Research and Publications

Xu, Y., Hao, C., & Huennekens, M. E. (2016). Effects of a multicultural perspectives course on teacher candidates’ intercultural competence. Journal for Multicultural Education.

The study investigated the impact of a graduate-level multicultural education course on teacher candidates. The course enrolled 25 students and focused on race, ethnicity, gender, linguistics, etc. The course was taught in an active learning format, allowing students to discuss and work on group projects. The course assignment included presentations about cultural heritage, book reviews, literature reviews, and creating a lesson plan. As a part of the final evaluation, students were supposed to present a poster based on their intercultural learning research. Participants for this study were 21 students who participated in the pre-IDI assessment and 14 who took the post-IDI. The analysis of the IDI results revealed that students demonstrated a gain of 7.02 points in the DO scores and 3.54 points for the PO scores, but it is essential to note that the gain was not significant for the DO scores. But there was a significant increase in PO scores and acceptance stage. Moreover, the study explored the relationship between intercultural sensitivity scores and cultural background. Multiple regression was conducted, and the participants' two factors, gender and education level were significant predictors of intercultural sensitivity. The study concluded that structured programs and initiatives are essential to train teachers on intercultural competence.

2016

Quantitative

Teacher Development

2016-2020

Keywords:

Methodological Approach:

Riley, R. L., Bustamante, R. M., & Edmonson, S. L. (2016). Intercultural competence and student engagement of US community college students: A mixed method study. Community College Journal of Research and Practice, 40(1), 34-46.

The study intended to examine the relationship between student engagement and intercultural competence among community college students. Four hundred students from a community college participated in the study. The students were required to take a Community College Student Engagement (CCSE) survey and IDI assessment. The results of the CCSE and IDI were analyzed using correlation. The study's results revealed that IDI demonstrated a significant positive correlation with all the constructs of CCSE. Further focus group interviews were conducted, and results revealed that several students with low assessment scores mentioned that they had limited opportunities to interact with students from diverse groups before joining the college. At the same time, for students who obtained High scores, the focus group results revealed a willingness to engage with students of various groups. Following themes emerged as a result of the analysis: (a) value of exposure to diverse faculty and other students, (b) importance of collaborative learning (group work) in the classroom between students representing diverse groups, (c) courses and course content focused on intercultural awareness and responsiveness, (d) campus cultural events, (e) international study program options, and (f) campus-organized community engagement and service learning projects. The study's results demonstrated that using validated instruments such as IDI and CCSE helped the institution identify the need for intercultural learning. The study also proposes to engage students in service learning and intercultural interaction with faculty and students from the diverse group as that will help students to learn about various cultures and become interculturally competent.

2016

Mixed-Method

Higher Education (General)

2016-2020

Keywords:

Methodological Approach:

Davies, S. C., Lewis, A. A., Anderson, A. E., & Bernstein, E. R. (2015). The development of intercultural competency in school psychology graduate students. School Psychology International, 36(4), 375-392.

The study focused on the impact of study abroad on students. The students went on a short-term study abroad. The study followed a mixed-method design to collect and analyze data. All the participants took a pre and post-IDI. The results of the IDI demonstrated an increase in the DO scores from pre to post-test. Also, the study had a small control group of 5 students from the school psychology program who did not study abroad. Students from this group also took pre and post-IDI. The results indicated no notable difference in growth for the intercultural competence of the two student groups. It is important to note, that because of the small sample size, no comparison (inferential statistics) was conducted between the groups or within the pre and post-test scores. The qualitative data were collected using the myCAP instrument; the data were analyzed using content analysis. The study's results demonstrated changes in the students' responses from pre to post-test, but it was insufficient to arrive at conclusions. The study concluded that intercultural competence could not be developed in a short period; it is a long-term process, and intercultural competence is a complex construct to measure.

2015

Mixed-Method

Psychology

2011-2015

Keywords:

Methodological Approach:

Cushner, K., & Chang, S. C. (2015). Developing intercultural competence through overseas student teaching: Checking our assumptions. Intercultural Education, 26(3), 165-178.

the study by Cushner and Chang [1] investigated the impact of studying abroad on student teachers. The study consisted of two treatment groups, T1 (n=34) and T2 (n=18), and one control group, C1 (n=8). Students from T1 and T2 participated in the study abroad for 8 to 15 weeks. Moreover, T2 students were also required to write guided reflections about their study abroad trip. Further, C1 students did not study abroad, but they got an opportunity to teach at a school in the Midwest region of the US for 12 weeks. All the students in the three groups completed pre and post-IDI assessments. The results of the IDI indicated that there was no significant gain in PO or DO scores for any of the groups. For T1 and T2, there was an increase in DO but not significant. It is also important to note that T1 grew by 1.98 points on their DO, whereas T2 demonstrated growth of 3.13 points on the DO. For C1, there was a decrease in DO score by 0.9 points. The study concluded that participating in the study abroad program is not enough for students to develop intercultural competence. Designing an engaging curriculum that allows students to develop intercultural skills is important.

