ERIC Number: ED361757
Record Type: Non-Journal
Publication Date: 1993-Apr
Reference Count: N/A
Intercultural Communication Education: A Participatory Model.
Becker, Catherine B.; Easley, Brenda V.
A study applied an integrative approach using participatory, quantitative, and qualitative research methods to help the administration of a mid-sized private elementary school discipline and communicate with minority (African-American) students. Micro-ethnographies based on observations at the school were constructed by 12 researchers (students in an advanced intercultural communication course) over a 12-week period. Three sets of questionnaires were developed to examine the problem at different levels of perspective and each utilized a different research design. Of the 522 questionnaires distributed to parents, 74 were returned for a response rate of 14.1%. The response rate from white parents (6.5%) was almost double that of black parents (3.5%). Results indicated that (1) the concerns of teachers, white parents, and administrators were not echoed by black parents, students, or researchers; (2) respondents perceived the largest distances to be between both black people and Catholic values, the administration, and discipline; and (3) both white students and black students were aware that particular actions were against school policy, but black students admitted to a much greater incidence of disobedience than white students. Findings suggest that the participatory model of intercultural communication education used to develop the approach (consisting of academic, community, and social levels) contributed to the development of critical consciousness and improvement of the lives of some of the student/researchers. (Two tables of data and a figure representing the cultural space of the school are included; the three questionnaires, open ended responses, an appendix of data, excerpts from researchers' journals, and recommendations are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A