Journal articles: 'Intercultural relationships'

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Leung, Tianna. "Creating a Culture Together: Intercultural Relationships and Communication." Canadian Journal of Family and Youth / Le Journal Canadien de Famille et de la Jeunesse 13, no. 3 (April 28, 2021): 87–97. http://dx.doi.org/10.29173/cjfy29626.

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This paper discusses the different cultural factors that exacerbate relationship stressors in intercultural relationships. I begin by providing some historical context that has influenced society’s outlook on intercultural relationships. I then provide a literature review that explores current studies on intercultural similarities and differences, effective coping strategies, and possible modifications in couples’ therapy. I argue that increasing communication within intercultural relationships will allow partners to create a culture of their own. Finally, I suggest that professionals should require education in different cultural backgrounds to provide safe, accurate, and successful couples’ therapy.

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Graf, Andrea, Sabine T. Koeszegi, and Eva‐Maria Pesendorfer. "Electronic negotiations in intercultural interfirm relationships." Journal of Managerial Psychology 25, no. 5 (July 6, 2010): 495–512. http://dx.doi.org/10.1108/02683941011048391.

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Shenhav, Sharon, Belinda Campos, and Wendy A. Goldberg. "Dating out is intercultural." Journal of Social and Personal Relationships 34, no. 3 (April 5, 2016): 397–422. http://dx.doi.org/10.1177/0265407516640387.

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Romantic relationships are situated within broader cultural and family contexts, and this may be particularly salient to those in intergroup relationships. This study examined variations in young adults’ experiences with intercultural romantic relationships by ethnicity and immigrant generation. A sample of ethnically diverse young adults ( N = 628; Asian, Latino, and European background) reported on self and parent attitudes toward dating outside of one’s own culture, own current dating status, and disapproval and conflict with parents over current and past dating status. Analyses revealed three key findings. First, intercultural relationships were evenly distributed across ethnic and immigrant generation groups. Second, participants of Asian background perceived greater attitudinal discrepancies with their parents toward intercultural dating than did participants of Latino and European background and were more likely to report intercultural dating conflict with their parents than Latino participants. Third, first-generation and second-generation participants were more likely to report intercultural dating conflict with parents than third-generation participants. Altogether, the findings show the importance of (a) incorporating culture into the conceptualization of intergroup relationships, particularly for ethnic minority and recent immigrant groups, and (b) considering the family context of intercultural dating relationships. Implications for the study of intergroup romantic relationships are discussed.

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Silva, Luciana C., Kelly Campbell, and David W. Wright. "Intercultural Relationships: Entry, Adjustment, and Cultural Negotiations." Journal of Comparative Family Studies 43, no. 6 (November 2012): 857–70. http://dx.doi.org/10.3138/jcfs.43.6.857.

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Navratilova, Petra, and Yohai Hakak. "Intercultural parenting and relationships: challenges and rewards." Social Work Education 39, no. 5 (December 5, 2019): 700–701. http://dx.doi.org/10.1080/02615479.2019.1700759.

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Linhof, Angela Y., and Robert Allan. "A Narrative Expansion of Emotionally Focused Therapy With Intercultural Couples." Family Journal 27, no. 1 (November 1, 2018): 44–49. http://dx.doi.org/10.1177/1066480718809426.

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Intercultural relationships continue to rise in the United States, while the fields of couple and family therapy research lag in their inclusion of diverse samples that best reflect these relationship realities. Emotionally focused therapy (EFT) is an empirically supported approach to working with couples that offers promise for working with intercultural couples. In this article, we first review clinical considerations when working with intercultural couples and then discuss how therapists can expand EFT using narrative techniques to ensure the realities intercultural couples face are included in the therapeutic process. We conclude with specific suggestions for working with intercultural couples.

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Griffith, David A., and Michael G. Harvey. "Executive Insights: An Intercultural Communication Model for Use in Global Interorganizational Networks." Journal of International Marketing 9, no. 3 (September 2001): 87–103. http://dx.doi.org/10.1509/jimk.9.3.87.19924.

