ERIC Number: EJ1081011
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 53
Intercultural Competence and Student Engagement of U.S. Community College Students: A Mixed Method Study
Riley, Rebecca L.; Bustamante, Rebecca M.; Edmonson, Stacey L.
Community College Journal of Research and Practice, v40 n1 p34-46 2016
In a culturally diverse society, United States community colleges are ideally positioned to develop intercultural competence in students. This mixed method study focused on the relationship between student engagement, as measured by the Community College Survey of Student Engagement (CCSSE) (2005), and intercultural competence, as assessed by the Intercultural Development Inventory (IDI) (Bennett & Hammer, 1998). Student scores from the IDI were correlated with five benchmark measures of the CCSSE. Four of the five CCSSE benchmarks were significantly correlated with IDI scores. Then, students scoring in the highest and lowest quartiles on the IDI participated in focus groups to explore their perceptions of intercultural competence. Analysis revealed implications for community college leaders that include the value of using instruments like the CSSE and IDI to assess students' intercultural competence. Practical implications also included the importance of collaborative classroom activities and exposure to racially and ethnically diverse faculty and students, as well as college-sponsored community service, cultural events, and study-abroad opportunities.
Descriptors: Learner Engagement, Community Colleges, Two Year College Students, Mixed Methods Research, Student Surveys, Correlation, Focus Groups, Interpersonal Competence, Cultural Pluralism
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Authoring Institution: N/A