Date of Award
2006
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Psychology
Abstract
A focus on intercultural sensitivity in all areas of human endeavor is critical for future success at creating an enlightened and competent global citizenry. This is especially true for postsecondaryEducation. Very little research exists within the intercultural literature that addresses faculty or staff intercultural sensitivity within a college environment. Research is practically non-existent regarding the intercultural sensitivity of the student affairs practitioner. Specific challenges face college and university practitioners as they attempt to accomplish the diversity missions of their institutions. These challenges cannot be overcome unless those governing and manipulating higherEducation environments are themselves sensitive to cultural differences and possess the knowledge, skills and attitudes of an interculturally competent individual. The diversity agenda of higherEducation may only be accomplished by focusing on intercultural awareness through sensitizing higherEducation practitioners to comprehend, accept, and value the cultural differences of people. This sensitization begins with an awareness of one's intercultural sensitivity and an understanding of the developmental process that lead one away from an ethnocentric worldview. Utilizing the Intercultural Development Inventory (IDI) founded on the Developmental Model of Intercultural Sensitivity (DMIS), and several multiple regression tests, this study provides evidence that student affairs practitioners may not be as interculturally developed and prepared to nurture culturally appropriate environment as they think they are. The data for this study shows that non-controlled characteristics such as race, age, and gender are not adequate predictors of intercultural sensitivity; however, the empirical evidence clearly indicates that respondent controlled factors such as learning a second language or completing a terminal degree may significantly contribute to one's personal intercultural development. It is imperative that institutions of higherEducation and divisions of student affairs embrace the proposition that ensuring the intercultural sensitivity of practitioners is the nucleus for accomplishing the core diversity mission of higherEducation.
Recommended Citation
Kelso, Daniel Kent, "An Empirical Investigation Of The Intercultural Sensitivity Of Student Affairs Practitioners At A Midwest Metropolitan University" (2006). All-Inclusive List of Electronic Theses and Dissertations. 951.
https://scholars.indianastate.edu/etds/951