is shown in the GO-INTERNATIONAL YouTube video. This study used Bannett’s theory of the Developmental Model of Intercultural Sensitivity (DMIS) by the content analysis method to analyze the intercultural sensibility value on the Gojek “GO-INTERNATIONAL” video. The results indicate four stages such as minimization, acceptance, adaptation, and integration. This ad shows the bonds found in different cultural backgrounds and the ethnorelativism of Gojek drivers towards Goviet drivers.

Sexological Worldview Development Explained by the Developmental Model of Intercultural Sensitivity

Sexological worldview is the lens through which someone sees and makes meaning of the sexual world around them. The Developmental Model of Intercultural Sensitivity (DMIS) may be a useful tool in operationalizing cultural humility and responsiveness to sexological differences. This research explored whether the DMIS explains the stages of someone’s sexological worldview development across a continuum of dualist to relativist perspectives and ways of interacting with others who are similar or different. The lead author interviewed 30 sexuality professionals and students in the US and found that the participants’ sexological worldview development could be explained using the DMIS framework. We discuss the use of the DMIS for the future design of Sexuality Attitudes Reassessment (SAR) programs, a type of training required in the credentialing of sexologists, and the measurement of SAR training outcomes as they pertain to cultural humility and responsiveness. Future research should focus on the development of an empirical instrument to measure sexological worldview development and SAR educators should create new, or align existing, training activities to match their SAR participants’ worldview development.

Intercultural Competence and Study Abroad Programs-A Mixed Method Study

The purpose of this mixed methods study was to investigate the intercultural competence (IC) level of college students, explore whether there is a statistically significant difference in the IC level between students with study abroad (SA) experience and those without SA experience, and examine their attitudes, ideas and experiences about SA programs and intercultural communication. Data collected from online questionnaires and Zoom interviews were examined through the lens of Hall’s the Iceberg Analogy of Culture and M. J. Bennett’s Developmental Model of Intercultural Sensitivity (DMIS), which were also used as the conceptual framework in this study. Both quantitative and qualitative results indicated the IC level of college students was high, reaching up to the acceptance stage or/and adaptation stage of Bennett’s DMIS. Quantitative study showed that the IC level of students who participated in SA programs was higher than those who didn’t.

“Look at Our Country, We Treat Everyone as Equal”: College Student Perspectives on Culture

Only a few studies have investigated how college students who have limited exposure to other cultures (i.e., no traveling experiences, little cross-cultural social interaction) understand and define culture. The current study was intended to capture college students’ voices about culture. Three focus groups were conducted with undergraduate college students on issues related to culture. The findings were organized based on the developmental model of intercultural sensitivity. These findings suggest that college students generally lack a deep understanding of their own cultures, as well as other cultures. The findings of this study provide guidance for the development of more effective strategies to increase cultural competency in college students.

Hettie Jones and Bonnie Bremser: Complicating Feminist and Beat Master Narratives

The Beat master narrative suggests that all Beats ignored racism; the feminist wave model suggests that there was no feminist activism between the first and second wave of feminism and no attention to the intersection of race and gender prior to the third wave. Both models discount and in the process erase the efforts by Beat writers Bonnie Bremser and Hettie Jones who challenged racism and sexism before the more visible civil rights and feminist movements of the 1960s. Employing Milton Bennett's Developmental Model of Intercultural Sensitivity to analyze the intercultural/interracial attitudes present in Bonnie Bremser’s Troia and Hettie Jones’ How I Became Hettie Jones reveals how these Beat writers’ attitudes regarding Otherness were problematic, but also progressive for their time.

Videoconferencing and the development of intercultural competence: Insights from students' self‐reflections

AbstractThis manuscript contributes to the existing body of literature on intercultural communicative competence (ICC) in the context of computer‐mediated communication by examining how fourth‐semester learners of Spanish (n = 18) display and develop ICC over the course of a semester. Novel to this study are: (1) the use of service‐provider virtual exchanges to carry out the videoconferencing conversations between second language (L2) learners and native speakers (NSs) and (2) the use of both Byram's ICC objectives and Bennett's ethnocentric and ethnorelative perspectives to analyze students' written reflection papers following videoconferencing conversations with NSs. The use of these two frameworks allowed us to map how students conceptualize and experience cultural difference during videoconferencing exchanges and show how their interpretations evolve, shaping their attitudes toward and their beliefs about the target cultures and its speakers. Our findings indicate that instead of relying solely on Byram's ICC framework, as is traditional, combining aspects of Bennett's Developmental Model of Intercultural Sensitivity with Byram's assessment guidelines is a fruitful and efficient way for foreign language instructors to accurately identify the developmental stage of their students and design appropriate instructional activities.

‘No one is superior to another’: tracing intercultural development in a year-long study abroad programme

ABSTRACT Due to its essential role in communication among diverse individuals and human communities, the cultivation of interculturality is among the foremost aims of educational domains. Short-term study abroad can be one way to help students develop interculturality. However, there is a lack of a clear picture regarding the multidimensional impact of short-term study abroad on individuals' intercultural development. There also seems to be no clear consensus on the adequacy of influential intercultural competence models in terms of capturing intercultural development through short-term study abroad. In that regard, we traced an individual's multidimensional intercultural development as part of a year-long study abroad programme. We tested and relied on two major models for the analysis of qualitative data: Milton J. Bennett's developmental model of intercultural sensitivity and Darla K. Deardorff's pyramid model of intercultural competence. We revealed that the participant, following her study abroad period, displayed an increasing alignment with ethnorelativism and cultivated more sensitivity in social justice although there were equivocal socio-political issues in her statements. In addition, her host language skills enabled her to gain richer insights into local practices. Lastly, we problematised the adopted models in terms of linguistic competence, macrocontextual features, and nonlinear and concurrent intercultural developments.

Tertiary dance education in inclusive settings: teachers’ intercultural sensitivity for teaching international students

ABSTRACT In internationalised dance education, many teachers undertake inclusive philosophies and identify themselves as inclusive educators. But there may be possible differences between theories in minds and practices in studios, leading to the research inquiry: How might dance teachers’ teaching practices for international students extend from their intercultural sensitivities in inclusive-oriented tertiary education? In this research, international students are identified as individuals who move across national boundaries from Eastern countries to enrol in Western institutions. Participants are recognised as self-defined inclusive educators who have teaching experiences with international students. The research utilises Milton Bennett’s Developmental Model of Intercultural Sensitivity as a critical framework to understand different intercultural competencies. The framework also guides the demonstration of results in a sequence: Denial, Defense, Minimisation, Acceptance, Adaptation and Integration. The results are tangible narratives that indicate different intercultural sensitivities from participants with inclusive teaching intentions. Data were gathered through semi-structured interviews and analysed in a qualitative content analysis process. The study implies the gap between teachers’ inclusive intentions and teaching experiences, which could facilitate a reflection on educational inclusion for international dance students.