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Validierung einer deutschsprachigen Skala zur multidimensionalen Erfassung von interkulturellen Kompetenzen in der universitären Ausbildung.
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Interkulturelle Kompetenz wird als globale Verhaltensorientierung mit mehrdimensionaler Struktur verstanden. Auf dieser Basis wurde der Test zur Messung Interkultureller Kompetenz (TMIK) entwickelt, der anhand von Selbsteinschatzungs- und Situationsbeurteilungsitems die differenzierte Messung interkultureller Kompetenz ermoglicht. An n1 = 641 Studierenden wurden die Messeigenschaften der Skala sowie die Auspragung interkultureller Kompetenz in Abhangigkeit von vier Ausenkriterien uberpruft. Eine Stichprobe von n2 = 313 Berufstatigen diente der Konstruktvalidierung und Generalisierbarkeit des Instruments. Mithilfe des ESEM-Verfahrens (Exploratory Structural Equation Modeling; Asparouhov & Muthen, 2009) konnte eine 17-faktorielle Struktur bestatigt und repliziert werden. Das Instrument besitzt gute psychometrische Eigenschaften. Der TMIK wies hypothesenkonforme Beziehungen mit den Ausenkriterien sowie mit drei vergleichbaren Konstrukten auf, was die Kriteriums- und Konstruktvaliditat zeigt. Fur 16 Faktoren ...
The following questionnaire was designed to be used to examine the outcomes of dialogue groups. The intention was to measure attitudes toward racial, ethnic and cultural groups, optimism regarding the future of race relations in this country, willingness to interact with members of other racial and ethnic groups, perceived understanding of other racial and ethnic groups, and racial and ethnic stereotypes. The questionnaire will be most effective if it is administered both before the dialogue groups begin and again after they have finished. This will make it possible to determine what changes have taken place. It is not necessary to use all of the questions that are included in the questionnaire, although it will be helpful if you include as many of these questions as possible, because then your results can be compared with those of other dialogue groups. You should feel free to add questions that are relevant to the dialogue groups you plan to conduct. You may also have to modify the questions so they are suitable for the particular racial, ethnic or cultural groups you are dealing with. As you will see, the questionnaire was set up to be used with African Americans and Whites, but you should change the group labels so they are appropriate for the groups that are participating in your dialogue program. For instance, you might wish to substitute "People of color" for African Americans. For most of measures I have created an option that asks about people of "other racial, ethnic or cultural groups" that you can use if you do not wish to specify particular groups when asking these questions. The questionnaire was originally designed to be used with machine scorable answers sheets such as those commonly used by most universities to score tests. If you have access to such scoring sheets and a machine to score them, if will make the task of compiling the results easier. You might consider hiring a statistical consultant such as an advanced graduate student in psychology from a nearby university who is familiar with one of the major statistical analysis packages (SAS, SPSS). This person should be able to analyze this type of data relatively quickly and at a low cost. The basic analyses that you will want to request from your statistical consultant are the following: 1. The data should be separated by racial, ethnic or cultural group (and by sex, if there are enough participants to allow this). 2. Obtain the means and standard deviations for each summary measure. The items for most measures should be combined. The negatively stated items will have to be re-coded. These items are denoted by an "R" in parentheses. You will want the means and standard deviations separately for each ethnic group on the pretest and the post-test. 3. The means for various racial or ethnic groups on the pretest should be compared with the means for the post-test using analyses of variance (anova). For instance, your analyst should create a 2 (Group A and Group B) x 2 (pretest vs. post-test) design that will tell you the effects of your program on the different groups participating in it. The results of this questionnaire will provide information on what types of changes you have created, but just as importantly, it can provide information on attitudes and behaviors that you did not change as a result of the dialogues. This type of information can be useful in improving future dialogues. Of course, you can always compile the results by hand, but this can be time consuming. I strongly urge you to add open-ended questions at the end of the questionnaire to get the participants' personal reactions to your program. I have suggested three questions at the end of this questionnaire, but you may wish to add others. For your convenience I have labeled each scale in the questionnaire. You may keep these labels or delete them from the questionnaire. You will need to remove the notations I have used to denote the items that need to be recoded --the R's in parentheses that precede some questions. The items in your final questionnaire should be numbered consecutively. Origin of the scales included in this questionnaire.
