Pub Date : 2023-11-21DOI: 10.1080/14675986.2023.2279485
Elias Haneen, R Even-Zahav, S. Pagorek-Eshel, B. Gavriel-Fried
Minorities encounter barriers to integrating in higher education. However, only a few studies have examined these barriers from the perspective of faculty members. The present study aimed to unders...
{"title":"“Arab students do not reveal their difficulties”: faculty members’ perceptions of the barriers to higher education among Arab students in Israel","authors":"Elias Haneen, R Even-Zahav, S. Pagorek-Eshel, B. Gavriel-Fried","doi":"10.1080/14675986.2023.2279485","DOIUrl":"https://doi.org/10.1080/14675986.2023.2279485","url":null,"abstract":"Minorities encounter barriers to integrating in higher education. However, only a few studies have examined these barriers from the perspective of faculty members. The present study aimed to unders...","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138517799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-20DOI: 10.1080/14675986.2023.2279838
Annette Lohbeck
By focusing on 179 elementary school children, the present cross-sectional questionnaire study aimed to examine gender and immigrant-native differences in competence and affect self-concepts as wel...
{"title":"Competence and affect self-concepts of elementary school children – Do gender and immigration background play a role?","authors":"Annette Lohbeck","doi":"10.1080/14675986.2023.2279838","DOIUrl":"https://doi.org/10.1080/14675986.2023.2279838","url":null,"abstract":"By focusing on 179 elementary school children, the present cross-sectional questionnaire study aimed to examine gender and immigrant-native differences in competence and affect self-concepts as wel...","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138517800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-18DOI: 10.1080/14675986.2023.2279877
Åsa Bjuhr, Annbritt Palo, Lena Manderstedt
In Sweden, curricula and syllabi for education are politically determined after public consultations. Thus, these educational documents are discursive trade-offs reflecting research, traditions in ...
{"title":"Polarisation and marginalisation – discourses on Sami as L1 mother tongue instruction in syllabus, and media debate","authors":"Åsa Bjuhr, Annbritt Palo, Lena Manderstedt","doi":"10.1080/14675986.2023.2279877","DOIUrl":"https://doi.org/10.1080/14675986.2023.2279877","url":null,"abstract":"In Sweden, curricula and syllabi for education are politically determined after public consultations. Thus, these educational documents are discursive trade-offs reflecting research, traditions in ...","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138517779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-13DOI: 10.1080/14675986.2023.2265855
Kathleen Nolan, Constantinos Xenofontos
ABSTRACT Following the seminal work of Gloria Ladson-Billings, research on culturally responsive pedagogy (CRP) has, in recent years, expanded significantly. Ladson-Billings proposes three elements of CRP: academic achievement, cultural competence, and sociopolitical consciousness. Nevertheless, in mathematics education research on CRP, the sociopolitical consciousness element is often under-explored or even absent. This paper began as an investigation of how Ladson-Billings’ three elements could be used to examine prospective and practicing teachers’ (PPTs') perspectives on CRP, prior to their participation in a professional development course on CRP in the mathematics classroom. Thirty-one participants from three separate offerings of the course responded in writing to a set of open questions about CRP (in general and in mathematics). Thematic data analysis pointed to the complexities of categorising the data based primarily on Ladson-Billings’ three elements. In addition, our analysis indicated five components underpinning participants’ responses: challenges; opportunities; fears; resistance; insights. We conclude with a revised conceptualisation of CRP for mathematics teacher education programmes aimed at supporting PPTs’ development of their CRP-related knowledge, skills, and dispositions.