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Global competitiveness is predicated on creating strong interorganizational networks. Successful development and administration of interorganizational networks is derived from effective intercultural communication efforts focused on developing relationships. The authors integrate the complexities of cultural influences (i.e., national and organizational) into an intercultural communication model that is aimed to enhance the understanding of the development of relationship quality. The model developed can serve as a standardized intercultural communication process for organizations to employ within their global networks. The authors identify and address four determinants of relationship quality: cultural understanding, communication competence, cultural interaction, and communication interaction. The model provides a better understanding of the complexity of intercultural communication for relationship development in global interorganizational networks.

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Pacholczyk, Tadeusz. "Взаимосвязи и взаимообусловленности межкультурного образования и коммуникации на иностранном языке." Studia Rossica Posnaniensia, no. 38 (January 1, 2013): 193–202. http://dx.doi.org/10.14746/strp.2013.38.14.

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The contemporary glottodidactics is an interdisciplinary science, which is reflected, among others, in the transition from mono- to bi- and multiculturalism. The main objective of this paper is to define the relationships between, and conditions of, intercultural teaching and foreign language communication. The following issues will be explored in detail: - discussion of the main assumptions of the post-communicative paradigm of contemporary glottodidactics; - definition of the subject of cultural studies and linguistics in the context of the relationships between “language and culture”; - development of relationships in terms of communication and intercultural competence; - definition of the main objective of intercultural communication; - analysis of relationships as well as intercultural teaching and communication based on examples.

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Lee, ShinHwa, Richard S. Balkin, and Mary A. Fernandez. "Asian Intercultural Marriage Couples in the United States." Family Journal 25, no. 2 (April 2017): 164–69. http://dx.doi.org/10.1177/1066480717697951.

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Asian-involved intercultural couples are increasing as society becomes more open and accepting of intercultural relationships. Although issues and conflicts exist due to cultural differences, acculturation and personality characteristics may strengthen intercultural relationships. Ninety-two Asian and non-Asian individuals in Asian couples and Asian intercultural couples in the United States were compared based on the level of marital satisfaction, the level of acculturation, and personality characteristics. Findings indicated no differences in the level of marital satisfaction. However, significantly higher levels of acculturation in Asians in Asian intercultural couples and significantly higher levels of openness, conscientiousness, and extroversion in individuals in Asian intercultural couples were evident.

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Tam, Jackie, Piyush Sharma, and Namwoon Kim. "Examining the role of attribution and intercultural competence in intercultural service encounters." Journal of Services Marketing 28, no. 2 (May 6, 2014): 159–70. http://dx.doi.org/10.1108/jsm-12-2012-0266.

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Purpose – This study aims to develop a model based on attribution theory and intercultural literature to explain the underlying customer satisfaction process in intercultural service encounters. Design/methodology/approach – In-depth interviews were used to develop an understanding of customer experience and evaluations in intercultural service encounters. A quasi-experiment with 236 customers was used to empirically examine the relationships between perceived culture distance, cultural attribution, intercultural competence and customer satisfaction. Findings – Perceived culture distance is positively related to customer satisfaction, with cultural attribution mediating the relationship between perceived cultural distance and customer satisfaction, and partially mediating the moderating effect of intercultural competence on the relationship between perceived culture distance and customer satisfaction. Research limitations/implications – This study focuses on cultural attribution in intercultural service encounters. It is acknowledged that there are other attribution dimensions such as stability and controllability which may interact with perceived culture distance and influence subsequent customer satisfaction evaluation. Future research should consider these various dimensions and examine their mediating role in customer satisfaction. Practical implications – It is recommended that service firms educate their customers of diverse cultures about local norms and practices, and proactively manage their expectations throughout the service experience. Originality/value – Despite the growing importance of intercultural service encounters, the findings of the relationship between perceived cultural distance and customer satisfaction are mixed. This study contributes to the literature by advancing our theoretical knowledge and empirical evidence of the role of cultural attribution and intercultural competence in intercultural service encounters.

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Bautista-García-Vera, Antonio. "Audiovisual Narrations Based on Intercultural Relationships in Education." Comunicar 17, no. 33 (October 1, 2009): 149–56. http://dx.doi.org/10.3916/c33-2009-03-006.

