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Attitudes toward the culturally different: The role of intercultural communication barriers, affective responses, consensual stereotypes, and perceived threat
Abstract
The psychological impact of intercultural communication barriers on intergroup attitudes was examined by testing a model of global attitudes toward the culturally different. The prejudice literature has largely overlooked the role of intercultural communication and intercultural communication in determining people's evaluative orientation toward ethnolinguistic outgroups. Intercultural communication emotions (negative affect associated with perceived linguistic and cultural barriers) were investigated as determinants of prejudice, in conjunction with causal factors that are widely recognized as central to intergroup judgments (consensual stereotypes, intergroup anxiety, and realistic and symbolic/cultural threats [Stephan & Stephan Int. J. Intercultural Relations 20 (1996) 409]). Regression analyses indicated that intercultural communication emotions were strongly and uniquely related to prejudice toward a culturally diverse outgroup: foreign students. Consistent with the contact hypothesis [Allport (1954) The nature of prejudice, Addison-Wesley], moderated regression analyses indicated that the structure of intergroup attitudes was modified by social contact with the international community. Implications for intergroup relations and international educational exchange are discussed.
... From this perspective, negative stereotypes include preconceived ideas reflecting various degrees of misunderstanding of international students or their places of origin. Harrison and Peacock's (2010) qualitative investigation is among a handful of studies that have adopted the integrated threat theory to understand the treatment of international students (Mak et al., 2014;Spencer-Rodgers and McGovern, 2002). Through individual and focus group interviews with students in the United Kingdom, these researchers reported examples of various sources of bias against international students. ...
... Having moved to New Zealand with her family at the age of three, one participant, for instance, mentioned that her good English was questioned (i.e., "How come you speak English this well?") as she happens to be a Muslim woman wearing a hijab, which cued outgroup membership for some locals, revealing intricate links between social expectations and language attitudes (Kennedy et al., 2024). In a study focusing on domestic students' willingness to interact with international students (Spencer-Rodgers and McGovern, 2002), responses to statements such as "I find it unpleasant to listen to foreign students who speak with a strong accent" and "I become impatient when listening to foreign students who speak English poorly" were among the strongest predictors of domestic students' attitudes toward their international peers. Elsewhere, low-proficiency, accented speech has been shown to elicit unfavorable evaluations from course instructors (Jean-Francois, 2019), to trigger negative bias in employment contexts (Kukatlapalli et al., 2020), and to contribute to international students' exclusion from group work (Haugh, 2016) and difficulty making friends with local students (CBIE, 2015). ...
... As shown in prior research, international students often experience prejudice from members of the local community. However, apart from a few attempts (Harrison and Peacock, 2010;Mak et al., 2014;Spencer-Rodgers and McGovern, 2002), there is no comprehensive explanation as to potential sources of prejudice. Whereas some studies allude to the critical role of stereotypes, others highlight the incompatibility of social and cultural values between the two groups. ...
As migrants holding temporary, foreign-resident status in their host communities, international students often experience prejudice and have little meaningful contact with locals. To date, a comprehensive account of international students’ experience is lacking, and existing conceptualizations exclude linguistic threat as a potential source of increased prejudice and diminished contact. Therefore, our goal in this study (set in Quebec, Canada) was to explore local residents’ attitudes toward and contact with international students in relation to five potential threats experienced by local residents, including cultural differences, competition over resources, intergroup anxiety, stereotypes, with linguistic threat added as a new, previously unexplored variable. We recruited 59 student and non-student local francophone residents as participants and examined their attitudes toward, perceptions of threat from, and the quality and quantity of contact with international students attending English-medium universities. Both student and non-student participants demonstrated positive attitudes toward and low levels of perceived threat from international students, except for linguistic threat. Compared to student participants, non-student participants reported significantly greater linguistic threat from international students and described contact with them that was both less frequent and lower in quality. Regression models accounted for 50–67% of variance in participants’ attitudes, with symbolic threat to social values and belief systems emerging as the common significant predictor of attitudes for both groups. Adding linguistic threat did not improve regression models. Finally, only contact quality showed significant relationships with attitudes and perceived threat, where greater contact quality was associated with more favorable attitudes and reduced threat. We discuss implications of intergroup attitudes and contact for language planning and use in multilingual contexts.
... Drawing upon previous studies [9,12,21] and theoretical underpinnings of the constructs closely inspected above, the present study draws on several factors to enhance our understanding of the interplay between HCNs and international students. Specifically, the study aims to explore (a) HCNs' attitudes toward international students, (b) how inclined HCNs are to foster intercultural friendships with international students, (c) HCNs' intergroup contact with international students, and (d) how HCNs' ICC, attitudes toward international students, and perceived threats arising from their intergroup contact mediate the relationship between intergroup contact and intercultural friendships. ...
... Examining descriptive statistics indicated that HCNs' attitudes toward foreign students in this sample are relatively positive and favorable as the mean score (M = 4.54) is above the midpoint of the scale, suggesting that 77% (midpoint ≥ 4) of Chinese college students in this sample held generally positive attitudes toward culturally different students. This mean evaluative score is comparable to that obtained for international students [12]. As for respondents' ICC (M = 4.66), its mean score is above the midpoint of the scale, suggesting that 83% of respondents have a relatively satisfactory ability in the measure. ...
... It is worth noting that graduate students in the study reported significantly higher perceptions of threats than undergraduate students, which resonates with previous research by Spencer-Rodgers and McGovern [12]. Within the realm of academia and highly competitive industries, both domestic graduate students and international students are engaged in a profound struggle to secure admission to esteemed programs, highly sought-after teaching and research assistantships, exclusive fellowships, and lucrative post-graduate employment prospects. ...
International students studying and living in a foreign context often complain about difficulties establishing friendships with host nationals. This study investigates host country nationals’ (HCNs) willingness to develop intercultural friendships with international students who are sojourning in China by exploring the effects of face-to-face and online intergroup contact, HCNs’ attitudes, intercultural communication competence (ICC), and perceived intergroup threats. Survey data from 469 HCNs indicate that (a) face-to-face and online contact are indirectly and positively related to their willingness to form intercultural friendships, (b) face-to-face contact can moderate the relationships of online contact with HCNs’ intergroup attitudes and perceived intergroup threats, and (c) both ICC and intergroup attitudes can positively predict friendship formation whereas perceived intergroup threats act as a negative predictor. The implications of our findings for future research and practice are presented.
... It is important to note here that intercultural encounters are inevitably influenced by essentialist social categorizations that are omnipresent on campus -incoming students are labeled as 'international' by host-country administration and students, and thus their identities are reduced (Simpson, 2020). International students are labeled by common discourses as 'outsiders' with different sets of values and norms viewed within a 'deficit' frame (Spencer-Rodgers & McGovern, 2002), which may lead to miscommunication (Tran & Pham, 2016). However, in reality, quite varied needs have been documented (Szabo et al., 2015;Sharma, 2019;Strauss et al., 2014;Tran & Pham, 2016, Tsang, 2020Vulić-Prtorić & Oetjen, 2017), attesting to the diversified nature of the international student body. ...
... The literature also acknowledges that host students can face challenges in campus interactions. American host students report feeling impatient and uncomfortable or frustrated when they have communication difficulties with incoming students on campus (Spencer-Rodgers & McGovern, 2002). As possible demotivators, Hong Kong host students report the lack of time, company, and awareness of campus activities (Tsang & Yuan, 2021). ...
... The previous studies have explored student intercultural stereotypes and emotions (Spencer-Rodgers & McGovern, 2002), intercultural learning and interactions in various programs, for example, business, nursing, chemistry, art, social sciences (Dippold et al., 2019;Dunne, 2009;Halualani, 2008;McFaul, 2016;Tran & Pham, 2016). The main target groups have been mostly BA students. ...
This paper reports on a qualitative study which is part of a larger project on the affordances of an international campus for intercultural (IC) learning. The research examined two MA programs at a US postgraduate institution, TESOL and International Education Management, and two groups of participants, nine students and eight faculty members. The participants discussed intercultural interaction and learning opportunities outside coursework in semi-structured interviews. A thematic content analysis showed heavy workload as an obstacle to more meaningful on-campus interaction, the lack of the points of entry to host-country student groups for incoming (international) students, and challenges for off-campus encounters. The findings pointed to a disconnect between faculty and student perceptions: although faculty believed that students should avail themselves of IC opportunities, they did not actively encourage engagement in on-campus activities. The paper discusses the IC learning assumptions attached to a highly international program profile in comparison to the support in place, arguing that active on- and off-campus activities, coursework, and teacher guidance should work in unison to allow for IC learning.
... Stressors can come from many aspects, such as academics, linguistic issues, homesickness and cultural differences, social isolation, and life tasks (Fritz et al., 2008;Ying, 2005). International students also face many forms of discrimination while studying abroad, such as prejudice and attacks based on race and ethnicity (Spencer-Rodgers & McGovern, 2002), unfair treatment based on visa/social status (Jung et al., 2007), and inadequate proficiency in a F I G U R E 5 International student life cycle in higher education and its themes. Source: developed from Stone and Petrick (2013) and del Carmen Arrieta and Avolio (2020). ...
... The diversity of student communities influences the future demand for programs (Lewis et al., 2013). International students face different problems in intercultural communication, such as cross-cultural communication barriers caused by stereotypes, cultural threats, and language ability (Popov et al., 2012;Spencer-Rodgers & McGovern, 2002;Stephan et al., 2005). These issues affect their study abroad experience and well-being. ...
