Study Abroad Participation and University Students’ Intercultural Sensitivity

  • Julia Edmunds UNC-Charlotte
  • Rebecca Shore University of North Carolina at Charlotte

Abstract

American institutions of higher learning have long recognized study abroad as an educational practice which enhances and deepens the integrative educational experience of students. The purpose of this study was to identify the relationship between College of Education students’ participation in a short-term, faculty led, study abroad program and their intercultural sensitivity. A total of 24 students (21% return rate) responded to an online survey (Intercultural Development Inventory v.3, IDI; Hammer and Bennett, 2010) to measure intercultural sensitivity. The IDI demographic questionnaire, scores and qualitative responses were used for both the analyses and to identify themes from students’ recollections of their intercultural experiences. The research established baseline intercultural sensitivity scores, demographic characteristics, and students’ perception of their intercultural sensitivity. The mean scores for students who participated in a study abroad program was higher than students who did not participate in study abroad programs.

Author Biographies

Julia Edmunds, UNC-Charlotte
Doctoral student recent graduate
Rebecca Shore, University of North Carolina at Charlotte
Rebecca Shore is an Associate Professor in the Department of Educational Leadership at UNCC.
Published
2020-02-26
Section
Research Articles