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In this article, we describe a work started in 2008 and carried out in two public schools. We analyze the possible contribution of narration (photographic and film languages) to mutual human knowledge and the understanding of the events that surround group knowledge. We think that this type of audiovisual narration is more appropriate than mere texts to relate the affective and rational in Primary school children, as they are a culturally diverse population and, consequently, not all of them are literate in the native language. We envision storytelling as the basis for using of technical resources to encourage not only inter- and intra-group exchanges with these children, but also to encourage mutual understanding among them. We conclude by pointing out how teaching situations mediated by the use of technological resources help the participants to make sense of things, ideas, relationships and life events that are dispersed, as well as to build interpersonal meanings. Finally, through these methods, the protagonists of the audiovisual narrations are able to use the dialogue and the negotiation of meaning as the best way to encourage more democratic, egalitarian and fair practices. En este artículo describimos el trabajo iniciado en el año 2008 en dos colegios públicos. Planteamos analizar la posible contribución de la narración de historias con lenguajes de la fotografía y del cine al conocimiento mutuo de los humanos. Pensamos que este tipo de relatos audiovisuales es más adecuado que el textual para vincular lo afectivo y lo racional en el alumnado de educación infantil y primaria que es diverso culturalmente y, muy probablemente, no todos y todas están alfabetizados en la lengua autóctona. Con tem plamos el relato de historias como la base del uso de los medios técnicos para fomentar relaciones intra e intergrupos de dicho alumnado y, consecuentemente, para facilitar el entendimiento entre ellos. Concluimos señalando que las situaciones de enseñanza configuradas por el mencionado uso de los medios tecnológicos ayudan a que los protagonistas de los relatos audiovisuales den sentido a cosas, ideas, relaciones y acontecimientos de la vida que están dispersas; a que construyan significados intersubjetivos, y a que asuman el compromiso de usar el diálogo y la negociación de significados como la mejor forma de fomentar prácticas más democráticas, igualitarias y justas.

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Hughes-Wiener, Gail, and Paul H. Wiener. "Sex Differences in Perception of Attributes Important for Intercultural Relationships." Psychological Reports 58, no. 2 (April 1986): 473–74. http://dx.doi.org/10.2466/pr0.1986.58.2.473.

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128 young adults experienced in intercultural relations were asked to rate each of 121 personal attributes hypothesized to be important to successful intercultural relationships. An analysis of responses yielded the unexpected finding that men and women differ significantly in their perceptions of which attributes are most important.

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Khatimah, Khusnul, and Rina Sari Kusuma. "INTERCULTURAL FRIENDSHIP AS STRATEGY TO REDUCE ANXIETY AND UNCERTAINTY OF ZIMBABWE STUDENTS IN MUHAMMADIYAH SURAKARTA UNIVERSITY." Komuniti: Jurnal Komunikasi dan Teknologi Informasi 11, no. 1 (September 2, 2019): 45–57. http://dx.doi.org/10.23917/komuniti.v10i3.5900.

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Friendship is a relationship between voluntarily wounded individuals. Friendships have a responsibility to be emotionally supportive, actively provide assistance, maintain confidence, and support each other. Benefit in friendship usually include skills in activity, emotional support and help. Intercultural friendship is a more specific and more complex phenomenon that has its own characteristics in terms of relationships. The meeting between two different cultures in building a relationship of intercultural friendship. Establish intercultural friendship relationships with local people by immigrants as a form of adaptation to the new environment. Immigrants are individuals who move from one region to another in a country influenced by push factors and pull factors such as economic, environmental, and educational factors. Immigrants can experience several conditions when they are in a new environment such as feelings of anxiety and uncertainty to interact with the surrounding environment. This study aims to find out how the relationship of intercultural friendship can reduce the level of anxiety and uncertainty of Zimbabwean students at the Muhammadiyah Surakarta University. The research method used qualitative method by using population from foreign students at Muhammadiyah Surakarta University and purposive sampling technique that is sampling based on student's country of origin Zimbabwe. Data collection by interview and documentation, for analysis using qualitative content analysis. Credibility and validity use inter-code reliability and triangulation of data sources and theories.Keywords : Adaptation, Migration , Anxiety, Uncertainty, Intercultural, Friendship.

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Castillo Guerra, Jorge E. "Coexistence of Pluralities through Practices of Intercultural Relationships." Interreligious Studies and Intercultural Theology 2, no. 2 (October 9, 2018): 155–76. http://dx.doi.org/10.1558/37327.