2015

Quantitative

Teacher Development

2011-2015

Keywords:

Methodological Approach:

Spenader, A. J., & Retka, P. (2015). The role of pedagogical variables in intercultural development: A study of faculty-led programs. Frontiers: The Interdisciplinary Journal of Study Abroad, 25, 20-36.

The study focused on the impact of studying abroad on students. The students went to five countries: Chile, Ireland, Guatemala, South Africa, and Spain. Students who went to study abroad at Chili and Guatemala participated in service-learning for 20-25 hours, and the study abroad trip was related to the course and had a homestay. Students who went to South Africa also participated in service learning for 90 hours, and the study abroad trip was related to the course and stayed with peers. Students who went to Spain and Ireland did not have a service-learning experience, but the trip was related to the topics taught in the course. Students did a homestay in Spain and stayed with peers in Ireland. Students did a pre-post IDI, and the results of the pre-post test revealed that all the student groups except Ireland 2011 demonstrated a gain in the DO scores. Further paired t-test results demonstrated that student groups who went to Chile in 2010, Chile in 2011, and South Africa in 2012 demonstrated significant gains in DO in the post-test results. The study also demonstrated that variables such as language, housing, or kind of academic program did not have any relationship with the gains in the DO score. But the type of project that students did have some impact on intercultural learning. For example, students who went to Chile and South Africa worked on a service-learning project, whereas others worked on a non-service-learning project. The study also mentioned that role of the cultural mentor could be another possible reason for the gains in DO scores.

2015

Quantitative

International Education

2011-2015

Keywords:

Methodological Approach:

Community of Inquiry

Intercultural Awareness

Collaborative Online International Learning

White Paper

Validity

Graduate Program

Physical Therapy

Nursing

Learning Communities

First Year Students

High Impact Practices

Anti-Racism

World Language Learning

Curriculum Revision

Learning and Development

Employee Engagement

Managers

COIL

Engineering Course

UN Sustainable Development Goals

Course Curriculum

Interior Design Curriculum

Interior Design Education

Interior Design

Horse Industry

Short-Term Study Abroad

Perseverance

Equity

Reconciliation

Justice

Pilgrimage

Intercultural Leadership

Preservice Teachers

Diverse Learners

Agricultural Education

Service Learning

Nutrition

CBMCC

Tertiary Education

Multicultural Education

Critical Race Theory

Diversity Education

Dilemma

Disorienting

Mentorship

Transformative Learning

Military

Linguistics

Internationalization of School Education

Assessment

Secondary School

International Pupil Mobility

Autobiography of Intercultural Encounters

Peru

Culturally Responsive School Leadership

Doctoral Students

Leadership

Staff

Languages

Autobiography

Diversity

Multiculturalism

Reflective Writing

International Education

Intercultural Development

Intercultural Development Continuum (IDC)

Face-to-Face Learning

Virtual Learning

Healthcare

Undergraduate Students

STEM Education

Coaching

Intercultural Development Plan (IDP)

IDI Guided Development

Ethics Position Questionnaire

Higher Education

SILC

Quasi-Experimental Design

Comfort Providing End-of-Life Care

ICL

STEM

Inventory For Assessing the Process of Cultural Competence among Healthcare Professionals-Student Version© (IAPCC-SV)

Disposition To Forgive Scale

NEP (New Ecological Paradigm)

LSS

Frommelt Attitudes Toward Care of the Dying

Reflections

MAKSS-R

myCAP

Group Discussion

Upper Class-Men

CCSE

Experiential Learning

Creative Action Methodology

Religious Orientation Scale-Revised

Spiritual Assessment Inventory

Materialism Scale

Quest Scale

Differentiation of Self Inventory-Revise

Intercultural Learning (ICL)

ANOVA Two-Way

Needs Assessment

Research Synthesis

Dependent Sample T-Tests

Independent Sample T-Test

Journal Entries

Student Narratives

Narrative Analysis

Skills Survey-Revised (MAKSS-R)

Student Learning Outcomes

Course Design

Paired Sample t-Test

Enneagram

Intercultural Conflict Style (ICS) Inventory

Written Reflections

Independent T-Test

Phenomenology

Two-Sample t-Test

One-Tailed Test

Case Study

N/A

Thematic Analysis of Various Documents

IDI Instrument

Two-Way Analysis of Variance

Focus Group

Semi-Structured Interviews

CHI SQUARE

ANCOVA

Herman Brian Dominence Instrument

Intervention

Regression Analysis

Experiment and Control Groups of UG Students

IDI Survey

Pre-Post IDI Survey

Analysis of Variance

Technical Action Research

Qualitative Analysis

Content Analysis

Thematic Analysis

Interviews

Study Abroad

ACC&U Rubrics for Scoring Written Responses

Independent Sample T-Test and Thematic Analysis

Pre-Post Assessment

Pre-Post-Test Design

ANOVA Two Way and Correlation

Multiple Regression

Descriptive

Descriptive Statistics

Descriptive Statistics and Content Analysis

Descriptive Statistics and Small Scale Methodological Approach

Correlation

ANOVA

Descriptive Statistics and Thematic Analysis

Paired T-Test

SAGS

Pre-Interviews

Critical Thinking Test Scale

ANOVA One-Way

Quantitative

T-Test

IDI

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