This study aimed to synthesize fragmented knowledge about international student mobility (ISM) in higher education to provide an understanding of existing studies and directions for future research. To this end, the authors conducted a systematic literature review using a hybrid approach that integrated bibliometric analysis with the theory, context, and method (TCM) framework (Paul et al., 2017). Applying bibliometric analysis, this study found publication trends, prolific journals, influential articles, and major themes in the field, whereas the TCM framework helped identify widely used theories (motivation theory, immigration theory, acculturation theory, learning theory, and capital theory), research contexts (destination country or region, population, and others), and methods in research and provided future study directions. The identified gaps in the existing literature suggest that future research should develop theoretical foundations and research designs to analyze new processes, patterns, and issues in ISM in higher education within the context of today's changing international environment. In addition to identifying the key research themes and research foundations of ISM in higher education, this review can help add value to the ISM literature from a marketing perspective. This is the first comprehensive literature review of this topic using a hybrid approach.
... Prejudice has been defined as a negative cognitive or affective response towards exogroups and their members and plays a relevant role in creating or preserving hierarchical intergroup relations (Dovidio et al., 2010;Yzerbyt & Demoulin, 2010). Several studies have shown that the attitudes of members of host societies towards multiculturalism are negatively related to the degree to which newcomers are perceived as competing for material or symbolic resources (Sirlopú & Van Oudenhoven, 2013;Spencer-Rodgers & McGovern, 2002;Stephan et al., 2005;Vedder et al., 2016;Velasco González et al., 2008;Ward & Masgoret, 2008). ...
Chile has been facing socio-cognitive, affective and cultural tensions and changes due to the constant increase of the migrant population in Chile over the last two decades. This means that local public policy workers must interact and achieve effective communication with migrant users living in their territories. Intercultural sensitivity is understood as the affective dimension of intercultural communication. This dimension facilitates the awareness that people differ in their behaviors, perceptions and feelings during intercultural communication processes, promoting acceptance and respect towards these differences. The aim of this paper was to analyze the factor structure, psychometric properties and invariance of the Intercultural Sensitivity scale (Chen & Starosta, 2000) in a sample of Chilean workers. The sample consists of 337 workers from five municipalities in two regions of Chile. The sample has a mean age of 42.8 years (SD = 10.4), and 62.9% report being female. To determine the factor structure, an unweighted least squares (ULS) parameter estimation method was used, which is recommended for relatively small sample sizes, as is the case in this study. The overall structure of the original scale, although showing adequate indicators in a confirmatory factor analysis, presented serious conflicts in the covariance matrix used. Therefore, the 5-factor structure seen in other studies is disconfirmed. Because of this, it was decided to construct an abbreviated version, but reducing the limitations encountered during the validation process. The final result is a 4-dimensional structure, corresponding to four of the original dimensions, with a total of 13 items. The goodness-of-fit indices (CFI, TLI, RMSEA and SRMR) had optimal levels. The Manifest and Subtle Prejudice scale was used for its divergent validity, presenting all the dimensions of the instrument, and its total score, inverse and significant correlations with manifest prejudice, subtle prejudice, and total prejudice, as expected.
... At a broader level, this finding offers an insight into why L1-speaking university students might avoid interacting with fellow L2 students. Some avoidance behaviors may be driven by L1 speakers' implicit or explicit biases against L2 speakers (Spencer-Rodgers & McGovern, 2002), where L2 speakers are sometimes perceived as less trustworthy, educated, and competent based on their accents (McDonough, Trofimovich, Tekin, & Sato, 2022;Taylor Reid, Trofimovich, & O'Brien, 2022;Teló, Trofimovich, & O'Brien, 2022), which might inhibit at least some L1 speakers from seeking contact with an L2-speaking interlocutor. In other cases, as implied by the findings of this study, L1 speakers might feel especially insecure about how much they are liked by their L2-speaking interlocutor, so they avoid communicating with that interlocutor in the future. ...
People are frequently concerned about the impressions they make on others (referred to as metaperceptions), but their insights are often inaccurate. Illustrating the phenomenon called the liking gap, speakers interacting in their first language (L1) and second language (L2) tend to underestimate how much they are liked by their interlocutor, and these judgments often predict their desire to engage in future interaction and collaboration. To understand the scope of this bias and its consequences, we focused on L1-L2 dyadic interaction, examining metaperception as a potential barrier to conversations between university students. We recruited 58 previously unacquainted university students to perform a 10-min academic discussion task between one L1 and one L2 speaker. Afterward, the speakers (a) assessed each other's interpersonal liking, speaking skill, and interactional behavior; (b) provided their metaperceptions of their interlocutor's assessments of the same dimensions; and (c) estimated their interest in future interaction with the same interlocutor. All speakers showed a reliable metaperception bias to underestimate their interpersonal liking, speaking skill, and interactional behavior. However, only L1 speakers' desire to engage in future interaction was associated with their metaperceptions of interpersonal liking. We discuss implications of this finding for understanding and promoting academic communication.
... Chinese government initiatives, such as the "Study in China" program and the provision of scholarships, have made it financially feasible and bureaucratically smoother for international students to study in China (Wang & Curdt-Christiansen, 2016). Spencer-Rodgers & McGovern (2002) and others have explored how cultural and social factors in the host country, such as inclusivity, discrimination, and support networks, impact international students' ability to secure employment and integrate into the workforce. Zaman et al. (2023) examine how the push-pull theory explains the migration decisions of Bangladeshi students. ...
China has become an increasingly popular destination for international students pursuing graduate education. This research examines the factors influencing international graduate students’ willingness to work in China, focusing on motivational aspects, employment considerations, and the challenges faced in the Chinese job market. The study employs a combination of push-pull and acculturation theories to interpret the data collected through surveys and interviews. The key findings reveal that students are drawn to China for their studies due to the high-quality education, available scholarships, opportunities for professional development, and cultural exchange. Many expressed interest in remaining in China for employment due to attractive salaries and favorable job prospects. However, they face significant challenges, such as language barriers, cultural differences, unfamiliarity with the local job market, strict visa policies, and a highly competitive employment environment. The study emphasizes the need to enhance the visibility of job opportunities, bridge language and cultural gaps, enhance workplace diversity and inclusivity, strengthen international networks and alumni associations, and encourage entrepreneurship among these graduates. These measures aim to help students navigate the job market and enrich China's workforce with diverse skills and perspectives, further establishing China as a leading global education and professional development hub.
... Japan is considered as a bad neighbour even by Chinese Kindergarten kids while America is considered as a bully that should never be tolerated. This deep cultural belief in Chinese culture by most Chinese people drives most students away from the love of foreign culture [19][20][21]. ...
... Thus, the negative attitudes of Africans towards the former colonial powers are explained by the fact that the latter pose a threat to their physical and psychological well-being. In this sense, Aberson (2015) asserts that past experiences, positive and negative, predict the affective dimensions of prejudice, while only negative experiences explain the cognitive dimensions of prejudice such as stereotypes, which have long been associated with negative attitudes towards the outgroup (Spencer- Rodgers & McGovern, 2002). It is in this logic that the hostile intergroup reactions manifested by Africans in the face of the former colonial powers are situated. ...
While the general link between collective memory and intergroup hostility is relatively well documented, little is known about the effects of collective memory of colonial violence on the hostility of colonized peoples towards former colonizing powers, even if the concrete manifestations of this hostility make the news, as is the case with hostile attitudes towards France in its former African colonies for example. However, this collective memory, linked to subjugation, exploitation, humiliation, oppression and even massacres exercised by Westerners on Africans, could induce, in the latter, intergroup cognitions likely to incline them to develop hostile attitudes towards these colonial powers. This is the idea that this research explores. To test it, various measures were administered to 385 Cameroonians aged between 18 and 52 (M= 23.66, SD= 5.18). These measures addressed collective memory of colonial violence in Africa, intergroup cognitions, and hostility towards former colonial powers. The data collected provide empirical support for the hypothesis formulated. They indicate that collective memory of colonial violence is one of the sources of the tensions currently observed between colonized peoples and their former colonizers, as it is the case of France.
... Cultural variations in values and customs may also lead to cultural misunderstandings and instances of communication breakdown that are stressful (Gudykunst, 1998). Ultimately, repeated communication failures and emotionally laden cultural misunderstandings give rise to a negative evaluation of culturally different others (Spencer-Rodgers and McGovern, 2002). For example, a study of US subsidiaries in South Korea reveals that Korean HCNs tend to withdraw from communication with expatriates as a means to hide their limited proficiency in English. ...
Purpose
Integrating anxiety and uncertainty management (AUM) theory and theory of organizing, this study aims to contribute to the knowledge management literature by examining the interdependent and bidirectional nature of knowledge transfer between expatriates and host country nationals (HCNs). Specifically, the authors investigate how receivers’ cognitive response to senders’ behaviors during their interactions becomes an important conduit between senders’ behaviors and the successful transfer of knowledge.
Design/methodology/approach
The authors used the actor partner interdependence model to analyze data from 107 expatriate-HCN dyads. The authors collected the responses of these expatriate-HCN dyads in Shanghai, Taipei, Hong Kong, Vietnam, South Korea, Malaysia, Thailand, Indonesia and India.
Findings
Receivers’ interaction anxiety and uncertainty, as a response to senders’ relationship building behaviors, mediate the relationship between senders’ relationship building behaviors and successful knowledge transfer. When senders are expatriates, senders’ communication patience and relationship building behaviors interact to reduce the direct and indirect effects of both receivers’ interaction anxiety and uncertainty. However, when senders are HCNs, the moderation and moderated mediation models are not supported.
Originality/value
The study contributes to the knowledge management literature by investigating knowledge transfer between expatriates and HCNs using an interpersonal cross-cultural communication lens. The authors make refinements to AUM theory by going beyond the sender role to highlighting the interdependence between senders and receivers in the management of anxiety and uncertainty which, in turn, influences the effectiveness of cross-cultural communication. The study is also unique in that the authors underscore an important yet understudied construct, communication patience, in the successful transfer of knowledge.
