Attitudes toward the culturally different: the role of intercultural communication barriers, affective responses, consensual stereotypes, and perceived threat

Practice, problems and power in ‘internationalisation at home’: critical reflections on recent research evidence

“…Spencer-Rodgers (2001, 640) notes that "international [students] constitute one of the most diverse collections of individuals that may be encountered by another group of social perceivers", and growing corpus of research has addressed the ways in which home students engage with this complexity. Spencer-Rodgers (2001) and Spencer-Rodgers and McGovern (2002) find that they are generally well-disposed towards their international peers, although they often hold stereotypical assumptions about the culture of 'others' (Holmes and O'Neill 2012). However, actual contact between the two groups is generally found to be uncommon, unstructured and lacking in meaning (Halualani et al 2004;Halualani 2008) However, while the relationship was positive and rewarding, it was strongly bounded to being an on-campus friendship based around academic support, with the two individuals returning to homophilic social groups when off-campus.…”

Challenges facing Chinese International students studying in the United States

“…International students may experience cultural shock, among other challenges such as being away from families, and lack of social support, while adapting in the host country (Arasaratnam and Doerfel, 2005;Hendrickson et al, 2011;Smith and Khwaja, 2011;Spencer-Rogers and McGovern, 2002;Williams and Johnson, 2011).…”

“…According to Bertram et al (2014), English proficiency is reported as one of the constant stressors during the acculturative process. Their study reported that linguistic deficiency was perceived as the major block for the Chinese international students" participation in social engagement and led them to miss social situations (Spencer-Rogers and McGovern, 2002). Chinese international students also reported feeling disconnected from their environment and surroundings due to language barriers and different life experiences (Huang, 2012).…”

El análisis de incidentes críticos como método de estudio de los conflictos interculturales

“…7, n o 1, 2011 otros resultados destacados del estudio apuntan a la importancia de determinadas áreas de fricción cultural en el desarrollo y desenlace de los choques culturales descritos a través de los incidentes críticos objeto de estudio. en primer lugar, ponemos el acento en la influencia de los procesos de comunicación intercultural en la formación de actitudes negativas (spencer-rodgers & Mcgovern, 2002;stephan, 1992;stephan & stephan, 1985;Matsumoto, leroux & Yoo, 2005) tales como frustración, ansiedad y rechazo hacia miembros del exogrupo cultural. en segundo lugar, señalamos la importancia de la variación cultural referida a la atribución de funciones asignadas a los roles de género (Best, 2001;Best & Williams, 2001).…”