College classrooms are hopeful spaces where segregation can be interrupted and intercultural learning can occur. This issue supports the claim that engaging diversity in classrooms has a significant impact on the development of students intercultural competence. It states why intercultural skills matter, what they look like in practice, and how they can be developed by instructors regardless of the courses they teach. This issue:
- Establishes a contemporary understanding of diversity as a core institutional priority and resource
- Proposes a framework of engaging diversity for intercultural competence development
- Presents key theories of intercultural competency development helpful to faculty that supports discipline–based and intercultural learning outcomes
- Presents research regarding the core skills, attitudes, and behaviors that are requisite to effective and ethical intercultural interactions
- Shows how faculty can engage diversity for intercultural outcomes in their classrooms.
This is volume 38, number 2 of the ASHE Higher Education Report, a bi–monthly journal published by Jossey–Bass.
The Need for Intercultural Competency Development in Classrooms 1
The Call for Intercultural Skills 2
Engaging Diversity for Intercultural Outcomes 4
The Promise and Challenge of Diverse Classrooms 8
Goals of the Monograph 9
Lessons of the Past 11
Tensions and Misconceptions 15
The Challenge of and Need for Integration 17
Student Voices: Reflections on Engaging Diversity in Different Disciplines 18
Next Steps 19
Understanding Intercultural Competence and Its Development 23
Importance of Foundational Knowledge 23
Core Premises of Intercultural Competence 24
Building Blocks of Intercultural Competence 26
The Process of Intercultural Development 27
Outcomes of Intercultural Competence Development 39
Developing a Pedagogy That Supports Intercultural Competence 45
Institutional Context 46
Beyond Content and Content–Based Pedagogy 47
The Challenge of Intercultural Pedagogy 49
An Integrated Framework for Intercultural Learning 53
Intercultural Pedagogical Principles 55
Developing Intercultural Pedagogy A Continuous Process That Happens Over Time 59
Classrooms as Privileged Spaces 60
Engaging Diversity Through Course Design and Preparation 65
Incorporating Intercultural Pedagogical Principles into Course Design 66
Practicing a Pedagogy That Engages Diversity 83
Applying Intercultural Pedagogical Principles to Classroom Facilitation 84
Summary: Conclusions and Recommendations 103
Name Index 121
Subject Index 125
About the Authors 131
Amy Lee is a faculty member in the Department of Postsecondary Teaching and Learning at the University of Minnesota.
Robert Poch is a Senior Fellow in the Department of Postsecondary Teaching and Learning at the University of Minnesota.
Marta Shaw is a PhD candidate in comparative and international development education in the Department of Organizational Leadership, Policy, and Development at the University of Minnesota.
Rhiannon D. Williams is the Director of Assessment for the First–Year Experience program in the Department of Postsecondary Teaching and Learning at the University of Minnesota.