... They are part of the eight million Indonesian Diaspora, which are Indonesians by birth and ancestry who live outside of Indonesia (Muhiddin & Utomo, 2015). Living overseas requires diaspora and local people to understand each other's culture and to broaden their understanding by viewing cultures from various perspectives (Spencer-Rodgers & McGovern, 2002). Intercultural communication is crucial in the development of intergroup relations and intercultural connection (Collier, 2015). ...
As a long-time friend of Indonesia, Thailand is among the countries of choice for Indonesians to live overseas. This community services program has the main objective of developing social capital among the diaspora in Thailand, especially in Khon Kaen province. Most of the diaspora in Khon Kaen consists of undergraduate and postgraduate programs that receive scholarships from the Indonesian government or their internal institutions. Social capital, as in Islamic perception, “Ukhuwah Islamiyah,” and togetherness could increase their strength to bring great values to living abroad. The main problem is differences in human behaviour, human traditions, race, perspectives, and many other aspects that could decrease the togetherness value and lack of nationalism and pride in Indonesian culture. Living as a diaspora has many advantages, one of which is knowing things that one's surroundings do not, for example, culture. Diaspora Indonesia in Thailand has many greater benefits in terms of sharing Indonesian local culture in art, culinary arts, dancing, etc. Thailand citizens are mostly welcome to cultural sharing events from other countries due to receiving new knowledge concerning Indonesia. By sharing the culture and introducing Indonesia, it could increase the nationalism and togetherness of the Indonesian Diaspora. Therefore, making an event to share the local culture, which consists of many races in Indonesia, and introduce Indonesia's uniqueness is the solution to strengthening the social capital of the Diaspora Indonesia at Khon Kaen University. By collaborating with Persatuan Mahasiswa Indonesia di Thailand (PERMITHA) in the Khon Kaen branch, the community services could elaborate on local culture sharing with all Diaspora students who study at Khon Kaen University. One of the local cultures that could be shared is making batik. Sharing steps and how to make batik could interest many other Diaspora members from other countries.
... Psychological difficulties can directly lead to a significant decrease in students' self-esteem and self-efficacy [24]. This may cause them to avoid classroom activities such as group discussions and oral presentations, missing out on valuable communication opportunities [25]. As a result, learners may fail to practice and apply their language skills in real-life situations, further exacerbating the language barrier. ...
As globalization continues to foster increased mobility of students across borders, the acculturation process becomes a crucial aspect of their educational journey. Language proficiency plays a pivotal role in facilitating academic success, effective communication, mental health, and social integration. This review synthesizes existing research to examine the various dimensions of language barriers faced by overseas students during their acculturation experience, including language proficiency, communication difficulties, and the psychological toll of navigating a foreign linguistic environment. Furthermore, the review discusses potential strategies and interventions to support these students in overcoming language barriers and enhancing their acculturation experience. By identifying key themes and trends in the literature, this review contributes to a deeper understanding of the complex interplay between language barriers and the acculturation process among overseas students.
... Multiple studiesshow that intergroup prejudice can be reduced thru mediated contact. TV shows like Queer-Eye and Will&Grace reduce prejudice toward gay men, for example [6][7]. ...
Now, with the development of the Internet, advanced communication technology continuously extends and expands peoples senses. Notwithstanding such a mind-boggling data society, individuals are handily caught in the pseudo climate developed by mass correspondence. The orientation jobs characterized by society are additionally communicated in various ways in the media. The media often portrays men as strong, brave, and capable of decision-making, while women are portrayed as weak, dependent, and gentle. This media promotion not only affects peoples way of thinking but also affects societys perception and evaluation of gender roles. When orientation generalizations are shaped, they are hard to break and can altogether affect individuals mental cycles. Through small-scale interviews, this study aims to investigate TikToks gender stereotypes. The examination subjects were a 17-year-old male and a 17-year-old female secondary school understudy, a 40-year-elderly person and a 40-year-elderly person. The results show that Tiktok has a positive impact on male and female stereotypes of high school students. The two high school students agreed that watching Tiktok helped them eliminate some inherent stereotypes. The two middle-aged people unanimously said that watching Tiktok eliminated some of their inherent stereotypes. The significance of the research is that the images of men and women presented by the media become more realistic and reasonable in terms of social roles, allowing women to truly break free from the stereotypes brought about by this deeply rooted patriarchal discourse.
... Spencer-Rodgers and McGovern (2002), Fall et al. (2013), and Jacobi (2020) found that it is not intercultural contact but characteristics of intercultural communication that can reduce students' ICA. When students do not want to engage in intercultural communication, a decrease in ICA has not chance to occur because it is students' willingness to communicate with people from other cultures that drives them towards their communication ease (Jacobi, 2020;Spencer-Rodgers & McGovern, 2002). Additionally, communication with strangers in online platforms and social media may provide opportunities for intercultural communication, resutling in ICA. ...
This study explores the impacts of an online collaborative learning program on students' intercultural communication apprehension (ICA) and intercultural communicative competence (ICC). The participants were 150 voluntary students (73 Vietnamese and 77 Taiwanese students). The students were assigned into two groups. The Control Group consisted of one class of 36 Taiwanese (taught by a Taiwanese teacher) and one class of 38 Vietnamese students (taught by a Vietnamese teacher) based in their home countries. The Experimental Group (37 Vietnamese and 39 Taiwanese students) consisted of two classes of 38 students. Each experimental class had both Vietnamese and Taiwanese students, co-taught by a Vietnamese teacher and a Taiwanese teacher and were assigned into bicultural pairs for unguided online collaborative learning. A pretest and posttest of ICA and ICC were used to measure the effects of the 10-week intervention on the students’ ICA and ICC. Results showed that online collaborative learning significantly reduced the students' ICA and improved their ICC. The Vietnamese students were more receptive to online collaborative learning to enhance their ICC while the Taiwanese students’ ICC developed more significantly than Vietnamese students in face-to-face learning. Teachers may apply online collaborative learning to teaching students from different cultures to enhance their ICC and reduce ICA.
... Dentro de este informe, adicionalmente, se establecieron algunas recomendaciones de empleadores hacia las instituciones educativas con el fin de mejorar el desarrollo de las competencias de los futuros profesionistas. La figura 2 presenta de forma gráfica las recomendaciones, así como la frecuencia con la que dicha recomendación fue mencionada, respecto a la muestra encuestada: En contraste con lo mencionado anteriormente, la ausencia de esta competencia o el desarrollo incipiente de la misma puede producir a nivel personal situaciones como malentendidos debido a diferencias culturales, perpetuación de estereotipos y prejuicios, y en casos extremos situaciones de violencia por actitudes racistas o xenofóbicas (Deardorff, 2006;Spencer-Rodgers y McGovern, 2002y Szőke, 2018. ...
... For example, much literature shows that the presence of a diverse student body does not inherently increase levels of intercultural competence or other intended graduate outcomes (e.g., Arkoudis & Baik, 2014;Beelen & Jones, 2015). Little intercultural interaction tends to occur between students of different backgrounds (Spencer-Rodgers & McGovern, 2002), including between international and local students (Arkoudis et al., 2010;Barron, 2006;Marangell, 2020). In short, even pre-pandemic, literature suggested that 'internationalization' was not necessarily working as intended and that strategies needed adjusting (Altbach & de Wit, 2015). ...
Interrupted international mobility since 2020 emphasized the limited nature of focusing higher education internationalization on the recruitment of international students. Likewise, the term ‘internationalization’ has lost appeal as it connotes for some the imposing of Western approaches and colonialist assumptions about best practices. To assist universities as they reimagine international education in Australia, this article discusses a study that explored how students conceptualize an internationalized university and the importance they place on various strategies. Analysis compared the responses of those who commenced their studies pre-pandemic, at the start of the pandemic and mid-pandemic to explore the influence of the pandemic on students’ ideas. Findings suggest consistent beliefs that common internationally minded strategies and graduate skills are important; however, some university characteristics, such as a diverse student population, seem more strongly associated with ‘internationalization’ than others. Slight differences based on when students commenced their studies suggest that some characterizations of internationalization are more static while others might be outdated. Such insights can assist universities in restructuring their internationalization approaches for this current period of change or future crises.
... Then, the information in these profiles (profile picture, description, keywords) was analysed quantitative and qualitatively with the help of the software tools LIWC, Nvivo, and R Studio respectively. This analysis builds upon the results obtained by Spencer-Rodgers & McGovern (2002) and, for its purpose, three classifications were utilised: Kress & van Leeuwen's (2006) ...
From Alaska to Hawaii. An intracultural study of tinder profiles
... Besides affecting their academic performance, oral English also played a huge role in Chinese international students' social anxiety and isolation. Spencer-Rogers and McGovern found that language insufficiency was reported as the main obstacle to Chinese international students' social participation [32]. These may affect the mental status of Chinese international students and make them feel excluded and disconnected. ...
Information about the challenges and adjustments for Chinese international students in the United States is ill-informed. This literature review analyzes the two major adjustment problems for Chinese international students, the reasons that contribute to these challenges, and provide some possible corresponding solutions. Firstly, cultural differences between China and the United States interact with the separation from families, the emergence of developing new social networks, and concerns about economic issues and certificates leading to social adjustment challenges for Chinese international students. Secondly, language barriers, accents, and unfamiliarity with the new education system contribute to Chinese international students’ academic adjustment problems. Eventually, all these factors combined together affect the mental status of Chinese international students while increasing their social isolation, leading to poor academic performances, and making them feel inferior and pain. However, Chinese international students may relieve their pressure and shorten the period for adjustment through actively socializing in new environments, developing social networks with local Americans and compatriots, adopting integration strategies toward a new culture, and pursuing some external help such as psychological counseling.
