Teaching Toward an Ethnorelative Worldview Through Psychology Study Abroad

Abstract

This paper will share the results of research assessing the outcomes of teaching toward an ethnorelative worldview through psychology study abroad. Action research assessing the efficacy of intercultural pedagogy integrating psychology and the Developmental Model of Intercultural Sensitivity (DMIS, Bennett,1986) using the Intercultural Development Inventory (IDI, Hammer & Bennett, 1998, 2002) was conducted. Results of two different study abroad classroom research studies are reported and contrasted. A two-week short-term study abroad including cultural comparative pedagogy with an emphasis on multiple perspectives and on-site facilitated reflection found significant changes in IDI subscales pre to post. Contrasted with year-long study abroad “island” classroom research including group comparison with and without intentional intervention, results suggest that the pedagogy and the duration of study abroad make a difference in student intercultural growth.