Cultural Intelligence in the Diverse Classroom

Autor/in	Macaluso, Ann M.
Titel	Cultural Intelligence in the Diverse Classroom
Quelle	In: Journal for Leadership and Instruction, 21 (2022) 2, S.33-37 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2475-6032
Schlagwörter	Cultural Awareness; Student Diversity; Immigrants; Cultural Pluralism; High School Students; Suburban Schools; Student Characteristics; Student Attitudes; Comparative Analysis; Peer Groups; Leadership Role; General Education; Bilingual Education; Social Studies; Measures (Individuals) + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Immigrant; Immigrantin; Immigranten; Kulturpluralismus; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Schülerverhalten; Gleichaltrigengruppe; Peer Group; Allgemein bildendes Schulwesen; Allgemeinbildung; Bilingual teaching; Bilingualer Unterricht; Gemeinschaftskunde; Messdaten
Abstract	It cannot be denied that our world has become increasingly interconnected. Improvements in transportation together with advances in technology have provided opportunities for individuals to explore the world beyond geographic and economic boundaries. Add in a global pandemic that forced individuals to interact via the Internet and you see the further erosion of boundaries and a recognition that life today can be essentially flat. A flattened world has fewer borders and allows for a fluid flow of people, goods, and services across national boundaries. To be successful in this flattened world, individuals must be culturally competent. Cultural competence is the ability to fluidly interact with individuals from other cultures and diverse backgrounds (Villagran & Hawamdeh, 2020). The purpose of this study was to identify if immigrant students lived multicultural experiences provided them with the competencies necessary for successful participation in an interconnected world. Participants were high school students in a large, diverse suburban public high school in the Northeast United States. Surveys were administered in-class via pencil and paper to students in general education and bilingual Social Studies classes. This non-experimental study utilized Earley and Ang's (2003) Cultural Intelligence Scale (CQS) to assess student's global competencies. The results of the study revealed that a student's immigrant generational status is related to their level of cultural intelligence. These results suggest that immigrant students, compared to their nonimmigrant peers, may already have the globally desired skills, values, knowledge, and attitudes necessary to be highly successful leaders of tomorrow. (As Provided).
Anmerkungen	SCOPE Education Services. 100 Lawrence Avenue, Smithtown, NY 11787. Tel: 631-360-0834; Fax: 631-360-8489; e-mail: contact@scopeonline.us; Web site: http://scopeonline.us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01