Developmental Model Of Intercultural Sensitivity

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Each of the dimensions of ICC is important. However, when a lot of people think that cognitive dimension is the most important, Talkington, Lengel, and Byram (2004) argue that when developing intercultural competence in the academic context, there is a need to focus not only on the cognitive dimension but also on the “affective challenge and the opportunity to reflect on one’s response”. That is why the affective dimension of ICC is also noteworthy. Intercultural sensitivity focuses on individuals’ affective ability (e.g. managing and regulating emotions) even though it may be related to the three dimensions (Dong, et al. 2008). Moreover, Chen and Starosta (2000) argue that the actual act (behavior) of engaging in interactions would not occur…show more content…
The model has two moves; ethnocentrism (consist of denial, defense, then minimization) and ethnorelativism (consist of acceptance, adaptation, and integration). Ethnocentrism is making one’s own culture as the center. While ethnorelativism is the contrary; an experience of being involved interculturally. Based on Bennett (1986) the first stage in the model is denial; being comfortable with the familiar. Second is defense; a strong commitment to one’s own thoughts and feelings about culture and cultural difference. The third is minimization; treat other culture based on how one’s want to be treated. Fourth is acceptance; being curious about other cultures and seeking opportunities to learn more about them. Fifth is adaptation; able to intentionally change one’s culturally based behavior to act in culturally appropriate ways outside his/her own culture. The last stage is integration; able to varying extents, have integrated more than one cultural perspective, mindset, and behavior into one’s identity and…show more content…
Previous Study The first previous study is taken from Fritz, et al. (2002) entitled “MEASURING INTERCULTURAL SENSITIVITY IN DIFFERENT CULTURAL CONTEXT”. The study is aimed to measure intercultural sensitivity in German which is different from the prior studies by Chen and Starosta (2000) that took place in the United States. This study also uses ISS as the assessment and analyze it by using confirmatory factor analysis. The results of the study showed that the instrument holds satisfactorily and that the instrument (ISS) is valid even if it is used in different cultural context. The second previous study is from Cuciureanu and Saini (2012) “CULTURAL SENSITIVITY DEVELOPMENT WITHIN THE CEMS MIM PROGRAMME”. The second previous study is aimed to use ISS to evaluate the ability of CEMS Master in International Managements (MIM) program (a training program) that was held to develop intercultural sensitivity of the students. However, before using the ISS, the researcher validated ISS by confirmatory factor analysis in SPSS then performed it or called as eigenvalue Monte Carlo simulation. The research compared the result of the test from incoming students in the program and the one that is almost graduating. The scores were not statistically different. The international experience variable (the exposure gained before the program) revealed a higher positive correlation with the students’ intercultural

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