{"title":"Mapping teachers’ perspectives on culturally responsive pedagogy in mathematics: from academic achievement to insights and opportunities","authors":"Kathleen Nolan, Constantinos Xenofontos","doi":"10.1080/14675986.2023.2265855","DOIUrl":"https://doi.org/10.1080/14675986.2023.2265855","url":null,"abstract":"ABSTRACT Following the seminal work of Gloria Ladson-Billings, research on culturally responsive pedagogy (CRP) has, in recent years, expanded significantly. Ladson-Billings proposes three elements of CRP: academic achievement, cultural competence, and sociopolitical consciousness. Nevertheless, in mathematics education research on CRP, the sociopolitical consciousness element is often under-explored or even absent. This paper began as an investigation of how Ladson-Billings’ three elements could be used to examine prospective and practicing teachers’ (PPTs') perspectives on CRP, prior to their participation in a professional development course on CRP in the mathematics classroom. Thirty-one participants from three separate offerings of the course responded in writing to a set of open questions about CRP (in general and in mathematics). Thematic data analysis pointed to the complexities of categorising the data based primarily on Ladson-Billings’ three elements. In addition, our analysis indicated five components underpinning participants’ responses: challenges; opportunities; fears; resistance; insights. We conclude with a revised conceptualisation of CRP for mathematics teacher education programmes aimed at supporting PPTs’ development of their CRP-related knowledge, skills, and dispositions.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136348360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-08DOI: 10.1080/14675986.2023.2265845
Patricia Benitez Hemans, Rebecca S. Levine, Esmeralda Salas, Amy Bintliff, Caren Holtzman, Carolyn Huie Hofstetter, Gagandeep Kaur
As social and emotional learning (SEL) initiatives gain traction in primary and secondary schools worldwide, research is needed to understand how schools can implement SEL in culturally responsive, strengths-based ways with children experiencing poverty. This study emerged from a university-non-profit partnership between the University of California, San Diego and the Akanksha Foundation in India. The purpose was to investigate school staff’s perceptions of holistic youth development and SEL pedagogy at two Akanksha school sites. Data collection involved 51 surveys and 10 interviews conducted with Akanksha school staff. Researchers applied an equity literacy theoretical framework to centre non-deficit approaches to working with children and families experiencing poverty. Findings reveal that staff prioritised a holistic pedagogical approach to SEL that focused on parent engagement and youth leadership as strategies to resist and prevent social inequities. We conclude with recommendations for other global school leaders implementing SEL, such as prioritising authentic staff development, implementing culturally affirming practices, and developing positive relationships within the larger community.
{"title":"Social and Emotional Learning pedagogy and practices for children living in poverty: teacher perspectives at two Akanksha foundation schools in India","authors":"Patricia Benitez Hemans, Rebecca S. Levine, Esmeralda Salas, Amy Bintliff, Caren Holtzman, Carolyn Huie Hofstetter, Gagandeep Kaur","doi":"10.1080/14675986.2023.2265845","DOIUrl":"https://doi.org/10.1080/14675986.2023.2265845","url":null,"abstract":"As social and emotional learning (SEL) initiatives gain traction in primary and secondary schools worldwide, research is needed to understand how schools can implement SEL in culturally responsive, strengths-based ways with children experiencing poverty. This study emerged from a university-non-profit partnership between the University of California, San Diego and the Akanksha Foundation in India. The purpose was to investigate school staff’s perceptions of holistic youth development and SEL pedagogy at two Akanksha school sites. Data collection involved 51 surveys and 10 interviews conducted with Akanksha school staff. Researchers applied an equity literacy theoretical framework to centre non-deficit approaches to working with children and families experiencing poverty. Findings reveal that staff prioritised a holistic pedagogical approach to SEL that focused on parent engagement and youth leadership as strategies to resist and prevent social inequities. We conclude with recommendations for other global school leaders implementing SEL, such as prioritising authentic staff development, implementing culturally affirming practices, and developing positive relationships within the larger community.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135392678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-08DOI: 10.1080/14675986.2023.2265842
Shahar Gindi, Rakefet Erlich Ron
ABSTRACTBoundary-crossing teachers are teachers who work in schools with different cultural characteristics than their main belonging group. Fifty-six Israeli teachers who identified themselves as religious teachers in secular schools and 41 teachers of different ethnic origin than most other teachers responded to open-ended questions in an online questionnaire. Qualitative thematic analysis revealed that social and professional connections contribute to teachers’ sense of belonging in the two groups. Teachers of different ethnic origin noted ethnic jokes and various cultural norms as contributing to a sense of otherness, while religious teachers noted the issues of religious practices and the political tensions around religion. The research sheds light on the diversity of diversity, how the sensitivities of each minority group lead to feelings of otherness while the same common good leads to a sense of belonging.KEYWORDS: Teachersreligiosityethnic originidentitydiversity Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. A Jewish holiday marking the wheat harvest and the revelation of the Torah to Moses and the Israelites at Mount Sinai.2. A set of dietary laws about the foods that