Developing Intercultural Competence in Future Student Affairs Professionals through a Graduate Student Global Study Course to Doha, Qatar

Haber, Paige; Getz, Cheryl

doi:10.15365/joce.1404072013

Cited by 9 publications

(8 citation statements)

References 7 publications

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“…The trip connected material from the class to historical sites that students visited and to the student and practitioner panels they attended to better translate course material to student affairs practice (Mitchell & Westbrook, 2016). In both studies, the programs had similar course structures that began with pretrip readings, writings, and research; onsite experiences and learning; and posttrip reflections to foster application to student affairs practice (Haber & Getz, 2011; Mitchell & Westbrook, 2016).…”

Section: Cultural Competence In Student Affairs Researchmentioning

confidence: 99%

“…It would also be instructive to consider other pedagogical approaches, such as experiential and/or activity-based learning, to maximize students’ levels of TCR (Haber & Getz, 2011; Mitchell & Westbrook, 2016). In doing so, students would have the responsibility of reflecting on and actively engaging in purposeful, real-world experiences in order to enhance their cultural awareness and knowledge.…”

Section: Directions For Future Research and Practicementioning

confidence: 99%

“…Other studies have focused on the effectiveness of study away or study abroad experiences in increasing cultural/multicultural competence in student affairs graduate programs. Haber and Getz (2011) sought to increase intercultural competency related to Qatari and Middle Eastern cultures through a 2-week study away program in Qatar. Analysis of student reflections through Papadopoulos et al’s model of developing cultural competence—as described in Papadopoulos (2006)—provided evidence that students’ cultural awareness, knowledge, sensitivity, and competence had increased (Haber & Getz, 2011).…”

Section: Cultural Competence In Student Affairs Researchmentioning

confidence: 99%

See 2 more Smart Citations

A critical review of the literature on cultural competency in student affairs: Toward transformative cultural responsiveness.

Comeaux¹,

Grummert²,

Mireles³

2023

Journal of Diversity in Higher Education

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Student affairs professionals must strive to address the needs of an increasingly diverse student population. As such, this review critically examines scholarly research over the last 25 years regarding the concept of cultural competence as it pertains to students, student affairs professionals, and faculty members. This review also develops a critique of the concept of cultural competence and proposes to suspend and replace terms such as cultural competence and multicultural competence with what we refer to as transformative cultural responsiveness (TCR). TCR, as an alternative, centers intersectionality in its conceptualization, and locates students' experiences within a systems analysis of oppression. The article concludes with a discussion of the critical gaps in existing research and the questions that warrant further study.

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Section: Cultural Competence In Student Affairs Researchmentioning

confidence: 99%

Section: Directions For Future Research and Practicementioning

confidence: 99%

Section: Cultural Competence In Student Affairs Researchmentioning

confidence: 99%

See 1 more Smart Citation

A critical review of the literature on cultural competency in student affairs: Toward transformative cultural responsiveness.

Comeaux¹,

Grummert²,

Mireles³

2023

Journal of Diversity in Higher Education

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“…There is an increased focus on assisting U.S. students in graduate programmes to develop intercultural competencies in professional preparation and development (Haber & Getz, 2011). To this end, I developed a field placement to enable student affairs graduate interns to develop intercultural competencies through direct engagement in South Africa.…”

Section: Multiculturalism and Global Learningmentioning

confidence: 99%

Student Affairs in complex contexts

Moja¹

2021

JSAA

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This paper reports on a study done within the Learning Development Unit (LDU) at a South African university. It addresses the issue that many students who arrive at university lack the requisite academic skills needed for success in higher education which increases the time taken to graduate. One of the multiple reasons for this is the 'articulation gap' between school and higher education in South Africa and in other countries. This articulation gap is exacerbated by the assumption about prior learning on which South Africa's traditional higher education programmes are based. The purpose of this study is to explore whether learning development interventions can change student attitudes and confidence levels, and develop some of the skills necessary to succeed. The study allows the academic counsellors who provide support a sense of whether their interventions are working. The study was undertaken by analysing student responses to learning development interventions. The data is gleaned from evaluation forms, assessment results and interviews conducted with students over three sets of consultations with each student. There were three hundred students who attended workshops and one hundred who sought individual consultations. Initial analyses suggest that significant gains were made in increasing student coping mechanisms and learning/study skills. This indicates that support offered by the Learning Development Unit develops the capabilities and competencies of academically at-risk learners. It is important to note that the LD unit does not pursue graduate outputs and notions of success rates but focuses on enabling at-risk students, allowing them to engage in more purposeful learning.

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“…In Qatar, Islam plays a major role in social life, and, to a significant extent, structures social relations and public morality (Al-Hamar et al, 2010). Also, in Qatar women play less of a role in the public sphere than men (Haber & Getz, 2011). In Egypt, "religion, whether it be Islam or Christianity, has a pervasive role" and "can affect all aspects of… daily life" (Parnell & Hatem, 2002, p. 404).…”

Section: Facebook Across Culturesmentioning

confidence: 99%

Facebook across Cultures : A Cross - Cultural Content Analysis of Egyptian , Qatari and American Student Facebook Pages

Elmasry¹,

Auter²,

Peuchaud³

2014

JMEM

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This study comparatively analyzed college student Facebook pages in Egypt, Qatar, and the U.S. to determine the similarities and differences in how students representing different cultures use Facebook to stay connected with their various groups of 'friends,' and engage in identity construction. A total 246 Facebook pages were analyzed, and results generally supported the notion that self-disclosure varied by culture. For example, Facebook profiles of Middle Eastern students in Qatar and Egypt reflect the more conservative norms in those two countries. Student Facebook pages in Egypt were much more politically oriented, while American pages focused more on social life and personal activities.

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Developing Intercultural Competence in Future Student Affairs Professionals through a Graduate Student Global Study Course to Doha, Qatar

Abstract: This paper describes a 2-week global study course to

Cited by 9 publications

References 7 publications

A critical review of the literature on cultural competency in student affairs: Toward transformative cultural responsiveness.

A critical review of the literature on cultural competency in student affairs: Toward transformative cultural responsiveness.

Student Affairs in complex contexts

Facebook across Cultures : A Cross - Cultural Content Analysis of Egyptian , Qatari and American Student Facebook Pages

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