... Hay estudios que refieren que el temor y la percepción de amenaza son factores importantes en la generación de prejuicios hacia los exogrupos, en específico, hacia los inmigrantes (Espelt, Javaloy y Cornejo, 2006;Ramos, Páez y Herranz, 2005;Spencer-Rodgers & McGovern, 2002). La Teoría de la Amenaza Integrada propuesta integra teorías de deprivación relativa, aspectos de teorías sobre el racismo moderno y el análisis de la amenaza y el conflicto (Smith, 2006). ...
La inmigración a Chile, especialmente de países vecinos, ha crecido en las dos últimas décadas. En tal sentido, el objetivo general de esta investigación fue conocer las actitudes de un grupo de chilenos y chilenas de Santiago hacia las orientaciones aculturativas elegidas por inmigrantes peruanos. Se escogieron a los inmigrantes peruanos porque son el grupo de inmigrantes más numeroso en Chile. Asimismo, esta investigación pretendió analizar la relación de las actitudes de los chilenos hacia las orientaciones aculturativas con algunas variables intergrupales tales como el prejuicio, la amenaza intergrupal y la Orientación a la Dominancia Social compuesta por dos factores: oposición a la igualdad y dominancia grupal. Participaron 300 personas de ambos sexos y distinto nivel socioeconómico (NSE) entre los 28 y los 60 años. Los resultados mostraron que un 48,3% de chilenos optó por la integración, 23,7% prefirió la separación, 19% escogió la marginación y 9% se orientó por la asimilación. Abstract: Immigration to Chile, especially from neighboring countries, has grown in the last two decades. As such, the overall objective of this research was to determine the attitudes of a group of Chileans from Santiago to acculturative orientations chosen by Peruvian immigrants. He chose Peruvian immigrants because they are the largest immigrant group in Chile. Also, this research aimed to analyze the relationship of Chileans attitudes towards acculturative orientations with some variables such as intergroup prejudice, intergroup threat and Social Dominance Orientation consists of two factors: opposition to equality and group dominance. Attended by 300 people of both sexes and different socioeconomic status (SES) between 28 and 60 years. The results showed that 48.3% of Chileans chose integration, 23.7% preferred the separation, 19% chose the marginalization and 9% was guided by assimilation.
... In Social Psychology and Sociolinguistics, it is well established that many people, when hearing nonunderstood languages, or even being exposed to heavily accented or "broken" versions of their own language, react with adverse emotional responses. These include senses of awkwardness, impatience, frustration, irritation, and stress (see Cargile et al. 1994;Spencer-Rodgers and McGovern 2002;Blommaert et al. 2012). Many people find encounters with others who have heavy accents and/or limited linguistic competence in a majority language to be cognitively confusing, emotionally taxing, and generally unpleasant. ...
... For Mohale, similar attitudes were evident in some institutions like Wits University, University of KwaZulu Natal, and the Nelson Mandela Metropolitan University, where the inclusion of a significant number of Black students in student residences saw a significant decline and departing of White students in residences. Therefore, we want to argue that, as noted by Spencer-Rodgers and McGovern (2002), for intercultural communication to be effective, it requires students (especially international students) to adopt cognitive, affective, and cultural behaviours that include the language and values of the accommodating culture. The same applies to local students, as there is a need for them to understand and accept cultural differences as they relate with other students. ...
This book chapter is a contribution to the book titled "Communication and Interculturality in Higher Education: Unveiling contextual barriers". It provides literature on the understanding of culture from the African perspective. Moreso, it discusses various barriers to effective intercultural communication among university students and provides a blueprint for how to overcome them.
... Similarly, Hortaçsu (2012) states that, in groups with different cultures, students from the host country tend to the psychology of seeing their own group and culture as superior, and show disdain towards students from different cultures. Spencer-Rodgers and McGoven (2002) state that students of mainstream cultures interact less with students from different cultures and that they have prejudices and stereotypes about refugee students by generalizing them with their group. In Turkey, Çöplü's (2019) study announces that refugee students say that they suffer from discrimination, verbal violence and physical violence by other students when they start school. ...
... Similarly, Hortaçsu (2012) states that, in groups with different cultures, students from the host country tend to the psychology of seeing their own group and culture as superior, and show disdain towards students from different cultures. Spencer-Rodgers and McGoven (2002) state that students of mainstream cultures interact less with students from different cultures and that they have prejudices and stereotypes about refugee students by generalizing them with their group. In Turkey, Çöplü's (2019) study announces that refugee students say that they suffer from discrimination, verbal violence and physical violence by other students when they start school. ...
Intercultural communication research has highlighted the significance of intercultural communication apprehension/anxiety measurement and instrument development in diverse sociocultural contexts. This study embarked on developing and validating a scale, the Perceived Intercultural Communication Anxiety/Apprehension Scale (PICAS) in the English as a foreign language (EFL) context. By drawing upon the review of the literature and expert judgment, a Likert scale with 52 items was developed for assessing the construct of intercultural communication anxiety/apprehension, which was subjected to exploratory and confirmatory factor analysis (CFA) with 760 Iranian EFL learners. The ultimate results of exploratory factor analysis evidenced 17 items with a stable five‐factor solution, comprising L2 proficiency, prejudice and stereotypes, significant others' attitudes, status, and context familiarity factors. The subsequent CFA confirmed the five‐factor model. The five‐factor PICAS was found to be psychometrically reliable and valid. Potential applications, future directions, and limitations are finally addressed.
The COVID-19 pandemic exacerbated anti-Chinese sentiments, demonstrating an urgent need for effective prejudice reduction interventions. Study 1 tested the relationship between contact and prejudice and its mediators toward Chinese people in Australia ( N = 362). As predicted, positive contact was significantly associated with less prejudice and, reliably, intergroup anxiety had the strongest mediation effect in this relationship. In Study 2, European Australians ( N = 161) were randomly assigned to an intergroup or intragroup (control) contact interaction, delivered vicariously via audio or text. As hypothesized, vicarious intergroup contact significantly reduced prejudice and negative emotions toward Chinese people. Moreover, text-based vicarious contact led to significantly lower intergroup anxiety and negative intergroup emotions than audio-based contact. No interaction effects of vicarious contact and delivery mode were found. Overall, these studies support direct and vicarious text-based contact as effective strategies for reducing prejudice in a global crisis and improving attitudes toward Chinese people.
This longitudinal qualitative study, involving low-income parents and children, tutorial-agency staff, and one college student (all Latinx), took place in a city along the U.S./Mexico border. Data sources included field notes through participant observation, questionnaires, and interviews. The authors asked, “How are parents involved in their children's education? What limitations or barriers do they express?” Using a social justice framework and grounded-theory data analysis, these types of parental involvement emerged: academic, social skills, school volunteerism, extracurricular activities, community, and college enrollment. Conversely, parents expressed involvement obstacles. Implications relate to changing the deficit discourse regarding low-income, immigrant parents' involvement. Collaborating with families to create equitable educational outcomes for minoritized children is imperative.
Broadly speaking, stereotyping is a cognitive mechanism that underlies all aspects of intercultural processes-the way individuals perceive members of other groups shapes their attitudes and behavior towards them and influence different types of intercultural interactions and worldviews Based on the assumption that positive stereotypes about people who come from other cultures are used in human communication as an expression of each person's need to simplify all impressions and representations in order to understand the world and the people around them, positive stereotypes can facilitate communication. On the other hand, negative stereotypes in intercultural communication can lead to complete misunderstandings because it is assumed that all people within a certain group have the same characteristics. Therefore, both positive and negative stereotypes in intercultural communication can result in unfounded generalisations, false evaluations and oversimplifications, thus forming the basis for unfair behavior and labelling towards those to whom they refer, in addition to discrimination and interpersonal conflicts. In the search for a model for successful intercultural communication, the principle that culturally specific information should not be applied to all members of a cultural group and that the uniqueness of each member of the group must be respected can be considered extremely important. Stereotypical classifications should not be resistant to change as they relate to relationships between people, which are highly susceptible to change. Successful intercultural communicators should be able to form an opinion based on their communication experience and independent observations, free from stereotypes that they may have consciously or unconsciously gained. Also, viewing the world from the prism of others, not only from our own egocentric and ethnocentric position, and not allowing stereotypes to act as "filters", which allow in only what is similar to our cultural behavior, are important in preventing the adverse effects of stereotypes on communication. Therefore, a recommendable model of successful and efficient intercultural communication is unburdened by bias and stereotypes towards the members of cultural groups different from our own.