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This article investigates how migrants and refugees contribute to forms of co-existence among peoples with different religious and cultural orientations. Drawing on theories of intercultural philosophy and decolonial thinking, the author focuses on transformations of identity and faith among Catholic Latin American migrants in Europe and the United Sates of America. He argues that when these migrants encounter exclusion and uprooting, processes of transformation converge in parish communities. There they create mutual learning processes leading to new intercultural practices such as the deaconry of culture and relationship.

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Chen, Guo‐Ming. "Relationships of the dimensions of intercultural communication competence." Communication Quarterly 37, no. 2 (March 1989): 118–33. http://dx.doi.org/10.1080/01463378909385533.

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Eguchi, Shinsuke, and Mary Jane Collier. "Critical Intercultural Mentoring and Allying." Departures in Critical Qualitative Research 7, no. 2 (2018): 49–71. http://dx.doi.org/10.1525/dcqr.2018.7.2.49.

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In this essay, we write about our collaborative experiences with faculty mentoring/allying relationships using autoethnography. From two different locations of academic faculty standing, we articulate that faculty mentoring/allying relationships can be sites of critical intercultural communication praxis in which differences informed by historical and existing power relations are productively discussed and acknowledged. However, these are easier to talk about than to practice. Thus, we share our continuing struggle to complicate the notion of faculty mentoring/allying and offer our experiences as complex, fluid, multiple, and contextual productions and constitutions of differences.

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Tien, Nai Chieh, Lia Softas-Nall, and Julie Barritt. "Intercultural/Multilingual Couples." Family Journal 25, no. 2 (April 2017): 156–63. http://dx.doi.org/10.1177/1066480717697680.

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The present qualitative study aimed to better understand common themes in the experiences of intercultural/multilingual couples through a phenomenological approach. Saturation was reached after interviewing eight couples (16 participants in total). Eight common themes related to cultural differences and four related to language differences were found to influence couples’ relationships and communication in this qualitative study. Affection expression, gender roles, religious preferences, importance of food, residency decisions, child-rearing practices, extended family, and handling of finances were all emerged themes of cultural negotiations. In terms of language, communicating with extended family, expressing self and communicating in second language, learning a different language, and lost in translation emerged as themes. Finally, implications for family and couples’ counselors are reviewed.

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Bautista-García-Vera, Antonio, Laura Rayón-Rumayor, and Ana María de-las-Heras-Cuenca. "Value of Audiovisual Records in Intercultural Education." Comunicar 20, no. 39 (October 1, 2012): 169–76. http://dx.doi.org/10.3916/c39-2012-03-07.

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This article discusses the possibilities of audiovisual records as research data in intercultural relationships, or those that allow us to understand the Other. The research aims to contribute to the theory that is being developed on the nature and value of narratives in photographic and video representation and analysis of basic realities of teaching that are difficult to capture and quantify. Specifically, we examine whether audiovisual recording is a good tool for gathering and analysing information about intentions and interpretations contained in human relationships and practices. After presenting some epistemological and methodological dilemmas such as the crisis of representation in the social sciences or the «etic-emic» conflict and proposing some solutions taken from audiovisual anthropology, we analyse the nature of intercultural relationships in two schools –ethnographies– that support the study completed in 2011 and funded by the Spanish Ministry of Science and Innovation: the use of visual narratives as a substrate of intercultural relationships between culturally diverse kindergarten and primary education pupils. As an example, we describe how we discovered some categories that allow us to understand the universe of meanings that make sense of, determine and shape their cultural relations. Finally, we describe the contributions of NVivo 9, a software package that facilitates the analysis of photo and video recordings and narratives.Este artículo analiza las posibilidades de los registros audiovisuales como datos en la investigación sobre relaciones interculturales, o aquellas que van dirigidas al conocimiento del otro. Pretende contribuir a la teorización sobre el valor de las narraciones fotográficas y videográficas en la representación y análisis de realidades de la enseñanza que son difíciles de captar y cuantificar. Concretamente, estudiamos si el registro audiovisual es una buena herramienta para recoger y analizar información situada sobre las intenciones e interpretaciones contenidas en las relaciones humanas. Después de presentar algunos dilemas epistemológicos y metodológicos, como la denominada crisis de la representación en ciencias sociales o el conflicto «etic-emic», y de plantear algunas soluciones dadas desde la antropología audiovisual, analizamos la naturaleza de algunas situaciones de educación intercultural recogidas en los dos colegios –etnografías– que soportan el estudio finalizado en 2011 y financiado por el Ministerio de Ciencia e Innovación de España, sobre el uso de narraciones audiovisuales como sustrato de las relaciones entre el alumnado diverso culturalmente de educación infantil y primaria. A modo de ejemplo, describimos cómo hemos llegado a algunas de las categorías o constructos que llevan a entender el universo de significados que dan sentido a la vez que condicionan y configuran las relaciones interculturales de esos centros. Finalmente, describimos las aportaciones de algunas herramientas del software NVivo 9 en el análisis del contenido de registros y narraciones foto-videográficas.

