Appreciating similarities and valuing differences: The Miville-Guzman Universality-Diversity Scale.

Miville, Marie L.; Gelso, Charles J.; Pannu, Raji; Liu, Will; Touradji, Pegah; Holloway, Pauline; Fuertes, Jairo N.

doi:10.1037/0022-0167.46.3.291

Cited by 255 publications

(325 citation statements)

References 42 publications

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“…According to this component, a person with UDO will value the differences and similarities among others and himself [10]. Along with that, he will be able to appreciate the impact such diversity of contact on his personal growth and self-understanding.…”

Section: Feeling Of Unity and Universal Diversity Orientationmentioning

confidence: 99%

“…Some studies have presented models that can be used in this study to examine the existence of unity feeling among people. Miville's 'Universal Diversity Orientation' (UDO) construct and the related scale MGUDS [10] is one of the suitable scales that can be used to measure unity feeling because the MGDUS measures acculturation or unity feeling that is the central theme of this research.…”

Section: Feeling Of Unity and Universal Diversity Orientationmentioning

confidence: 99%

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Impact of Multicultural Environment of Islamic Educational Institutes on Students’ Acculturation

House¹,

Razak²,

Ashraf³

2017

IJSSH

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Abstract-The study focuses on the effect of exposure to Multicultural and international environment of an Islamic educational institution on the acculturation of its students. Acculturation has been used in this study with a wide sense of meaning that underscores the sense of co-existence and feeling of unity. This study investigated whether the Internationalization process of the International Islamic University, Malaysia, with intergroup contact taking place under optimal conditions helps its students to, appreciate the differences that other cultures bring, be comfortable with differences and also seek diversity of contact. The study employed Miville-Guzman Universality -Diversity Scale, (M-GUDS-S) to collect data by survey method from 400 IIUM undergraduate students selected using Quota sampling. 200 of them were the first year students and the rest were fourth-year students. The result showed that there is a significant improvement in the feeling of unity among the students. The fourth year students showed more appreciation for other cultures and comfort with differences. Based on the finding it has been suggested that if efforts are made to establish optimal conditions for positive intergroup contact to take place, intergroup prejudice can be reduced and problems of co-existence in the Muslim countries and communities can thus be addressed.Index Terms-Appreciation of other cultures, comfort with differences, diversity of contact, intergroup contact, Multicultural environment, unity feeling, prejudice.

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Section: Feeling Of Unity and Universal Diversity Orientationmentioning

confidence: 99%

Section: Feeling Of Unity and Universal Diversity Orientationmentioning

confidence: 99%

Impact of Multicultural Environment of Islamic Educational Institutes on Students’ Acculturation

House¹,

Razak²,

Ashraf³

2017

IJSSH

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“…Finally, this section examines the similarities between the multidimensional attributes necessary to exhibit intercultural competence and the construct of universal-diverse orientation (UDO) and its accompanying measurement instrument, the Miville-Guzman Universality-Diversity Scale (Miville et al, 1999).…”

Section: Intercultural Competencementioning

confidence: 99%

“…Miville-Guzman Universality-Diversity Scale [MGUDS] (1999) was developed and tested to measure an individual's degree of universal-diverse orientation (UDO), i.e., the degree to which an individual possesses an "attitude of awareness and acceptance of both similarities and differences that exist among people" (Miville, Gelso, Pannu, Liu, Touradji, Hollowa, & Fuertes, 1999). The MGUDS total scale is composed of three subscales that contribute equally to the overarching construct.…”

Section: Variablesmentioning

confidence: 99%

The Effect of Study Abroad on Intercultural Competence Among Undergraduate College Students