Jews are permitted to eat, and how those foods must be prepared according to Jewish law.3. ‘Saturday’, the holy Jewish day of rest.4. A group of Jewish laws pertaining to conduct and outward appearance reflecting modesty and discretion.5. Jewish law and custom prescribe ritual hand washing in a number of situations, generally known by the Hebrew term (netilat yadayim).6. Homeroom teachers in schools in Israel fulfil a unique position. They are the classroom managers in charge of students’ communication with parents and with the teachers of the different subjects. They are responsible for all the social activity, and they are the primary teachers that students are supposed to turn to when they encounter any difficulty whether administrative or social-emotional.7. An institute or school for the intensive study of Hebrew for new immigrants to Israel.Additional informationNotes on contributorsShahar GindiDr. Shahar Gindi is a senior lecturer and a researcher at Beit Berl College as well as a clinical and school psychologist. He has published in different areas relating to psychology, education and program evaluation. His primary research interests are teachers' handling of Controversial Political Issues (CPI) in class and minority teachers. He heads the “Dialogue Coaching Hub” at Beit Berl college alongside Rakefet Erlich Ron.Rakefet Erlich RonRakefet Erlich Ron holds Ph.D in Sociology. Lecturer at Beit Berl Academic College. Serves as head of the Excellence Program and pedagogic instructor training teachers in the secondary school track. Rakefet teaches courses in sociology and sociology of education. Her research investigates different sociological issues in Israel including gender, interaction between cultures and their connecti
{"title":"Superdiversity in Israel: the relationship of religious and ethnic diversity and sense of belonging among boundary-crossing teachers","authors":"Shahar Gindi, Rakefet Erlich Ron","doi":"10.1080/14675986.2023.2265842","DOIUrl":"https://doi.org/10.1080/14675986.2023.2265842","url":null,"abstract":"ABSTRACTBoundary-crossing teachers are teachers who work in schools with different cultural characteristics than their main belonging group. Fifty-six Israeli teachers who identified themselves as religious teachers in secular schools and 41 teachers of different ethnic origin than most other teachers responded to open-ended questions in an online questionnaire. Qualitative thematic analysis revealed that social and professional connections contribute to teachers’ sense of belonging in the two groups. Teachers of different ethnic origin noted ethnic jokes and various cultural norms as contributing to a sense of otherness, while religious teachers noted the issues of religious practices and the political tensions around religion. The research sheds light on the diversity of diversity, how the sensitivities of each minority group lead to feelings of otherness while the same common good leads to a sense of belonging.KEYWORDS: Teachersreligiosityethnic originidentitydiversity Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. A Jewish holiday marking the wheat harvest and the revelation of the Torah to Moses and the Israelites at Mount Sinai.2. A set of dietary laws about the foods that Jews are permitted to eat, and how those foods must be prepared according to Jewish law.3. ‘Saturday’, the holy Jewish day of rest.4. A group of Jewish laws pertaining to conduct and outward appearance reflecting modesty and discretion.5. Jewish law and custom prescribe ritual hand washing in a number of situations, generally known by the Hebrew term (netilat yadayim).6. Homeroom teachers in schools in Israel fulfil a unique position. They are the classroom managers in charge of students’ communication with parents and with the teachers of the different subjects. They are responsible for all the social activity, and they are the primary teachers that students are supposed to turn to when they encounter any difficulty whether administrative or social-emotional.7. An institute or school for the intensive study of Hebrew for new immigrants to Israel.Additional informationNotes on contributorsShahar GindiDr. Shahar Gindi is a senior lecturer and a researcher at Beit Berl College as well as a clinical and school psychologist. He has published in different areas relating to psychology, education and program evaluation. His primary research interests are teachers' handling of Controversial Political Issues (CPI) in class and minority teachers. He heads the “Dialogue Coaching Hub” at Beit Berl college alongside Rakefet Erlich Ron.Rakefet Erlich RonRakefet Erlich Ron holds Ph.D in Sociology. Lecturer at Beit Berl Academic College. Serves as head of the Excellence Program and pedagogic instructor training teachers in the secondary school track. Rakefet teaches courses in sociology and sociology of education. Her research investigates different sociological issues in Israel including gender, interaction between cultures and their connecti","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135393331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-08DOI: 10.1080/14675986.2023.2265317
Meytal Nasie
The role of educators includes promoting cultural competence and cultural sensitivity in order to create an inclusive school climate, and for this role, they need multicultural knowledge and skills. This article presents theory-based and evidence-based principles, adopted from social psychology, to reduce intergroup biases and to improve intergroup attitudes. These principles are proposed here for use in intercultural educational intervention programmes with the aim of promoting cultural competence and cultural sensitivity in schools. Awareness of these principles and their implementation in educational programmes can contribute to acquaintance with the ‘other’, heterogeneous perception of groups, identifying similarities between cultures, addressing stereotypes, reducing intergroup biases, and enhancing intergroup attraction. All of these have the capability to contribute to an optimal and inclusive educational climate in schools and in society.