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Sztorc, Małgorzata. "Building Sustainable Intercultural Relationship by Hotel Corporation Staff." Kwartalnik Ekonomistów i Menedżerów 47, no. 1 (March 15, 2018): 159–73. http://dx.doi.org/10.5604/01.3001.0012.1423.

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The purpose of this study is to present the hotel staff’s opinions on the competences needed to build and develop sustainable intercultural relationships in global hotel corporations. The data was collected among 148 hotel staff from the departments dealing with buyers and contractors. The study was conducted using a questionnaire and a diagnostic poll, during which the author’s questionnaire was applied. The results of the analysis have confirmed that among the most developed competences employees have is the ability to build intercultural relationships, communicate and speak foreign languages and tolerate diversity. The research shows that hotels strive to gain competitive advantage by developing intercultural competencies, which allow them to build sustainable relationships.

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Christoforou, Melanie. "An Examination of Third-Party Disapproval in Intercultural Couples." UTSC's Journal of Natural Sciences 2, no. 1 (March 30, 2021): 36–48. http://dx.doi.org/10.33137/jns.v2i1.34654.

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Intercultural couples tend to experience a unique set of challenges associated with them, such as disapproval from close social networks. This disapproval has been associated with decreased commitment and uncertainty within couples, leading to issues of trust between partners. The influence of third-party disapproval, however, affects a romantic couple differently depending on the source of the disapproval. Few studies have examined and compared the individual influences of family and friend disapproval on romantic relationships, and even less have researched these effects on intercultural dating couples. We used archival data from 63 heterosexual couples to examine the separate influences of family and friend disapproval on romantic investment while controlling for trust, which is a key factor in successful romantic relationships. As predicted, the results of the Actor-Partner Interdependence Model (APIM) analyses demonstrated that family and friend disapproval negatively affected one’s investment. Mediation analyses revealed that trust only mediated the relationship between friend disapproval and relationship investment, and not family disapproval. Limitations and future implications are discussed.

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Musaio, Marisa. "Rethinking the fundamentals and practices of intercultural education in era of insecurity." Bordón. Revista de Pedagogía 73, no. 1 (March 18, 2021): 97–110. http://dx.doi.org/10.13042/bordon.2021.86114.

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INTRODUCTION. In a globalized and multicultural world, one is increasingly challenged by encounters and relationships with the other. Intercultural pedagogy develops its reflections around these problems, while continuously updating its meanings and purposes. METHOD. Starting from a reinterpretation of the pedagogical foundations of the relationship between identity and otherness, this contribution proposes to outline the role and purpose of an intercultural pedagogy in relation to the framework of insecurity that characterizes multicultural society today. RESULTS. The interplay between the theoretical analysis of intercultural pedagogy and the various manifestations of risk, especially as regards the condition of vulnerability experienced by refugees and migrants, allows us to outline new educational goals for an authentic relationship with others. DISCUSSION. As a result of the above observations, the need for a continuous interpretation of intercultural education in relation to the constantly changing scenarios emerges. In addition, the training of educational and pedagogical professionals that make use of intercultural mediation to prevent conflict and upgrade living conditions and encourage a better education for the new wave of immigrants becomes crucial.

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Le Roy, Jaak. "The Cultural Structuring of the Personality and Intercultural Relationships." Group Analysis 20, no. 2 (June 1987): 147–53. http://dx.doi.org/10.1177/0533316487202006.

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Stevens, Rachel, and Seamus O’Hanlon. "Intimate Oral Histories: Intercultural Romantic Relationships in Postwar Australia." Australian Historical Studies 49, no. 3 (July 3, 2018): 359–77. http://dx.doi.org/10.1080/1031461x.2018.1486444.