Salisbury

Pascarella

2013

Journal of Student Affairs Research and Practice

146

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During the last decade higher education organizations and educational policy makers have substantially increased efforts to incentivize study abroad participation.These efforts are grounded in the longstanding belief that study abroad participation improves intercultural competence -an educational outcome critical in a globalized 21 st century economy. Yet decades of evidence that appear to support this claim are repeatedly limited by a series of methodological weaknesses including small homogenous samples, an absence of longitudinal study design, no accounting for potential selection bias, and the lack of controls for potentially confounding demographic and college experience variables. Thus, a major competing explanation for differences found between students who do and do not study abroad continues to be the possibility that these differences existed prior to participation.The current study sought to determine the effect of study abroad on intercultural competence among 1,593 participants of the 2006 cohort of the Wabash National Study on Liberal Arts Education. The Wabash National Study is a longitudinal study of undergraduates that gathered pre-and post-test measures on numerous educational outcomes, an array of institutional and self-reported pre-college characteristics, and a host of college experiences. The current study employed both propensity score matching and covariate adjustment methods to account for pre-college characteristics, college experiences, the selection effect, and the clustered nature of the data to both crossvalidate findings and provide guidance for future research.Under such rigorous analytic conditions, this study found that study abroad generated a statistically significant positive effect on intercultural competence; an effect 2 that appears to be general rather than conditional. Moreover, both covariate adjustment and propensity score matching methods generated similar results. In examining the effect of study abroad across the three constituent subscales of the overall measure of intercultural competence, this study found that study abroad influences students' diversity of contact but has no statistically significant effect on relativistic appreciation of cultural differences or comfort with diversity. Finally, the results of this study suggest that the relationship between study abroad and intercultural competence is one of selection and accentuation, holding important implications for postsecondary policy makers, higher education institutions, and college impact scholars. iii What we obtain too cheap, we esteem too lightly; it is dearness only that gives everything its value. These efforts are grounded in the longstanding belief that study abroad participation improves intercultural competence -an educational outcome critical in a globalized 21 st century economy. Yet decades of evidence that appear to support this claim are repeatedly limited by a series of methodological weaknesses including small homogenous samples, an absence of longitudinal study design, no accoun...

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“…66,67 The assessment task was deployed at the very beginning of the GEDS event, and again at the very end, along with a program evaluation survey. Pre-event deployment of the activity was framed as part of a research project, but also as a reflective learning activity that was In developing countries, energy production is one of the most critical problems.…”

Section: Development and Deployment Of Ecpmentioning

confidence: 99%

The Energy Conversion Playground (ECP) Design Task: Assessing how Students Think About Technical and Non-Technical Considerations in Sustainable Community Development

Mazzurco¹,

Huff

Jesiek³

2014

IJSLE

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-Students in global service-learning and similar programs frequently encounter substantial social, cultural, political, and ethical differences when working with project partners in different countries and regions. Neglecting such differences can lead to project failures and/or disempowered communities. In response to these challenges, educational resources have been developed to teach students to think about how the people, social structures, and other contextual factors associated with projects can affect, and be affected by, students' designs. Yet, there remains a scarcity of valid and reliable instruments to evaluate the effectiveness of such interventions. The purpose of this study is create a theoretically and empirically grounded instrument, the Energy Conversion Playground (ECP) design task, that is able to provide a meaningful and robust assessment of an individual's ability to identify salient technical and non-technical considerations when approaching an engineering design task situated in a developing country context. We present the scenario and an accompanying rubric that was first developed inductively from student responses to the scenario (specifically 449 discrete items from 93 ECP design tasks submitted by students who attended a Global Engineering Design Symposium). Further development of the rubric involved deductive grounding in relevant literature. To demonstrate the sensitivity of ECP design task to changes in students' thinking, we also performed comparative analysis of responses from a subset of the students (n=37) who completed the same instrument both before and after participating in the GEDS.

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Appreciating similarities and valuing differences: The Miville-Guzman Universality-Diversity Scale.

Cited by 255 publications

References 42 publications

Impact of Multicultural Environment of Islamic Educational Institutes on Students’ Acculturation

Impact of Multicultural Environment of Islamic Educational Institutes on Students’ Acculturation

The Effect of Study Abroad on Intercultural Competence Among Undergraduate College Students

The Energy Conversion Playground (ECP) Design Task: Assessing how Students Think About Technical and Non-Technical Considerations in Sustainable Community Development

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