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| Format: | Artículo científico |
| Language: | en |
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Universidad Nacional de Educación a Distancia
2022
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| Online Access: | https://www.redalyc.org/articulo.oa?id=70671774004 https://www.redalyc.org/journal/706/70671774004/ https://www.redalyc.org/journal/706/70671774004/html/ https://www.redalyc.org/journal/706/70671774004/70671774004.epub https://www.redalyc.org/journal/706/70671774004/movil https://doi.org/10.5944/educXX1.30143 |
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Table of Contents:
- Experiencias internacionales y desarrollo de la sensibilidad intercultural de los estudiantes universitarios Rosa M. Rodríguez-Izquierdo Educación Gender Contact Theory Higher Education Intercultural Sensitivity International Experiences International cultural immersion experiences are deemed one of the most effective ways to prepare multicultural and global citizens. The purpose of the study was to determine: (1) first-year and final-year university students’ levels of Intercultural Sensitivity (henceforth IS); (2) if there was a relationship between IS and experiences of intercultural contact; and (3) the variables that might predict the development of IS. A longitudinal method and a correlational-predictive design was used. The sample comprised 1645 (52.5% women and 47.5% men) undergraduate students from 8 public universities and one private university in Andalusia (Spain) with a mean age of 23.29 (SD = 4.99). The Intercultural Development Inventory (IDI) was used to measure IS, and the Intercultural Experiences Inventory (IEI) was administered to explore students’ intercultural experiences. Findings highlighted that there is little change in the IDI scores among first-year and final-year students, and most students were found to be in the intermediate stages of intercultural development (the minimization stage according to Bennett’s model, characterized by the widespread belief that everyone is quite similar). The lack of development found in the students’ IS could have something to do with the lack of opportunity to reflect and think about cultural differences. Positive correlations were found between IS and mobility experiences and intercultural friendships, and negative correlations were found with the number of intercultural interactions and language knowledge. Having mobility experiences, being female, and having friends from other cultures were predictive variables of IS. Finally, the educational implications are discussed. 2022 artículo científico 1139-613X https://www.redalyc.org/articulo.oa?id=70671774004 https://www.redalyc.org/journal/706/70671774004/ https://www.redalyc.org/journal/706/70671774004/html/ https://www.redalyc.org/journal/706/70671774004/70671774004.epub https://www.redalyc.org/journal/706/70671774004/movil https://doi.org/10.5944/educXX1.30143 en http://www.redalyc.org/revista.oa?id=706 Educación XX1 application/pdf Universidad Nacional de Educación a Distancia Educación XX1 (España) Num.1 Vol.25