Gender Influences on Students’ Study Abroad Participation and Intercultural Competence

Tompkins, Amanda; Cook, Trevor; Miller, Emily; LePeau, Lucy A.

doi:10.1080/19496591.2017.1284671

Cited by 38 publications

(38 citation statements)

References 22 publications

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“…Women show more sensitivity and empathy to migrants, showing more intense and positive emotional reactions than men. Also, traditional gender roles have resulted in a higher intercultural sensitivity and solidarity in women [43,44]. Gender role distribution concedes to women the care and maintenance of social bonds, including the responsibility of making people safe and protected, helping their emotional and communicative skills.…”

Section: Discussionmentioning

confidence: 99%

What Attitudes Toward Refugees Do Future European Teachers Have? A Comparative Analysis between France and Spain

Soriano

Cala

2019

Sustainability

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(1) Background. The increase in international conflicts and humanitarian crises has led to an increase in the movement of people to Europe. The legal and moral commitments of the European Union require the incorporation and integration of such refugees. In this sense, the school and its teaching staff are a key agent in the challenge of integrating newly arrived students. This research analyses attitudes towards inclusive European citizenship, the recognition of rights, and feelings of threat and affective reactions, experienced by future teachers towards refugees in France and Spain. (2) Methods. The investigation was carried out through a cross-sectional survey. There were 851 participants of Spanish and French nationality. (3) Results. The French future teachers showed a lower perception of any threat, and a better predisposition towards the reception of refugees than their Spanish counterparts. Women are those who show a greater recognition of the rights of refugees, and a better predisposition to their integration in Europe. French women feel less of a threat than Spanish women, and are more affective towards refugees. The main predictor of inclusive European citizenship is a low perception of threat related to refugees. (4) Conclusions. Future teachers showed sensitivity towards the accommodation of refugees, but programs that prevent growing xenophobia and discredit towards the European Union are still necessary.

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Section: Discussionmentioning

confidence: 99%

What Attitudes Toward Refugees Do Future European Teachers Have? A Comparative Analysis between France and Spain

Soriano

Cala

2019

Sustainability

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“…Therefore, the differences noted in DO between non-STEM and STEM majors may be related to increased numbers of males in STEM. It has been found that male students place in more ethnocentric intercultural DO levels than their female peers (Altshuler et al, 2003;Tompkins et al, 2017). This may be related to the phenomenon of categorical perception.…”

Section: Discussionmentioning

confidence: 97%

Comparison of pre-intervention IDI results from STEM and non-STEM undergraduate students

Lucietto

Russell

2020

JGER

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The emphasis on intercultural competence is more prevalent in STEM (Science, Technology, Engineering and Mathematics) majors as the world shifts towards a more globalized economy. When entering higher education, students have differing levels of cultural interaction due to varying peer interaction, family experiences, international travel, and social media experiences. The Intercultural Development Inventory (IDI) has been used to develop an understanding of how students view others and the level of skills they have to interact and adapt to other cultures. Using published data focused on pre-intervention assessment, researchers compared it to data obtained from STEM students preparing for an international experience and studies that already exist to learn more about both student populations and to gain an appreciation of their cultural competencies. As institutions look to prepare their students for jobs in a global workplace, an understanding of where STEM students place according to the IDI in comparison to their non-STEM peers may aid educators wishing to focus on developing these skills in their students. The results of the comparison between Purdue STEM students and other non-STEM students showed STEM students fell into more ethnocentric levels of intercultural competence. This may be explained by the traditionally male-dominated nature of STEM majors, as males have been shown to fall in more ethnocentric orientations.

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“…El contraste entre géneros revela que las mujeres ofrecen puntuaciones más elevadas hacia la multiculturalidad y la igualdad que los hombres, coincidiendo con los resultados de numerosos artículos (López e Hinojosa, 2015). Una mayor empatía, sensibilidad cultural y solidaridad en las mujeres ha sido relacionada con la construcción histórica de la feminidad en occidente y con la influencia de los roles de género tradicionales (Tompkins, et al 2017). La distribución de roles de género concede a las mujeres la ocupación del cuidado y mantenimiento de los vínculos sociales y la responsabilidad de velar por la seguridad y protección de las personas vulnerables, lo que favorece un desarrollo de sus tareas comunicativas y habilidades emocionales.…”

Section: Discussionunclassified

Las creencias multiculturales e igualitarias en una Europa en transformación. Análisis con profesorado en ejercicio del Sur de Italia.

Ayala¹,

Cala²,

Isgro'³

2019

revistafuentes

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Europe is going through one of the most regressive moments in terms of rights for migrants. Policies that justify the questioning of rights are based and, in turn, contribute to the formation of certain beliefs towards diversity. These beliefs in the teaching staff condition the teaching-learning processes, the modes of relationship and the transmission of values within the classroom. This study focuses on knowing teachers' beliefs towards multiculturalism and equality in Southern Italy, one of the areas with the greatest migration control in Europe. For the research, the Cultural Beliefs for Teachers Scale (TCBS) was validated cross-culturally (through exploratory and confirmatory analysis) that was applied to 300 teachers from Sicilian public schools. The results show, despite the political context, that teachers maintain positive beliefs towards equality and multiculturalism. Women manifest more positive beliefs towards multiculturalism in the classroom than their male peers, while the group with more years of teaching offers worse results towards multiculturalism outside the classroom. This general overview offers an image of schools as potential spaces for democratic resistance. However, there is a need to develop new instruments that assess contemporary forms of discrimination more concretely and sensitively.

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Gender Influences on Students’ Study Abroad Participation and Intercultural Competence

Cited by 38 publications

References 22 publications

What Attitudes Toward Refugees Do Future European Teachers Have? A Comparative Analysis between France and Spain

What Attitudes Toward Refugees Do Future European Teachers Have? A Comparative Analysis between France and Spain

Comparison of pre-intervention IDI results from STEM and non-STEM undergraduate students

Las creencias multiculturales e igualitarias en una Europa en transformación. Análisis con profesorado en ejercicio del Sur de Italia.

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