Dünyada meydana gelen doğal afetler, yangınlar, savaşlar, salgın hastalıklar ve daha birçok olumsuz durumların yanı sıra eğitim ve iş imkânları gibi bazı durumlar bireylerin kendi ulusal sınırları dışına, bir yerden diğer yerlere göç etmelerine neden olmaktadır. Yabancı göçü ve yer değiştirme ile ev sahibi ülkedeki bireyler yabancıların kaynaklarını tüketeceği, güvenliğin bozulacağı ve daha birçok olumsuz etkene sebep olabilecekleri düşüncesiyle rahatsızlık hissedebilirler. Bu gibi durumlar zaman zaman toplum bireyleri arasında kültürlerarası iletişim kaygısı ve zenofobi (yabancı düşmanlığı) gibi olumsuz algılara neden olabilir. Bu bilgiler çerçevesinde araştırmanın amacı kültürlerarası iletişim kaygısı ile zenofobi (yabancı düşmanlığı) arasındaki etkileşimi belirlemektir. Araştırmanın temel sorusu “kültürlerarası iletişim kaygısı ile zenofobi etkileşiminde cinsiyet düzenleyici rol oynamakta mıdır” şeklinde belirlenmiştir. Araştırma sorusunu cevaplayabilmek için Bolu Abant İzzet Baysal Üniversitesi İletişim Fakültesi öğrencileri örnekleminde (n=391) uygulama yapılmış olup elde edilen veriler elde edilen veriler SPSS 25 ve AMOS 26 programlarıyla analiz edilmiştir. Analiz sonucunda kültürlerarası iletişim kaygısı ile zenofobi arasında pozitif yönlü anlamlı bir ilişki bulunmuştur. Ayrıca kültürlerarası iletişim kaygısının zenofobi üzerinde yine pozitif yönlü anlamlı etki belirlenmiştir. Bu bulgular kültürlerarası iletişim kaygısının zenofobi (yabancı düşmanlığı) algısını güçlendirdiğini göstermektedir. Buna ek olarak cinsiyetin düzenleyici etkisinde kültürlerarası iletişim kaygısı ve zenofobi (yabancı düşmanlığı) etkileşiminde kadın öğrencilerin erkek öğrencilere göre daha fazla farklılaştığı belirlenmiştir. Diğer bir ifadeyle kadınların iletişim kaygısı ve zenofobi algıları erkeklere göre daha yüksek olarak belirlenmiştir. Araştırmada literatürde sınırlı olarak incelenen iki değişkenin ele alınması ve cinsiyet değişkeninin düzenleyici olarak araştırma modelinde yer alması çalışmanın özgün yönünü ortaya koymaktadır. Araştırmanın sonuç bölümünde araştırma bulguları ışığında teorik ve pratik önerilere yer verilmiştir.
Virtual stickers—as a newer generation of graphic icons—possess the potential to facilitate online intercultural communication through emotional expression. However, people from different cultural backgrounds rely on varied display and decoding rules, which lead to disagreement on the emotions communicated by stickers. Drawing from the dialect theory of communicating emotion, the current study employs an online survey to examine whether culture-, emotion-, and technology-related factors impact American college students’ recognition accuracy of 6 basic emotions expressed through 36 Chinese animated and static stickers. Results demonstrate that sticker use frequency, intercultural communication competence, and empathy are positively related to cross-cultural sticker emotion recognition accuracy. However, neither prior intercultural experience with Chinese students nor social media use frequency influences cross-cultural sticker emotion recognition accuracy. No gender differences were identified. This study represents one of the first to systematically examine predictors of sticker interpretation accuracy in a cross-cultural context.
The overwhelming majority of intercultural interactions are impacted by real or perceived intercultural threats. Most of these threats are either realistic (concern about potentially negative tangible outcomes) or symbolic (concern about potential threat to the ingroup's values, norms, or beliefs). Perceptions of threat are caused by prior or current intercultural relations, personality traits, and other personal characteristics (e.g., ingroup identity), negative attitudes toward the other cultural group and related negative cognitions, lack of prior personal contact with individuals from the other culture, and situational factors (e.g., competition between the cultural groups). When threats are perceived to exist, they can lead to negative emotional and physiological reactions, negative attitudes and intercultural biases, negative verbal and nonverbal behaviors, and overt hostile behavior. This entry ends with a discussion of techniques that could be used to reduce the negative effects of intercultural threats on intercultural interactions.
Canada’s growing population of international students brings ethnolinguistic diversity and socioeconomic benefits to their host communities. However, students often experience social exclusion and lack of belonging, reporting little communication with local community members for many cultural, ethnic, and religious reasons. The present study, conducted in Montreal, investigated the role of international students’ second language speech in local community members’ perception of the social roles that students can assume in a host society (e.g., friend, neighbour, colleague). Four English- and French-speaking international students’ recordings were presented to 38 francophones, all non-student residents of Montreal, who evaluated the students’ comprehensibility and accentedness and assessed how acceptable these students were in various social roles (e.g., friend, neighbour, colleague) in two languages (French vs. English) and in two situations (making a request vs. making a potentially controversial statement). The students’ ratings were greater when they spoke French than English (regardless of speech content) and when they requested help than when they expressed a controversial statement (regardless of language). Social ratings were generally associated with comprehensibility, not accentedness, where more comprehensible speech was linked to greater perceived acceptability. Findings highlight the importance of sociolinguistic context and language in local residents’ judgments of international students’ social roles.
This study investigates the relationship between interability communication (i.e., communication frequency and identity accommodation) and interability attitudes and disability stereotyping through intergroup anxiety and whether the relationship varies with disability salience. Results indicated that participants' report of communication frequency with their disability-contact had a significant direct effect on the dependent variables (i.e., interability attitudes and disability stereotyping). Moderated mediation results revealed that when salience was low, communication frequency enhanced positive interability attitudes and reduced disability stereotyping through reduced anxiety. Additionally, perceptions of identity accommodation were positively associated with interability attitudes. However, when salience was moderate and high, identity accommodation reduced positive interability attitudes and elevated negative disability stereotyping through an increase in intergroup anxiety. Discussion focuses on the complementary nature of communication accommodation and intergroup contact theories, and thus illustrates the complex role played by identity accommodation in the interability context. Published by Elsevier Ltd.
Nele Wohlatz’s El futuro perfecto plays a series of hide-and-seek games with characters and spectators in order to challenge the cinematic gaze, traditionally built upon sexism and racism. The German filmmaker proposes a new visual form of narrative in line with bell hook’s concept of the “oppositional gaze.” Wohlatz reinterprets the gaze, negotiating her own outsider position in Argentina vis-à-vis the film’s protagonist, Xiaobin, a Chinese newcomer trying to adapt to a new culture and a new language. Pedro Cabello del Moral and Roberto Elvira Mathez’s essay analyses the singularities of El futuro perfecto within the cultural production of contemporary Asian migration in Argentina. They contend that the oppositional gaze gives Xiaobin agency and control over her own destiny, showcasing, ultimately, the urgent need to rewrite stereotypical narratives of migration in the Latin American context.KeywordsNele Wohlatz
El futuro perfecto/The Perfect Future
Chinese community in ArgentinaAsian migrationOppositional gazeColoniality of seeing
This article examines the degree and type of motivation among 97 university students of Spanish L2 enrolled in a study-abroad program. lt also analyses the effect that the following variables have on the learners' motivation: prior contact with speakers of Spanish, use of the target language during the stay, and attitudes towards Spanish language and Spanish-speaking communities. The study is based on descriptive and correlational statistics and uses an adapted version of the MAALE questionnaire. A moderate degree of motivation was found, as well as a slight predominance of intrinsic motivations over extrinsic ones. Also, statistically significant associations were revealed between target language use and attitudes towards Spain, Spaniards and the Spanish language, and motivation. In addition to contributing to the existing research on the factors that promote language-learning motivation in the less explored SA context with multilingual students, results help better inform interventions at the organizational and curricular levels.
Along with Saudi women’s increased presence and participation in mixed-gender workforces and the current government’s reform initiative, Saudi Vision 2030, their communication opportunities with male coworkers have also increased. Guided by intergroup contact theory, the current online survey tested the influences of Saudi female journalists’ (N = 198) report of communication quantity and communication quality with male coworkers on their affective attitudes toward Saudi men and intention to quit the current job. Supporting our hypotheses, results indicated that Saudi female journalists’ communication quality with male coworkers was positively associated with affective attitudes toward men. In addition, results revealed a significant positive indirect effect of communication quality with male coworkers on affective attitudes toward men and a significant negative indirect effect on intention to quit through intergroup anxiety. These findings are discussed regarding prior literature on intergroup contact theory and Saudi women in the workplace.
This chapter focuses on the aspects of cultural intelligence within the context of teaching and learning. As the world is becoming increasingly flat (Ang et al., 2007; Darling-Hammond, 2010), the classroom is viewed as a mirror that often reflects this phenomenon at a microcosmic level. As teachers continue to work with an increasingly culturally and linguistically diverse student population, their roles and responsibility have become more complex in addressing not only the academic and institutional demands of their work but also the interpersonal and intrapersonal demands of meeting the needs of all learners. We need to acknowledge that by purely emphasizing on the academic knowledge in developing our student’s learning, we will miss out the rich resources linked to diverse presence in the higher education institutions and universities. The ability to communicate and practice cultural intelligence is based on the idea that every individual through interaction mediated by language can resolve situations that we could not resolve ourselves through academic or practical intelligence. It is crucial to transform the concepts of learning to promote forms that encourage interaction and behavioural actions. To make the changes, it requires processes and mechanisms where everyone in the community can participate in students’ learning and in that of others. The learning process must be transformed in a way that allows the wider community to participate and contribute. The chapter commences with an overview on the urgency and importance of “social-cultural consciousness” for teachers to effectively manage and negotiate their interactions with students mediated by sociocultural backgrounds. Next, it presents the theoretical aspects and discussion of cultural intelligence, cultural competence and cultural engineering & re-engineering. Thereafter, the role of cultural intelligence in teaching and the role of culture for students’ learning are discussed. Finally, the chapter wraps up with strategies and recommendations in practice that has worked effectively well in dealing with multicultural students’ profile.