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Malik, Ashish, Liem Viet Ngo, and Russel P. J. Kingshott. "Power, resource dependencies and capabilities in intercultural B2B relationships." Journal of Services Marketing 32, no. 5 (August 13, 2018): 629–42. http://dx.doi.org/10.1108/jsm-01-2018-0006.

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PurposeThis exploratory study aims to analyse the influence of organisational resources and capabilities on relationship quality and firm performance in the context of high-technology offshore outsourcing service vendors.Design/methodology/approachUsing a qualitative case study design, data from four offshore business process and information technology outsourcing firms were analysed.FindingsFindings highlight that resource dependence, cultural orientation and the vendor’s resources and capabilities strengthen relationship quality and affect firm performance.Originality/valueThe distinctive contribution of this study lies in identifying key organisational mechanisms that improve relationship quality and firm performance, as well as help to understand the adverse effects of ethnocentricity and power faced by vendors and subsidiaries within diverse intercultural contexts. Study limitations and future research directions, along with implications for theory and practice, are also discussed.

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Harvey, Michael G., and David A. Griffith. "Developing effective intercultural relationships: The importance of communication strategies." Thunderbird International Business Review 44, no. 4 (June 27, 2002): 455–76. http://dx.doi.org/10.1002/tie.10029.

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Yeke, Selçuk, and Fatih Semerciöz. "Relationships Between Personality Traits, Cultural Intelligence and Intercultural Communication Competence." Procedia - Social and Behavioral Sciences 235 (November 2016): 313–19. http://dx.doi.org/10.1016/j.sbspro.2016.11.036.

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Dsauza, Cynthia. "A Review of “Intercultural Couples: Exploring Diversity in Intimate Relationships”." Journal of Couple & Relationship Therapy 9, no. 1 (January 29, 2010): 85–86. http://dx.doi.org/10.1080/15332690903473101.

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Miczo, Nathan, and Rebecca E. Welter. "Aggressive and Affiliative Humor: Relationships to Aspects of Intercultural Communication." Journal of Intercultural Communication Research 35, no. 1 (March 2006): 61–77. http://dx.doi.org/10.1080/17475740600739305.

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Routamaa, Vesa, Tiina M. Hautala, and Yukie Tsutzuki. "Managing intercultural differences: the relationships between cultures, values and personality." International Journal of Society Systems Science 2, no. 3 (2010): 269. http://dx.doi.org/10.1504/ijsss.2010.033494.

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Gao, Hongzhi, David Ballantyne, and John G. Knight. "Paradoxes and guanxi dilemmas in emerging Chinese–Western intercultural relationships." Industrial Marketing Management 39, no. 2 (February 2010): 264–72. http://dx.doi.org/10.1016/j.indmarman.2008.11.001.

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Ramayan, Srikumar K., Intan Abida Abu Bakar, Vijaya Sooria Sangaran Kutty, and Kamdoum Keren Rosa. "Causes of Intercultural Conflict and its Management Styles Among Students in Sunway University." Idealogy Journal 5, no. 2 (September 28, 2020): 199–214. http://dx.doi.org/10.24191/idealogy.v5i2.242.

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The purpose of this study is to discover the causes of intercultural conflict and its management styles among Sunway University students. A total of six participants were selected from among different departments at Sunway university. A qualitative method was used to achieve the objectives of this research through in-depth interviews. the causes of intercultural conflict and its management styles were assessed based on intercultural conflict and intercultural conflict management style theory. The participants’ feedback was transcribed and analyzed by using the deductive coding method which identified themes such as intercultural conflict, impact on intercultural conflict on relationships as well as intercultural conflict management styles that comprises of five categories, obliging, dominating, avoiding, compromising and integrating style. The results suggest, misunderstanding, as the main cause of intercultural conflict and it impacts people both positively and negatively depending on the situation. While suggesting avoiding style as the most used style of overcoming intercultural conflict among Sunway university students when it comes to gender, race, religion and cultural issues. The research findings will add to existing work on intercultural conflict and its management styles.

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Caetano, Ana Paula, Isabel Pimenta Freire, and Elsa Biscaia Machado. "Student Voice and Participation in Intercultural Education." Journal of New Approaches in Educational Research 9, no. 1 (January 15, 2020): 57–73. http://dx.doi.org/10.7821/naer.2020.1.458.

