Transformative Preparation: Measuring the Intercultural Competence Development of Higher Education and Student Affairs (HESA) Students and Exploring the Intercultural Learning Experience across Assistantship Sites
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| Title: | Transformative Preparation: Measuring the Intercultural Competence Development of Higher Education and Student Affairs (HESA) Students and Exploring the Intercultural Learning Experience across Assistantship Sites |
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| Language: | English |
| Authors: | Rodriguez, Rafael A. |
| Source: | ProQuest LLC. 2019Ed.D. Dissertation, The University of Vermont and State Agricultural College. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 146 |
| Publication Date: | 2019 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Cultural Awareness, Intercultural Communication, Student Personnel Workers, Lifelong Learning, Masters Programs, Skill Development, Student Personnel Services, College Students, Educational Policy, Foreign Students, Student Diversity, Social Differences, Disadvantaged, Cultural Differences, Socialization, Culture Conflict, Student Attitudes, Learning Experience, Graduate Students, Interpersonal Relationship, Learner Engagement, Transformative Learning |
| Abstract: | Today's college student body reflects, among many things, the outcome of policies geared towards increasing access and diversifying the academy, efforts to recruit international students, the vast social, political, and economic disparities among marginalized populations, and the extreme cultural polarization of our times. Students on campuses have broad and individualized perspective, approaches, and values, which are culturally rooted, embedded within our socialization and often times conflict with the experiences of other students or the student affairs professionals tasked with supporting students. Student affairs practitioners must enter the field possessing a degree of intercultural competence, defined as an appropriate skillset and mindset, to effectively work across difference and support today's college student. While the development of intercultural competence is a life-long learning process, master's-level preparatory programs serve as a critical space for aspiring student affairs practitioners to engage in intercultural learning and skill development. Utilizing pre and post data result from the Intercultural Development Inventory and information gathered from post-graduation interviews, this mixed-methods study examined the intercultural competence development of students in Higher Education within a student affairs master's level preparatory and their intercultural learning experiences at the assistantship site. The study found that across assistantship sites and observed developmental change, intercultural learning was dictated by the three themes: influential relationships, impactful factors, and depth of engagement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13856469 |
| Accession Number: | ED597721 |
| Database: | ERIC |
| Abstract: | Today's college student body reflects, among many things, the outcome of policies geared towards increasing access and diversifying the academy, efforts to recruit international students, the vast social, political, and economic disparities among marginalized populations, and the extreme cultural polarization of our times. Students on campuses have broad and individualized perspective, approaches, and values, which are culturally rooted, embedded within our socialization and often times conflict with the experiences of other students or the student affairs professionals tasked with supporting students. Student affairs practitioners must enter the field possessing a degree of intercultural competence, defined as an appropriate skillset and mindset, to effectively work across difference and support today's college student. While the development of intercultural competence is a life-long learning process, master's-level preparatory programs serve as a critical space for aspiring student affairs practitioners to engage in intercultural learning and skill development. Utilizing pre and post data result from the Intercultural Development Inventory and information gathered from post-graduation interviews, this mixed-methods study examined the intercultural competence development of students in Higher Education within a student affairs master's level preparatory and their intercultural learning experiences at the assistantship site. The study found that across assistantship sites and observed developmental change, intercultural learning was dictated by the three themes: influential relationships, impactful factors, and depth of engagement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
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