Owing to U.S. centrism, policy regulations, language barriers, institutional resistance, and faculty member interests, efforts to internationalize the undergraduate psychology curriculum are not yet realized. Therefore, we conducted a consensual qualitative research ( Hill, 2012 ; Hill et al., 2005 ; Hill, Thompson, & Williams, 1997 ) investigation of current efforts to internationalize the U.S. undergraduate psychology curriculum. We interviewed 15 faculty members (eight women, seven men) regarding their perspectives and recommendations. Regarding nationality, 12 of the participants were U.S. nationals and 3 were conationals (with the United States as one of the nationalities). Data analysis led to the identification of 23 categories organized within five domains: (a) establishing “Internationalizing the Psychology Curriculum,” (b) anticipated outcomes for students, (c) instructional strategies, (d) obstacles to an internationalized curriculum, and (e) university structural development. Our findings suggest that establishing an internationalized curriculum begins with the study of cultural contexts but expands to include discipline-specific content. Further, internationalization at all levels of the profession is prerequisite to internationalizing the curriculum.

Adjustment to the interpersonal and environmental contexts of a host country is critical for sojourners. Founded in social cognitive career theory, the Self-Efficacy for Sociocultural Adaptation Scale (SESCAS) is a multidimensional scale that assesses self-efficacy for three types of tasks (affective, behavioral, cognitive) in two cultural contexts (environmental, interpersonal). We conducted item-total correlations, confirmatory factor analyses, reliability analyses (test-retest, internal consistency), within-scale convergent and discriminant validity, convergent and discriminant validity, and predictive validity assessments across an initial sample of the general population ( n = 227), a cross-validation sample of undergraduate students enrolled in education abroad ( n = 546), and a predictive validity sample of re-entered education abroad undergraduates ( n = 74). Psychometric properties of the scale support its use as a total score and as various subfactor constellations. Researchers are encouraged to use the SESCAS to explore how self-efficacy for sociocultural adaptation may contribute to global learning outcomes and well-being.

No abstract

No abstract

No abstract