{"title":"Sociopsychological principles for intercultural interventions to reduce intergroup bias in school","authors":"Meytal Nasie","doi":"10.1080/14675986.2023.2265317","DOIUrl":"https://doi.org/10.1080/14675986.2023.2265317","url":null,"abstract":"The role of educators includes promoting cultural competence and cultural sensitivity in order to create an inclusive school climate, and for this role, they need multicultural knowledge and skills. This article presents theory-based and evidence-based principles, adopted from social psychology, to reduce intergroup biases and to improve intergroup attitudes. These principles are proposed here for use in intercultural educational intervention programmes with the aim of promoting cultural competence and cultural sensitivity in schools. Awareness of these principles and their implementation in educational programmes can contribute to acquaintance with the ‘other’, heterogeneous perception of groups, identifying similarities between cultures, addressing stereotypes, reducing intergroup biases, and enhancing intergroup attraction. All of these have the capability to contribute to an optimal and inclusive educational climate in schools and in society.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135392896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-25DOI: 10.1080/14675986.2023.2265305
Caitlin M. Prentice
Educators’ attitudes are a key factor in the practices they enact, their expectations for pupils, and outcomes for pupils. For newly arrived refugee and asylum-seeking children, education is known to play a crucial role in the settling-in process. This study uses survey data (n = 295) and case studies of 17 educators at two schools in England to examine the attitudes of educators towards refugee pupils. It finds that educators had relatively positive attitudes towards refugee pupils and that previous relevant experience was associated with positivity. Educators at case study schools saw refugee pupils as assets, emphasised refugee pupils’ resilience, and blamed difficulties encountered on the education system rather than pupils. In the survey, previous experience teaching refugee pupils was associated with more positive attitudes towards them. While the direction of causality in this relationship was unclear, the case studies provided examples of educators attributing their positive attitudes to their interactions with refugee pupils and experiences working in multicultural schools. The study contributes to literature showing that intergroup contact improves attitudes towards outgroups and proposes that the relationship between school and individual educators’ attitudes could be seen as a ‘virtuous circle’ of positivity.
{"title":"Educators’ attitudes towards refugee pupils: intergroup contact and virtuous circles","authors":"Caitlin M. Prentice","doi":"10.1080/14675986.2023.2265305","DOIUrl":"https://doi.org/10.1080/14675986.2023.2265305","url":null,"abstract":"Educators’ attitudes are a key factor in the practices they enact, their expectations for pupils, and outcomes for pupils. For newly arrived refugee and asylum-seeking children, education is known to play a crucial role in the settling-in process. This study uses survey data (n = 295) and case studies of 17 educators at two schools in England to examine the attitudes of educators towards refugee pupils. It finds that educators had relatively positive attitudes towards refugee pupils and that previous relevant experience was associated with positivity. Educators at case study schools saw refugee pupils as assets, emphasised refugee pupils’ resilience, and blamed difficulties encountered on the education system rather than pupils. In the survey, previous experience teaching refugee pupils was associated with more positive attitudes towards them. While the direction of causality in this relationship was unclear, the case studies provided examples of educators attributing their positive attitudes to their interactions with refugee pupils and experiences working in multicultural schools. The study contributes to literature showing that intergroup contact improves attitudes towards outgroups and proposes that the relationship between school and individual educators’ attitudes could be seen as a ‘virtuous circle’ of positivity.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135167023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-22DOI: 10.1080/14675986.2023.2211855
Gabrielle Morin
ABSTRACT In recognising sexuality education as a socially divisive topic in Canada and other national contexts, this article addresses the issues encountered at the elementary level in a multi-ethnic context regarding the implementation of the 2018 Quebec’s sexuality education program, through the lens of the ethnic boundaries framework. The findings come from the analysis of virtual asynchronous written focus groups conducted with migrant parents and elementary school SE educators in Montreal. The analysis highlights the (re)production of an ethnic boundary between the school and migrant parents and its impact on actors’ experience of SE in school. The discussion points out avenues for improving the SE pedagogy among other things, in terms of culturally responsible pedagogy and to recognise the legitimacy of migrant parents as partners of the school.
