Selective Intercultural Sensitivity to Different Sources of Cultural Identity: Study of Intercultural Sensitivity of Students at Teacher Education Programs of Georgia

Autor/inn/en	Tabatadze, Shalva; Gorgadze, Natia
Titel	Selective Intercultural Sensitivity to Different Sources of Cultural Identity: Study of Intercultural Sensitivity of Students at Teacher Education Programs of Georgia
Quelle	In: Journal for Multicultural Education, 12 (2018) 1, S.35-49 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2053-535X
DOI	10.1108/JME-11-2016-0059
Schlagwörter	Cultural Awareness; Self Concept; Teacher Education Programs; Questionnaires; Models; Student Attitudes; Ethnocentrism; Educational Attainment; Geographic Location; Higher Education; Program Improvement; Foreign Countries; Language of Instruction; Indo European Languages; Russian; Cultural Differences; Statistical Analysis; Turkic Languages; Georgia Republic + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Selbstkonzept; Fragebogen; Analogiemodell; Schülerverhalten; Ethnozentrismus; Bildungsabschluss; Bildungsgut; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Teaching language; Unterrichtssprache; Indoeuropäisch; Russisch; Kultureller Unterschied; Statistische Analyse; Turkish; Türkisch
Abstract	Purpose: The purpose of this paper is to assess the intercultural sensitivity of students in teacher educational programs at higher education institutes (HEIs) in Georgia. Design/methodology/approach: This research explored the intercultural sensitivity among 355 randomly selected students in teacher education programs at higher education institutions in Georgia. A questionnaire based on the Development Model of Intercultural Sensitivity (DMIS) and Cushner et al. (2006) model of sources of cultural identity was developed as a research instrument and adjusted to the Georgian context to measure the students' intercultural sensitivity. Findings: The results showed that a majority of the students were in the ethnocentric phase of intercultural sensitivity, as defined by Bennett (1993); students in teachers' educational programs were selectively sensitive to different sources of cultural identity; students were selectively tolerant to different groups in the population with the same source of cultural identity and the level of educational attainment, as well as the location of the higher education institution affected students' level of intercultural sensitivity. Practical implications: The findings of this study carry valuable practical importance as they can be used to improve teacher education programs at higher education institutions in Georgia. Originality/value: The study has scientific value in that the instrument used to assess intercultural sensitivity was developed for the Georgian context, and students' intercultural sensitivity to 12 different sources of cultural identity was investigated. (As Provided).
Anmerkungen	Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01