| North American theological education is experiencing an influx of international students. Although their presence enriches the academic environment, certain challenges arise for professors because these students bring culturally-influenced expectations about the teaching-learning process which may conflict with those of their instructors. These differences, exhibited in the students' attitudes and work, can leave professors feeling confused, frustrated, and wondering about their responsibility for accommodating the differences.;Although much has been written about challenges in intercultural education, relatively little literature discusses the pedagogical challenges for professors in Christian graduate education. This study began with qualitative research involving eighteen professors and one staff member from Wheaton Graduate School. In semi-structured interviews the professors were asked to discuss their experiences with international students. The data indicated the professors identified eight major areas of challenge. The findings also showed many could, to some extent, explain reasons for the challenge and several were implementing interventions in response to the challenges. The extensive cross-cultural background of these particular professors and a current emphasis on global awareness at Wheaton College may have contributed to their ability to speak articulately about the challenges they face.;Cultural differences in pedagogical expectations, however, may be more complicated than most educators realize. The study continued by examining the literature written by researchers in cultural anthropology (such as Hall, Ting-Tooney, Hofstede, and the GLOBE study associates), cultural psychology (including Nisbett and his associates, Kitayama, and others), and cultural neuroscience for information regarding underlying cultural factors that contribute to the pedagogical challenges mentioned by the professors in the qualitative research. Understanding why challenges exist allows educators to develop effective interventions to mitigate some of the effects of the challenges; and so appropriate interventions, gleaned from literature written by professors with intercultural experience, are presented. Many of these interventions are good educational practice which may in fact improve learning for all students. |