The perception of diversity as boon or bane for societies and organizations rests on ideological as well as group-based foundations. In the present study, we aimed at better understanding the development of individual diversity beliefs. We propose a genesis model of individual pro-diversity beliefs. Theoretically derived predictors were used to create a nomological network. We hypothesized that Right-wing authoritarianism (RWA), Social dominance orientation (SDO), Personal need for structure (PNS), intergroup threat, positive intergroup contact, organizational norms, and diversity climate have a direct impact on pro-diversity beliefs. Personality trait influences on RWA and SDO are included in the model. A preliminary study (N = 143) was used to establish the operationalization of the diversity beliefs construct for the main study. In this preliminary study, six items were selected by confirmatory factor analysis. Subsequently, in the main study, the hypothetical model was tested based on an online sample (N = 235) from English-speaking countries (USA, UK, Australia, Ireland, Canada). The final structural equation model explained about 41% of the variance for pro-diversity beliefs with the direct influencing variables of SDO, organizational norms and intergroup threat and indirect effects of personality factors, RWA and PNS. An interaction between intergroup threat and RWA on pro-diversity beliefs was apparent. Theoretical and practical implications such as the complexity of diversity beliefs on a societal and organizational level will be discussed.
The flow of Chinese international students to the US is a long-standing phenomenon that has lasted for more than a century. Such popularity has been growing on a larger scale in the last two decade until the Covid-19 pandemic. Wondering on such sustained and augmenting heat of migration and mobility to the US, this study takes a biographical approach to explore the lives and experiences of today’s Chinese international students in the US by examining their mobility motives, lived experiences, reflections and reflexivities on their international mobility, and their future imagining and projecting.
Among the extant studies, very few takes a holistic approach to investigate the whole international mobility experiences of Chinese international students. Most of them only focus on their horizontal relocation but overlook their vertical temporalities. This study introduces two backbone theoretical frameworks of youth transition to adulthood and migration/mobility to construe the biographical experiences of today’s Chinese international students in the US with a central aim of inquiring into what role international mobility plays in their transitions to adulthood and how they wield agency to navigate their mobility trajectories against contextual and structural constraints. Through international mobility, Chinese international students experience ‘double’ social changes from the rapidly-changing China to the ever-changing America and from the past to the future. Therefore, by examining how Chinese international students make transitions to adulthood, this study can also reflect the changes to social conditions in both China and the US and even to the extent of the whole world.
Assuming that today’s Chinese international students growing up in a fast-changing society could be vastly different from their predecessors not long ago, this research adopts a qualitative research paradigm using in-depth interviews to collect empirical data in order to provide a rich understanding of the multiplicity and breadth of participants’ individual experiences, with various reflexive representations of the individuals’ narratives at the core of the study. Following an interpretivist-constructivist approach to analyze empirical data, this study finds out that today’s young Chinese international students practice international mobility to the US mainly for escaping social control in China and for an alternative transition process in a different social condition in which they believe they will be able to enjoy the course of studying, living and exploring, and after years of mobile lives in the US they incorporate spatial mobility into their imagining and projecting for future transition outcomes-making. And the analysis reveals that they value mobility highly and display an acute awareness of both the advantages and challenges of their mobile lives and refer to their lived experiences in both China and the US for their decision-making process concerning their future mobility trajectories in the hopes of securing both ‘good’ transition processes and ‘good’ transition outcomes. The significance of this study reaches beyond offering a landscape of today’s Chinese international students in the US to the extent that valuable theoretical implications can be contributed to the currently vigorous debate on youth transitions to adulthood while being on the move.
Keywords: Chinese international students, youth transition to adulthood, migration, mobility, transition processes, transition outcomes.
The expression of emotion in discourse (as defined in Alba-Juez and Mackenzie 2019) is treated from the perspective of intercultural pragmatics (as in, e.g, Kecskes 2004, 2011, 2014). Emotion is viewed as a pragmatic dynamical process that shows the interaction of brain-bodies-world (e.g. Van Gelder 1998, Gibbs 2010) and for that reason many aspects of its manifestation in different discourse systems/cultures are explored, taking into account not only the well-known fact that different languages and cultures may display differences in the expression of emotion at all linguistic levels (e.g. at the lexical level, a given language/culture may have a term to express an emotion that has not been conceptualized in another language (i.e. hypocognition, Levy 1973), being the cause of possible intercultural pragmalinguistic misunderstanding), but also the fact that different cultures may have different display rules (Ekman and Friesen 1975) and engage in different affective practices (Wetherell 2012), all of which may affect attempts to communicate when using a lingua franca. I argue in favor of a more comprehensive, socio-cognitive (e.g. Kecskes and Zhang 2009; Kecskes 2010) and sociopragmatic (Leech 1982, 2014) approach to the study of this kind of communication.
The ability to adapt and thrive in an unfamiliar cultural context is incrementally becoming vital. Therefore, universities aim to create an environment to enhance students’ cultural intelligence (CQ). This study aimed to detect English as a foreign language (EFL) learners’ CQ in a state university in Turkey and discern their strengths and weaknesses in intercultural communication. The study employed the CQ scale to detect learners’ CQ, and open-ended questions to unearth strengths and weaknesses. SPSS was run for quantitative analysis, whereas MAXQDA was tapped for qualitative data analysis. The results indicated high values for students’ metacognitive, motivational, and behavioural CQ, albeit learners’ cognitive CQ was moderate. There was no significant difference between the CQ of male and female students. Moreover, the overseas experience did not have a significant influence on their CQ. However, there was a significant difference in the cognitive CQ of students at different proficiency levels. Qualitative analysis revealed learners’ strengths, such as communication and adaptation skills, and an interest in diverse cultures. However, learners’ scant knowledge of different cultures and low language proficiency were significant problems impeding learners’ intercultural communication. The implications of the study might provide insight for stakeholders to raise students’ CQ in educational spheres.
This study is an empirical development in order to find solutions to emerging issues derived from the analysis of real-life experiences of different challenges in integrating intercultural communication in practical classes. Nowadays, the development of intercultural communication skills is becoming very important. It is undeniable that situations where communication is disrupted by miscommunication, leaving participants confused or even irritated, usually occur in the context of intercultural communication. However, not all HEIs pay adequate attention to the development of intercultural language competence as well as the ability to communicate directly with speakers of other cultures. The aim of this study is to identify critical difficulties in intercultural communication among foreign language learners. The aim of the work is to develop recommendations that will help to practically solve the emerging difficulties in the field of intercultural communication in the system of modern education. The results of the study can be used in the future as a basis for the improvement of intercultural communication skills among foreign language learners who need to have intercultural linguistic communicative competence.
Keywords: language competence; intercultural communication; higher education, multicultural education, development model of intercultural sensitivity (DMIS), intercultural communicative competence, intercultural integrated teaching
According to traditional theories, prejudice toward national, racial, and ethnic groups was considered to consist largely of a negative affective response toward the group or toward members of the group. More recently, however, the general approach to the study of prejudice within social psychology has been to emphasize its cognitive determinants, particularly in terms of the formation and maintenance of social stereotypes. The present research compared the importance of stereotypical beliefs about and affective responses to national, ethnic, and religious groups as predictors of favorability and preferred social distance toward the groups. In two studies, emotional responses to the target groups were found to be a more consistent and stronger predictor of attitudes and social distance than were social stereotypes. This was true whether stereotypes were assessed in terms of percentage assignment, as a likelihood ratio, or as personal beliefs about group characteristics. It is suggested that future researc...
An integrated threat theory composed of four variables was used to predict attitudes toward immigrant groups in Spain and Israel. The four threats are symbolic threats based on value differences between groups; realistic threats to the power, resources, and well-being of the in-group; anxiety concerning social interaction with out-group members; and feelings of threat arising from negative stereotypes of the out-group. All four threats were significant predictors of attitudes toward one or more of the immigrant groups. It was predicted, and found, that intergroup anxiety and negative stereotypes were more powerful and consistent predictors of prejudicial attitudes toward immigrants than were realistic threats or symbolic threats. The implications of the theory for the causes and reduction of prejudice were discussed.
Studies of perceptions of non‐native speakers have traditionally focused on the effects of global stereotypes and nonverbal behaviors on audience receptivity. The affective mindset of the audience has until now been largely ignored. Another factor that has been ignored is the intercultural sensitivity of audience members, particularly of U.S. undergraduates who are taught by international teaching assistants (TAs). This study (N = 422) tested the underlying relationships among 1) intercultural training of U.S. undergraduates exposed to the Intercultural Sensitizer, role playing, and a disclosure statement highlighting that the speaker, an international TA, was speaking in a second language; 2) dispositional or situational attributions made by members of the audience; 3) the emotions experienced by audience members; and 4) audience members’ comprehension and evaluation of speaker competence. Results generally confirmed the hypotheses of the interrelatedness between intercultural training, cognition, and emotions in perceptions of non‐native speakers.
The misuse of simple correlational analysis for assessing the relationship between a multiplicative composite and a simple variable (as is found, for example, in a value expectancy formulation) is addressed. Despite the warnings of F. L. Schmidt (1973) and the alternatives proposed (e.g., J. Cohen; see record
1979-25147-001), such misuse is pervasive. Examples of this misuse are provided from the several areas in social and organizational psychology. Finally, researchers, authors, reviewers, and journal editors are urged to be very sensitive to these problems. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A model is presented that traces the origins of the anxiety people experience when interacting with outgroup members to fear of negative psychological or behavioral consequences for the self and fear of negative evaluations by ingroup or outgroup members. Prior relations between the groups, intergroup cognitions, the structure of the situation, and personal experience are hypothesized to determine the amount of anxiety that participants in intergroup interactions experience. It is proposed that high levels of intergroup anxiety amplify normative behavior patterns, cause cognitive and motivational information-processing biases, intensify self-awareness, lead to augmented emotional reactions, and polarize evaluations of outgroup members. Regression analyses of data from Hispanic students indicate that high levels of intergroup anxiety are associated with low levels of contact with outgroup members, stereotyping of outgroup members, and assumed dissimilarity to outgroup members.