{"title":"Sexuality education: (re)producing ethnic boundaries in the school-migrant parents relationship","authors":"Gabrielle Morin","doi":"10.1080/14675986.2023.2211855","DOIUrl":"https://doi.org/10.1080/14675986.2023.2211855","url":null,"abstract":"ABSTRACT In recognising sexuality education as a socially divisive topic in Canada and other national contexts, this article addresses the issues encountered at the elementary level in a multi-ethnic context regarding the implementation of the 2018 Quebec’s sexuality education program, through the lens of the ethnic boundaries framework. The findings come from the analysis of virtual asynchronous written focus groups conducted with migrant parents and elementary school SE educators in Montreal. The analysis highlights the (re)production of an ethnic boundary between the school and migrant parents and its impact on actors’ experience of SE in school. The discussion points out avenues for improving the SE pedagogy among other things, in terms of culturally responsible pedagogy and to recognise the legitimacy of migrant parents as partners of the school.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47529912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-20DOI: 10.1080/14675986.2023.2213655
Marissa M. Zhu, Kimberly M. Alberts, W. Bork, David Wong
ABSTRACT This mixed-methods study examines how 15 preservice teachers’ self-regulated learning (SRL) skills relate to their ICC development in a teacher education course. ICC was assessed using a standardised exam and an open-ended cultural dilemma. Participants’ SRL was assessed along 7 dimensions: planning, goal orientation, task strategies, self-efficacy, self-monitoring, self-evaluation, and adaptiveness. Quantitative analyses demonstrate that participants’ SRL abilities were significantly associated with higher ICC outcomes on the exam (r = .69, p < .01) and dilemma assignment (r = .87, p < .01). Higher performance on the exam was associated with the planning, self-monitoring, and self-evaluation processes, whereas higher performance on the cultural dilemma was associated with planning, goal orientation, strategy use, self-monitoring, self-evaluation, and adaptiveness. To compare ICC development across participants at varying levels of SRL abilities, we conducted a content analysis of participants’ dilemma responses. Only participants with the highest self-regulation skills demonstrated proficiency in all four cognitive intercultural competencies. Participants who were less adept at self-regulation were more likely to make ethnocentric statements in their responses, suggesting minimal evidence of ICC development. Overall, the findings supported our hypothesis that more skilled self-regulators would be further developed along the cognitive dimension of ICC.
{"title":"Self-regulated learning and intercultural competence: examining the role of self-regulation in supporting preservice teachers’ intercultural learning outcomes","authors":"Marissa M. Zhu, Kimberly M. Alberts, W. Bork, David Wong","doi":"10.1080/14675986.2023.2213655","DOIUrl":"https://doi.org/10.1080/14675986.2023.2213655","url":null,"abstract":"ABSTRACT This mixed-methods study examines how 15 preservice teachers’ self-regulated learning (SRL) skills relate to their ICC development in a teacher education course. ICC was assessed using a standardised exam and an open-ended cultural dilemma. Participants’ SRL was assessed along 7 dimensions: planning, goal orientation, task strategies, self-efficacy, self-monitoring, self-evaluation, and adaptiveness. Quantitative analyses demonstrate that participants’ SRL abilities were significantly associated with higher ICC outcomes on the exam (r = .69, p < .01) and dilemma assignment (r = .87, p < .01). Higher performance on the exam was associated with the planning, self-monitoring, and self-evaluation processes, whereas higher performance on the cultural dilemma was associated with planning, goal orientation, strategy use, self-monitoring, self-evaluation, and adaptiveness. To compare ICC development across participants at varying levels of SRL abilities, we conducted a content analysis of participants’ dilemma responses. Only participants with the highest self-regulation skills demonstrated proficiency in all four cognitive intercultural competencies. Participants who were less adept at self-regulation were more likely to make ethnocentric statements in their responses, suggesting minimal evidence of ICC development. Overall, the findings supported our hypothesis that more skilled self-regulators would be further developed along the cognitive dimension of ICC.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41666404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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