| The question addressed in this project is whether pre-departure preparation can help students to gain intercultural competencies when they study abroad, especially on shorter length programs. Specifically, the following research questions were examined; (1) How does a pre-departure orientation course titled Intercultural Experiential Learning (IS 693) affect the cultural learning for students on study abroad programs? (2) How do the changes in intercultural learning of students on study abroad programs compare with students who studied abroad without the pre-departure orientation course, and with students who did not study abroad, as measured by the Intercultural Development Inventory (IDI) post-test scores on the Developmental Model of Intercultural Sensitivity (DMIS)? (3) What dynamics or factors influence the nature of student learning about intercultural competence on study abroad programs?;A mixed method comparative study using qualitative and quantitative research was conducted with three groups of students. A pre-test/post-test measured change in participant behavior. The IDI and DMIS scores showed change in intercultural development. Both qualitative (interviews and observations) and quantitative (IDI instrument and questionnaires) research methods were used to gain greater insight into the experience of the participants.;The statistical analysis showed that students who had the treatment did not have significant increases on their post-test scores over non-treatment students, and no significant difference on post-test scores existed for students who studied abroad when compared with non study abroad students. The statistical analysis also showed that two different conditions increased the likelihood that students would have a significant increase in sensitivity: (1) having parents who have had overseas experiences and (2) being non-minority students (racial and ethnic minorities as well as international students).;The qualitative data analysis illuminated other factors that encouraged intercultural growth including: (1) significant intercultural interactions with international peers, (2) not having prolonged negative experiences with international people, (3) having the goal of gaining cultural understanding and students seeing an applicable use in their future career for their experience, (4) the chance to speak with international peers in English on a variety of cultural topics, and finally, (5) being members of the majority race and ethnic groups in the U.S. |