In the present study, 4 variables (realistic threats, symbolic threats, intergroup anxiety, and negative stereotypes) were used to predict prejudice toward immigrants from Cuba, Mexico, and Asia in samples of students from states in the United States that are affected by immigration from these areas (Florida, New Mexico, and Hawaii, respectively). All 4 variables were significant (or marginally significant) predictors of attitudes toward these immigrant groups. Evidence is presented that the predictor variables are conceptually and empirically distinct. However, these variables do appear to be tied together by an underlying theme: They all concern threats to the in-group or its members. Some of the implications of the results for intergroup relations are discussed.
The most common response to perceived lack of English language proficiency among nonnative English speaking teaching assistants (NNSTAs), has been to set up workshops to remediate their linguistic and instructional skills. However, many factors other than low levels of communication competence may contribute to negative perceptions of NNSTAs. Some of these factors may be more germane to North American undergraduates' stereotypical attitudes than to NNSTAs' classroom talk. A matched guise study of undergraduates' comprehension and attitudes toward NNSTAs revealed that 40% of undergraduates avoid NNSTA instructed classes. However, measured outcomes manifested few direct effects of actual accentedness in NNSTA speech. Instead, factors like instructor ethnicity and lecture topic, extraneous to actual NNSTA speaking proficiency, tended to be more potent determinants of undergraduate attitudes and comprehension. On the other hand, when students perceived - whether rightly or wrongly-high levels of foreign accentedness, they judged speakers to be poor teachers. Results warrant collective "university community" training programs that focus on undergraduate attitudes and listening skills as well as on NNSTA competence.
Reviews research regarding the effects of intergroup contact on ethnic relations. The investigations discussed include both intra- and cross-cultural studies involving contact between various ethnic groups. The principles and generalizations emerging from these studies are categorized under (1) opportunities for contact, (2) the principle of equal status, (3) contact with high-status representatives of a minority group, (4) cooperative and competitive factors, (5) casual vs. intimate contact, (6) institutional support, (7) personality factors, and (8) direction and intensity of initial attitude. The major generalization derived from the present review is that changes in ethnic relations do occur following intergroup contact, but the nature of this change is not necessarily in the anticipated direction; "favorable" conditions do tend to reduce prejudice, but "unfavorable" conditions may increase intergroup tension and prejudice. Ethnic attitudes may also change in their intensity, and they may be limited to specific areas of the ethnic attitude and not be generalized to other aspects of the intergroup relationships. Some practical applications are also considered. (2 p. ref.)
Researchers have long acknowledged the multifaceted nature of intergroup attitudes. However, depending on the theoretical framework in which they were operating, they have tended to focus on either the affective or cognitive underpinnings of these attitudes, rather than on the joint role of affect and cognition. Disparities in the measurement of intergroup attitudes have contributed to this rift. This chapter discusses the problem by providing a framework for thinking about the contribution of both affect and cognition in determining attitudes toward groups. It discusses how previous findings fit within this framework and it describes the recent research designed to examine the interplay between affect and cognition. In parallel with societal trends, research in this area has progressed from a focus on attitudes toward social groups at the level of ethnic groups (especially attitudes toward blacks in the United States) to a broader scope including attitudes toward groups based on such varied characteristics as sex, sexual orientation, political affiliation, and age.
The misuse of simple correlational analysis for assessing the relationship between a multiplicative composite and a simple variable (as is found, for example, in a value expectancy formulation) is addressed. Despite the warnings of Schmidt (1973) and the alternatives proposed (e.g., Cohen, 1978), such misuse is pervasive. Examples of this misuse are provided from the several areas in social and organizational psychology. Finally, researchers, authors, reviewers, and journal editors are urged to be very sensitive to these problems.
The tendency to either overemphasize or underemphasize differences when counseling international students is documented in research literature. However, there has been little systematic research and still fewer comprehensive theories about counseling international students. The numerous theories available tend to either emphasize the importance of changing the student or person in an adjustment mode, or changing the situation in a more behaviorist mode. Critical incidents collected while counseling international students at the University of Minnesota demonstrate the typical problems encountered and suggest approaches to manage those problems. The critical incidents and responses suggest that informal methods and informal counseling contexts become especially important in counseling international students. Other practical suggestions and tools are discussed to aid those who provide counseling to international students. A list of topics for future research is also presented.
This study explored the structure of mutual stereotypes held by two interacting groups of undergraduates - local Hong Kong Chinese and American exchange students. Each group rated a typical in-group member (autostereotype), a typical out-group member (heterostereotype), and estimated the rating likely to be given to their typical group member by a typical member of the out-group (reflected stereotype). Differences between auto- and heterostereotypes were great and comprehensive. The factor groupings of the Chinese sample on the 30 trait-pairs were used to summarize the results. The "kernel of truth" in the data was that both groups saw the Chinese as more emotionally controlled, but less open to others and less extroverted than the Americans. Each group, however, saw the other as more prosocial or beneficent than themselves, a reversal of the "symmetry" pattern commonly found in such ratings. The Chinese believed themselves to be misperceived by the Americans on all factors but one, openness to others; the Americans, on the factors of beneficence and emotional control. It was argued that the structure of these three types of mutual stereotype functions to facilitate interactions across cultural lines by motivating the initial encounter, by guiding interactants' behavior effectively, and by promoting mutual accommodation.
Attitude theory is used to provide a conceptual analysis of how attitudes toward men and women relate to gender stereotypes. Consistent with this analysis, attitudes toward the sexes related positively to the evaluative meaning of the corresponding gender stereo-types. In addition, attitudes and stereotypes about women were extremely favorable - in fact, more favorable than those about men. The findings also demonstrated that the Attitudes Toward Women Scale assesses attitudes toward equal rights for women not attitudes toward women, and therefore did not relate to the evaluative meaning of subjects' stereotypes about women.
The chapter reviews the major advance in conceptualizing stereotypes that has occurred over the past 20 years. Conceptualizing social stereotypes as mental representations represents a true advance in experimental social psychology. The chapter presents a concrete version of a simple associational model. The power of the associational model is that it explains how stereotypes become activated in memory on exposure to the category label. The theorists variously considered generalization, homogeneity, and group differences to be important features of stereotypes, although disagreeing among themselves regarding the relative importance of each. Considering stereotypes, in terms of abstract mental representations produces a reconciliation of these diverging definitions. The chapter presents techniques of stereotype measurement. The chapter presents the structural approach that has proved to be informative in promoting an understanding of why stereotypes maintain themselves even in the face of conflicting information, and in predicting how and when they will change. In terms of stereotype change, the structural approach suggests methods of changing stereotypes that go beyond those offered by traditional models of stereotyping. The chapter discusses the current limitations of and the possible future for the abstractionist approach, by working in two directions—that is, a micro-analytic and macro-analytic approach.
Intercultural communication apprehension (ICA) is conceptualized as the fear or anxiety associated with either real or anticipated interaction with people of different groups, especially cultural and ethnic and/or racial groups. Based on this conceptualization, two scales were developed, including the Personal Report of Intercultural Communication Apprehension (PRICA) and the Personal Report of Interethnic Communication Apprehension (PRECA). In Study I, the initial scales consisted of 16 items each and were administered to 396 participants. Factor analyses reveal a unidimensional factor structure and high reliabilities for both scales. Construct validity measures were also administered in Study I. In Study II, modified versions of both scales along with criterion‐related validity items were administered to 369 participants. Factor analyses confirmed the unidimensional factor structure of both scales. Responses to the predictor items indicate that both scales possess criterion‐related validity.
This volume presents data gathered in Phase II of a study to assess needs of foreign students from developing nations at U.S. colleges and universities. The final report of Phase II, Sociology Report No. 147A, presents the summary of the data analysis and reports on the overall Phase II tasks.
This investigation examines factors influencing United States student perceptions of native and non-native United States teacher effectiveness. A questionnaire employing measures of ethnocentrism, intercultural communication apprehension, willingness to communicate, and motivation was completed by 204 native United States undergraduate students. Further, students responded to affective, cognitive, and behavioral measures with regard to native and non-native teacher effectiveness. The results showed that native United States students significantly evaluated native United States teachers more positively than non-native United States teachers. Simple correlations between evaluation scores for the two teacher types (native and non-native United States) for each dependent variable suggest that students in this study responded very specifically to the different teachers (intracultural versus intercultural context) rather than on a general trait basis. The positive associations with the difference scores obtained indicated that more ethnocentric students tend to evaluate native United States teachers more favorably than non-native United States teachers. Students who had high levels of intercultural communication apprehension rated non-native United States teachers more negatively than native United States teachers. Stepwise regression analyses revealed that up to 10% of the variability in differences of student perceptions of native United States and non-native United States teachers could be predicted by student levels of ethnocentrism. The result of the regression analyses suggest that student bias in the form of ethnocentrism is a factor influencing perceptions of teacher effectiveness. The magnitude of the effects observed in the present study suggest that true differences in teacher effectiveness are most likely the primary causes of the perceived differences between native United States and non-native United States teacher effectiveness. (Contains 149 references and 12 tables of data.) (Author/RS)
This report is a comprehensive information resource on the more than 514,000 international students in the United States and the more than 129,000 U.S. students who studied abroad in 1999. The Institute of International Education has conducted an annual statistical survey of the internationally mobile student population in the United States since 1948. The number of international students studying in the United States increased sharply during the 1999-2000 academic year. This year's total of 514,723 represents an increase of 4.8% over last year's figure. More than two-thirds of these students receive most of their funding for U.S. study from personal and family sources, and three-quarters receive most of their funding from sources outside the United States. The most significant source of U.S. funding is the institution the student attends. This year's enrollment increase reflects substantial increases from China and India, with enrollments growing at more than twice the overall rate. Asian students constitute more than half of the international enrollments. As the overall foreign student total has increased, community college international enrollments have grown by more than 40%. Business and management continue to be the most popular fields of study among international students in the United States. The past 3 years have also seen double digit enrollment increases in the number of U.S. students participating in study abroad programs for academic credit. Of these students, 45.9% study abroad in short duration programs. Information is also presented about the intensive study of English and the 74,571 foreign scholars who teach and conduct research in the United States. (Contains 19 figures and 38 tables.) (SLD)
The study of language and its use has been one of the significant growth areas of social psychology in recent years; it is therefore timely to publish this handbook written by experts in their fields, each of whom has combined a state of the art review with ideas for future directions of research. Their concern is with the integration of verbal and non-verbal features in communication—how systems work, especially in applied settings and social relationships.
