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Factors Influencing the Ways Students Develop Intercultural Sensitivity at an International School in China
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Factors Influencing the Ways Students Develop Intercultural Sensitivity at an International School in China. |
| 개인저자 | Hibbeln, Michael J. |
| 단체저자명 | University of Minnesota. Organizational Leadership, Policy, and Development. |
| 발행사항 | [S.l.]: University of Minnesota., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 176 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-04A. Dissertation Abstract International |
| ISBN | 9781687925091 |
| 학위논문주기 | Thesis (Ph.D.)--University of Minnesota, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Advisor: Magnusson, Deanne. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | The purpose of this study was to examine high school teacher, parent, and student views of factors influencing the development of student intercultural sensitivity at an international school in China. Evidenced by the growth of K-12 international schools around the world, an intercultural education appears to be of value to an increasing number of families. Eleven teachers, 11 parents, and 16 students, for a total of 38 participants were interviewed, through seven structured focus group interviews and four individual follow-up interviews to explore themes related to this study's four research questions. From this qualitative study, themes emerged indicating a unique set of both individual and institutional factors converging in schools that influence the development of student intercultural sensitivity. Teachers, parents and students indicate that intercultural sensitivity is developed through significant immersion experiences and interactions with others from different cultures. Individual factors influencing intercultural sensitivity are related to parents, contact with one's home culture, diverse friends, motivation, family intercultural experiences, second language ability and student technology use. Institutional factors influencing student intercultural sensitivity are organizational policies, natural unforced activities such as co-curricular activities, school community events, a diverse teaching staff, and student body, contact with host culture through class trips, the International Baccalaureate framework, and language classes. Findings lend support to Bennett's (1993) Developmental Model of Intercultural Sensitivity (DMIS) and that an international school environment fosters the development of intercultural sensitivity. |
| 일반주제명 | Educational leadership. Multicultural education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