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This paper presents a multi-case study in the field of intercultural education and it refers to a project named “Voice of children and young people in the development of intercultural education”. The cases are critical action-research projects developed with three groups of middle and high school students. They participated in dialogic processes and shared leadership with their teachers. They co-designed projects, debated and became aware of critical issues related to cultural diversity in their educational communities. The purpose of the research is to analyze participatory processes and associated changes in relation to intercultural education and students’ voice frameworks. Personal changes of the students, such as self-awareness and attention to others and to relationships, and group changes such as cohesion, were underlined, as well as changes extended to other actors —teachers, other students, staff, tutors, and other members of the community— creating collaborative relationships, solidarity, and mutual recognition. There were visible changes during the most active period in which projects were held, but sometimes impacts still endured and deepened afterwards. This stresses the relevance of youngsters’ participatory projects engaged in intercultural processes and change.

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Pryshlyak, Oksana. "CONCEPTUALIZATION OF THE MODEL OF INTERCULTURAL COMPETENCE OF FUTURE PROFESSIONALS OF SOCIONOMIC PROFESSIONS." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 355–60. http://dx.doi.org/10.24144/2524-0609.2021.48.355-360.

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The relevance of the study is due to the fact that intercultural competence should be inherent in almost every professional, especially in the socionomic professions. This article describes the necessary prerequisites for conceptualizing the model of intercultural competence of future professionals in socionomic professions. The purpose of this article is to proceed on the basis of the generalization on the conceptualization of the model of intercultural competence of specialists of socionomic professions taking into account the challenges and requirements of modern society. We used theoretical methods in the study, namely analysis, abstraction, generalization, explanation and classification. The author analyzes the most typical and used definitions of the studied phenomenon, which are found in the scientific achievements of researchers and the basic concepts that underlie their interpretations. Based on the analysis of the scientific literature on this problem, we have attempted to identify and characterize the leading structural components of intercultural competence of socionomic professions: motivational, cognitive, activе, communicative, conative. Based on the generalization of theories and models of intercultural interaction and intercultural competence of researchers, an attempt was made to define the conceptualization of the model of intercultural competence of socionomic professions taking into account modern challenges. The development of this model will provide a fuller understanding of intercultural competence in the context of the peculiarities of the professional activities of specialists in socionomic professions and understanding the approaches to its formation. Further understanding of the relationships between the components of intercultural competence and the leading factors, that have a significant impact on them, will be the basis for producing hypotheses on their nature and detailing of character of relationships between them, which will allow us to understand the system of intercultural competence of socionomic professions in higher educational institutions.

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Kerdchoochuen, Jiraporn. "Speaking With A Stranger: Intercultural Classrooms Tensions And Managing Strategies." Journal of College Teaching & Learning (TLC) 8, no. 9 (August 22, 2011): 9–18. http://dx.doi.org/10.19030/tlc.v8i9.5640.

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An increasing number of Thai students are enrolling in international programs recently with the expectation of real-life intercultural learning experiences. Most teachers in intercultural classrooms in Thailand are native English-speaking teachers who come from different cultures and have different perspectives. These teachers roles, teaching styles and relationships with their Thai students all impact instructional success and achievement in an intercultural classroom. Conflicts and tensions are expected in an intercultural classroom where diverse cultures meet. In order to enhance the quality of international education and explore classroom interactions, relationships, and conflicts; this study used qualitative in-depth interviews with 20 native English-speaking teachers and 20 Thai students at four international colleges in Thailand. The results indicate that when native English-speaking teachers and Thai students interacted, they encountered 3 dialectical tensions: stability/change, openness/closedness, and separation/connection. Additionally, they employed 6 different strategies; selection, cyclical alteration, segmentation, integrative reframing, integrative moderation, and indifference; to negotiate those tensions.

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Mansouri, Fethi, and Amanuel Elias. "The Intercultural Dialogue Index (ICDI): An Index for Assessing Intercultural Relations." Social Indicators Research 155, no. 2 (January 28, 2021): 411–53. http://dx.doi.org/10.1007/s11205-021-02616-8.