A barrier to assessing effectiveness of multicultural programming is lack of a relatively brief instrument to measure the wide range of intended outcomes. A frequent goal of programming is to increase cultural empathy, but this is rarely the only intended outcome. We conducted focus groups of campus administrators, student affairs staff, and undergraduate instructors who identified a full range of racial/ethnic multicultural competencies that undergraduates should possess. An 84-item pool generated from these focus groups was combined with the 31-item Scale of Ethnocultural Empathy (SEE; Wang et al., 2003). These 115 items, together with instruments used to gauge concurrent validity, were administered to White undergraduate students in introductory psychology courses at the midpoint (n = 602) and end (n = 676) of fall semester. Exploratory factor analysis suggested 6 subscales for the Everyday Multicultural Competencies/Revised SEE (EMC/RSEE): (a) Cultural Openness and Desire to Learn; (b) Resentment and Cultural Dominance; (c) Anxiety and Lack of Multicultural Self-Efficacy; (d) Empathic Perspective-Taking; (e) Awareness of Contemporary Racism and Privilege; and (f) Empathic Feeling and Acting as an Ally. Item response theory principles guided final selection of subscale items. Analyses suggested good factor stability, reliability, and discriminant validity of the 48-item EMC/RSEE in these undergraduate samples. EMC/RSEE subscales were not strongly correlated with a measure of impression management and were significantly associated with measures of Openness to Diversity Challenge, and Universal-Diverse Orientation. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
The RWA Scale (Altemeyer, 1981, 1988, 1996) is commonly regarded as the best measure of right-wing authoritarianism. The one-dimensional instrument assesses the covariation of three attitudinal clusters: authoritarian submission, authoritarian aggression, and conventionalism. The incongruence between the implicit conceptual dimensionality on the one hand and methodological operationalization on the other makes room for discussion about whether it would be advantageous to measure the 3 facets of RWA separately. I rely on three arguments: (1) confirmatory factor analyses showing that three-dimensional scales fit the data better than the conventional one-dimensional practice; (2) the dimensions showing a considerable interdimension discrepancy in their capability to explain validation criteria; and (3) the dimensions showing an intradimensional discrepancy which is dependent upon the research question. The argumentation is illustrated by empirical evidence from several Web-based studies among German Internet users.
Social dominance orientation (SDO), one's degree of preference for inequality among social groups, is introduced. On the basis of social dominance theory, it is shown that (a) men are more social dominance-oriented than women, (b) high-SDO people seek hierarchy-enhancing professional roles and low-SDO people seek hierarchy-attenuating roles, (c) SDO was related to beliefs in a large number of social and political ideologies that support group-based hierarchy (e.g., meritocracy and racism) and to support for policies that have implications for intergroup relations (e.g., war, civil rights, and social programs), including new policies. SDO was distinguished from interpersonal dominance, conservatism, and authoritariansim. SDO was negatively correlated with empathy, tolerance, communality, and altruism. The ramifications of SDO in social context are discussed. African and African American Studies Psychology
Obwohl interkulturelle Kompetenz inzwischen zu einer anerkannten Schlüsselqualifikation für Studierende avanciert ist,2 existieren in der akademischen Landschaft noch viele Zweifel und Vorbehalte gegenüber dem Themengebiet interkulturelle Kommunikation und Kompetenz.3 Auch gibt es viele Unsicherheiten, was die praktische Umsetzung des Themas an den Hochschulen angeht. Häufig wird man irritiert oder gar kritisch betrachtet, oder zumindest ins Kreuzverhör genommen, ob das, was man da anbiete, denn wirklich einen Nutzen habe und einen angemessenen Platz an der Universität fände. Dieser Beitrag möchte den Leser anregen und dabei unterstützen, Antworten auf Fragen zum Sinn, zur Ziel- und Umsetzung und der Nachhaltigkeit interkultureller Trainings an Hochschulen zu geben. Im Laufe von fünf Jahren sind bestimmte Fragen immer wieder an mich herangetragen worden, so dass sich daraus heute eine Liste der so genannten FAQs des interkulturellen Trainings an Hochschulen ableiten lässt.
Zahlen und Daten -Universität -FernUniversität in Hagen
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Bevölkerung und Erwerbstätigkeit. Bevölkerung mit Migrationshintergrund -Ergebnisse des Mikrozensus
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Statistisches Bundesamt (2015). Bevölkerung und Erwerbstätigkeit. Bevölkerung mit
Migrationshintergrund -Ergebnisse des Mikrozensus 2014. Fachserie 1 Reihe
2.2. Wiesbaden: Statistisches Bundesamt.
Intercultural dialogue on the University campus
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Wächter, B. (2009): Intercultural dialogue on the University campus. In S. Bergan &
J.-P. Testoueix (Eds.), Intercultural dialogue on campus. Strasbourg: Council of
Europe Publishing.