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Designing Innovative Intercultural Experiences inside American Higher Education Institutions Maria Guadalupe Fabregas Janeiro, Ph.D.

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Presentation on theme: "Designing Innovative Intercultural Experiences inside American Higher Education Institutions Maria Guadalupe Fabregas Janeiro, Ph.D."— Presentation transcript:

1 Designing Innovative Intercultural Experiences inside American Higher Education Institutions Maria Guadalupe Fabregas Janeiro, Ph.D. Kathleen D. Kelsey, Ph.D. February 9,

2 Agenda 1.Objective of this presentation. 2.Definitions of terms and Theoretical Framework. 3.Are institutions efforts increasing students’ intercultural competence? 4. Designing Innovative Intercultural Experiences inside American Higher Education Institutions using the Developmental Model of Intercultural Sensitivity (DMIS). 2

3 Objective The objective of this presentation is to discuss the effectiveness of some institutional efforts to increase students’ intercultural competence and to discuss how we can design innovative intercultural experiences inside higher education institutions to improve students’, faculty and staff members intercultural sensitivity according to the Developmental Model of Intercultural Sensitivity (DMIS). 3

4 Definition of Terms 1.Multiculturalism and Diversity 2.Intercultural Sensitivity 3.Intercultural Competence 4.Cultural Worldview 4

5 5

6  Denial: - Lower degree of contact with cultural differences. - They denied cultural differences. “France and New York are not different they have a lot of cars.” “Do you have internet in your country.” Do you have to ride donkeys to school? 6

7  Defense: - Denigration of differences - Negative stereotypes - Assumption of cultural superiority “Some cultures are evil” “My culture is the standard or goal for the entire world” “What is wrong with being American? 7

8  Minimization: - Cultural differences are “buried” you only see cultural similarities. “In other cultures you just have to be yourself” “You’ll be alright using your common sense” “There are some things that are true everywhere" 8

9 Acceptance Cultural differences are acknowledged and respected. “I enjoyed my stay in Kenya.” “I am now more tolerant and I respect their culture.” “The extended family is very important for the people in that culture.” 9

10 Adaptation Empathy Ability to conduct yourself appropriately in other culture. “Generation of my own questions about cultural differences.” 10

11 Integration Lack of strong cultural identification. Multicultural person. “I Self-create a multicultural identity”. “I can adapt to a wide range of situations”. 11

12 Cultural Competent “ I have the ability to recognize and respect the differences, ability to change my behavior in order to respect people from other cultures”. 12

13 What is Higher Education Institutions doing to increase students Intercultural Competence? 13

14 1. “I” Designated Courses 2. “D” Courses 3. Faculty-Led Short Study Abroad Programs 4. Semester Long Study Abroad Experiences 5. Co-curricular transcripts 14

15 Are institutions efforts increasing students’ intercultural competence? 15

16 Intercultural Development Inventory 16

17 How can Higher Education Institutions design innovative intercultural experiences for their student that increase their Intercultural Competence? 17

18 1. Design intercultural experiences according to the Students, faculty and Staff’s Stage of the Developmental Model of Intercultural Sensitivity 18

19 Denial Stage: Cultural awareness activities: For example, “Polynesian Night”, study of music, dance, food and costumes or History lectures. Objective: To create more differentiation of general categories for cultural differences 19

20 Defense Stage: Increase cultural self-esteem but discussion “good things about other cultures.” Avoid comments as “Typical American Tourists, - we do not know how to behave.” “Emphasis what is good (commonalities) for all cultures.” Avoid the “us” and “them.” 20

21 Minimization Stage: Reports of personal experiences. Discussion groups. Interpretation behaviors. Talks with representatives from other cultures. 21

22 Acceptance Stage: Exercises of cultural differences including body language. Personal anecdotal treatment of behavioral differences. Discussion of values. Home stays 22

23 Adaptation Stage: Eager to apply their knowledge of cultural differences to actual face to face communication. Multicultural groups discussions. Friendships with other cultures. Communication with faculty about everyday situations. 23

24 Integration Stage: Work in the area of ethics. 24

25 2. Include the cultural differences component in all intercultural experiences. 25

26 3. Make it a priority to become a diverse community. 26

27 Gracias Thank You Merci Danke धन्यवाद Gracies Obrigado ขอบคุณ Ekusheh Salamat

28 References Bennett, M. J. (1986). A developmental approach to training for intercultural sensitivity. International Journal of Intercultural Relations, 10, Bennett, M. J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In R. M. Paige (Ed.), Education for the intercultural experience (pp ). Yarmouth, ME: Intercultural Press. Hammer M. R. (2008). The Intercultural Development Inventory (IDI) Manual. Paper presented at the Qualifying Seminar for administration and interpretation of the Intercultural Development Inventory. Hammer, M. R., Bennett, M. J., & Wiseman, R. (2003). Measuring intercultural sensitivity: The intercultural development inventory. International Journal of Intercultural Relations, 27(4),


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