With its strong reviews of many of the important theoretical and practical areas in which progress has been achieved, or needs to be, the "Handbook of Language and Social Psychology" will be essential reading for all those social psychologists who are interested in language and how it functions in communication. The handbook should also be of value to developmental, clinical and community psychologists and those professionals working in the areas of communication and social relationships. It provides rapid access to a social psychological perspective for linguists, anthropologists, sociologists and other academics concerned with language. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
provide a review of the literature on counseling international students / provide guidelines for counseling international students / divided the body of our chapter into 3 sections: the 1st exploring the client variables with regard to counseling international students, the 2nd exploring the therapist variables, and the 3rd exploring process and outcome variables / identify salient variables for those 4 components so that the counselor can know which client and process variables are unique in counseling international students, which therapist variables influence the counseling process and outcome with international students, and which factors to consider with regard to outcomes of counseling with international students (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examines an array of programs, including multicultural education, diversity training, cooperative learning groups, intergroup dialogues, intercultural training, moral education, and conflict resolutions. The authors provide evaluation models, both qualitative and quantitative techniques, along with measures for practitioners who need help evaluating their programs. Each program is first described, the research on its effectiveness is evaluated, the psychological processes underlying its effectiveness are examined, and recommendations for its implementation are presented. Among the features of the book, the reader will find: (1) techniques for improving intergroup relations; (2) an introduction into work in the field; (3) chapters providing the reader with the "who, what, why, and how" of each technique; and (4) resource information as a reference guide. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
490 international students, researchers, and permanent US residents and naturalized citizens at a US university completed the American-International Relations Scale. Results showed that Africans, Asians, and South Americans were less acculturated than Europeans in terms of perceived prejudice, observance of cultural practices and social ties, and language usage. There also were significant differences for permanent vs nonpermanent US resident status, length of residence in the US, and religion. Themes derived from open-ended responses showed that Ss referred to their religion, values, a strong need to depend on or seek freedom from an image or symbols of their nationality group, their physical appearance, and their language. Findings suggest that cultural sensitivity involves deep empathy for substantial diversity between groups and for a wide range of behavior within a group. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Three studies are reviewed that examine the correlates of prejudice. In the first two studies, it was hypothesized that prejudice toward national groups would be associated with an index of stereotyping reflecting the strength and valence of the stereotypes of these groups. In both studies, the relationship between the stereotype/evaluation index and attitudes toward people from other countries supported this prediction. The third study examined the predictors of Americans' prejudice toward an immigrant group. In this study, it was found that realistic threats, value threats, and intergroup anxiety predicted prejudice toward Mexican immigrants. The findings from all three studies were integrated into a radial network model of intergroup cognitions and affect.
In two studies, attributes of target groups were manipulated and then stereotypes of those groups were assessed using multiple measurement techniques. A variety of trait ascription (e.g. Likert-type scales) and perceived variability (probability of differentiation, standard deviation) indexes were used. The measures were compared with regard to their sensitivity to experimentally created differences between the social groups. The data suggested that all of the mean level assessment techniques were fairly sensitive to actual differences between groups, but Likert-style trait ratings were the best-performing measures, in that they most consistently produced the proper ordering of means, and were most sensitive to our manipulations. The variability measures were generally unresponsive to marked differences in group variability across experimental conditions. Suggestions for researchers concerning appropriate use of measures and conceptions of stereotyping are provided.
People often receive information about new immigrant groups prior to any direct contact with group members. However, it is not clear how this information shapes attitudes toward the groups. To explore this issue, 204 subjects were told about an unknown immigrant group that was presented as high or low in personal relevance. Subjects were then given positive or negative consensus information about the emotions that group members elicit from others, group members' personality traits, and group members' values. As expected, results indicated that the presentation of positive information about emotional reactions, personality traits, and values caused attitudes to be more favorable than did the presentation of negative information. Importantly, however, the combined impact of the emotion and personality trait information depended on whether the group was perceived to be of high or low personal relevance. Specifically, when the information about emotions and personality traits was similarly valanced (i.e., both were positive or both were negative), attitudes toward the group tended to be less favorable in the high personal relevance condition than in the low personal relevance condition. In contrast, when mixed information was presented (i.e., positive emotions and negative personality traits or negative emotions and positive personality traits), attitudes tended to be more favorable in the high personal relevance condition. In addition, attitudes, once formed, predicted further perceptions of the group and behavioral intentions toward group members. The implications of the findings for the reduction of prejudice toward new immigrant groups are discussed.
The present study investigated the role of emotion in the area of intergroup relations. Results showed three ways in which emotions are relevant when Dutch autochthonous people are confronted with members of the three major ethnic minorities in The Netherlands: Surinamers and immigrant workers from Turkey and Morocco. First, four categories of emotions could be identified which appeared to be strongly associated with ethnic attitude-positive mood, anxiety, irritation and concern-each related to a specific kind of action readiness. Second, the influence which proximity of an ethnic group appeared to have on ethnic attitude could be explained by the specific kind of emotional experience related to different levels of proximity. The third way in which emotions appeared to be relevant was their ability to differentiate between the qualitative aspects of various forms of ethnic contact. With Surinamers, more personal forms of contact were associated with an increase in positive mood and a decrease in anxiety, irritation and concern. But for Turks and Moroccans, who can be considered to be in more basic respects culturally dissimilar from the Dutch, only negative aspects of close contact were found. The correspondence of the results with several research findings in the field of intergroup relations, is extensively discussed.
The present study examined the consensual stereotype of an extraordinarily heterogeneous social group, international students who are sojourning in the United States, among American host nationals. The content and valence of the cultural stereotype was assessed using a multicomponent, free-response methodology with N=100 American college students. On the whole, consensual and individual stereotypic representations of international students were somewhat favorable, although a number of negative attributes were consistently ascribed to the group. The percentages of agreement among participants concerning the attributes of foreign students were substantial, indicating that international students are regarded as a fairly homogenous outgroup by domestic students, notwithstanding the extreme heterogeneity of the foreign student population. Individual stereotypic beliefs about international students were significantly correlated with overall attitudes and behaviors (social contact) toward the group. The negative evaluative content of participants’ individual stereotypic beliefs was strongly related to prejudicial attitudes and social avoidance of the group.
This paper presents the results of a survey of SIETAR members assessing their opinions on the value of contributions from various social science disciplines to intercultural communication. Anthropology received the highest ratings overall, with psychology chosen most frequently as the field from which more intercultural work is desired. Among intercultural communication scholars, an anthropologist stands out as most widely read with the greatest acknowledged influence on SIETAR members.RésuméCette dissertation donne les resultats d'une enquête des associés de SIETAR, dans laquelle on a demandé leurs opinions sur la valeur des contributions des disciplines de science sociale diverses sur la communication inter-culturale. L'anthropologie a reçu les réponses les plus élevées de l'enquête, et la psychologie a ité choisie comme la science dans laquelle on désirerait plus de travail sur cette question. Parmi les rechercheurs de communication inter-culturale, c'est un anthropologue que l'on lit le plus souvent et qui a eu la plus grande influence sur les associés de SIETAR. (author-supplied abstract)ResumenEn este ensayo se dan a conocer los resultados de una encuesta realiada por los miembros de SIETAR, quienes emitieron sus opiniones acerca del valor y las contribuciones de varias disciplinas sociales a comunicación intercultural. La antropología fue la ciencia que adquirió el promedio más elevado en esta encuesta y la psicología fue considerada como la ciencia que más desarrollo necesita en el ámbito intercultural. Entre los estudiosos en comunicación intercultural, un antropólogo es evidentemente el más leido, y el que más grande influencia tiene sobre los miembros de SIETAR. (author-supplied abstract)
This study examined the relationship between intercultural communication (ICC) competence and knowledge of the host culture and cross-cultural attitude. ICC competence was conceptualized as a multidimensional construct which included culture-specific understanding of other, culture-general understanding, and positive regard for other. Using Gudykunst, Wiseman, and Hammer's model, the cross-cultural attitude consists of cognitive (stereotypes), affective (ethnocentrism), and conative (social distance) components. A total of 887 subjects (206 from Japan, 681 from United States participated in the study which obtained subjects' open-ended reactions to 44 intercultural situations, and ratings to 29 standardized test items, a social distance scale, and three questions regarding their knowledge of the other culture. Data analysis using the pat routine of the LISREL V computer program revealed that the different dimensions of ICC competence had varying relations with the three components of the cross-cultural attitude and knowledge of the other culture. Implications were drawn from the findings and future research foci were recommended.
Thesis (Ph. D.)--1988. Includes bibliographical references (leaves 129-145). Photocopy.
Intergroup communication Strangers and hosts: An uncertainty reduction based theory of intercultural adaptation
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Attitudes: A new look at an old concept The social psychology of knowledge
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