The effects of traditional versus experiential training on the development of cross-cultural awareness

The present study explores the efficacy of two pedagogical methods, experiential and cognitive learning, in the development of cross-cultural awareness. A literature review examines the concept of culture and the global, national and psychological implications of cultural insensitivity. The goals of and teaching approaches to cross-cultural training are discussed as are the various merits of quantitative versus qualitative methodologies. A number of pilot studies were conducted prior to the main study to test various measures resulting in the development of the Cross-Cultural Sensitivity Scale--a measure of cultural awareness. The data are analyzed using both quantitative and qualitative techniques. They are discussed in relation to how these two different approaches produce conflicting results and why this may occur. Recommendations for further research include an argument for viewing psychometric tests as communication devices rather than as measures of assumed inter-psychic properties. A review of the present state of cross-cultural training programmes in university psychology departments is presented. The researcher argues that psychologists must begin to address cross-cultural issues in their research, training and practice in order to provide an ethical and competent service to a culturally diverse population.