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AbstractIntercultural dialogue (ICD) refers to a process of contact, interaction and exchange of views on the basis of equality, respect, and mutual understanding between individuals or groups from diverse backgrounds. A large body of research has discussed ICD and its potential value for fostering social cohesion and peaceful coexistence across difference. However, there is a lack of robust benchmark data that precludes researchers and practitioners from empirically testing assumptions and hypotheses pertaining to ICD. This article discusses the development of the Intercultural Dialogue Index (ICDI), a proposed composite index for measuring the extent to which ICD is being pursued and implemented as a diversity management tool within different countries. The index builds on the conceptual assumptions underpinning ICD, uses publicly accessible data, and applies methods that allow for replication, upgrading and comparability with relevant indices. This article assesses ICD prevalence for 51 countries based on three interrelated dimensions covering legislative and structural environments as well as opportunities for intercultural encounters. Altogether, 31 indicators across the three dimensions are identified and grouped under 10 broad components to capture both macro- and micro-level factors affecting ICD and intergroup relationships nationally and globally. The article briefly summarises some preliminary ICDI findings and discusses key methodological constraints and conceptual challenges. Theoretical and practical implications of ICDI are also provided.

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Skowroński, Dariusz P., Atifa Bte Othman, Daniel Tan Wen Siang, Gabriel Lum Wei Han, Jeremy Wong Jia Yang, and Katarzyna Waszyńska. "The Outline of Selected Marital Satisfaction Factors in the Intercultural Couples based on the Westerner and non-Westerner relationships." Polish Psychological Bulletin 45, no. 3 (September 1, 2014): 346–56. http://dx.doi.org/10.2478/ppb-2014-0042.

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AbstractThe paper investigates the various factors from a socio-cultural perspective that have a bearing on the intercultural couple’s marital satisfaction in Westerner and non-Westerner relationships, and how cultural differences may potentially amplify the difficulties, which non-intercultural couples themselves are already likely to face. These factors include acculturation, language and communication, attitudes toward marriage, individual traits and behaviours, support of the family, societal views, gender roles, managing of the household finances and child rearing. Certain theories are also highlighted in an attempt to explain why these cultural differences have such a profound effect on the marital satisfaction of intercultural couples.

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Burdett, Jane. "Students achieving intercultural competence through group work: realised or idealised?" Journal of International Education in Business 7, no. 1 (April 29, 2014): 14–30. http://dx.doi.org/10.1108/jieb-05-2013-0017.

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Purpose – The purpose of this study was to explore local and international business students' perceptions of their intercultural group work experience as a mechanism for developing intercultural competence and group work skills. Design/methodology/approach – Using qualitative interviews, the group work experiences of 11 final-year undergraduate local and international students in a business program in a large Australian university were analysed. Findings – The findings suggest that international and local students working together on group assignments create social and academic situations that result in “at best” limited positive intercultural learning and relationships. Differences in expectations, motivations, language fluency, trust and relationship issues were evident when students collaborated on group assignments. Thus, it appears that group assignments are potentially flawed mechanisms for delivering the goals of intercultural competence and group work skills in business students. Practical implications – Although this exploratory study is limited in scope, the research has implications for pedagogical strategies, in particular, the use and design of group assignments and the preparation of students for working on group tasks in intercultural groups. It also has implications for developing effective learning mechanisms that lead to improved student intercultural competence, greater socio-cultural engagement and the academic success of international and local business students, as well as positive learning experiences for all. Originality/value – The findings of this study are likely to be a useful resource for university staff considering the use of group work assignments for the development of intercultural understanding and competence and collaborative skills.

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Bakker, Winny, Jan Pieter van Oudenhoven, and Karen I. van der Zee. "Attachment styles, personality, and Dutch emigrants' intercultural adjustment." European Journal of Personality 18, no. 5 (July 2004): 387–404. http://dx.doi.org/10.1002/per.515.

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The present study examines the relationship of adult attachment styles with personality and psychological and sociocultural adjustment. A sample of 847 first‐generation Dutch emigrants filled out measures for attachment styles, the Big Five, and indicators of psychological and sociocultural adjustment. Positive relationships were found between Secure attachment on the one hand and psychological and sociocultural adjustment on the other. Ambivalent attachment was strongly negatively associated with psychological adjustment. Dismissive attachment was mildly negatively related to sociocultural adjustment. Significant relations were found between attachment styles and the Big Five dimensions, particularly Extraversion and Emotional Stability. The attachment scales were able to explain variance in sociocultural adjustment beyond that explained by the Big Five dimensions. Intercultural adjustment is discussed from a transactional view of personality. Copyright © 2004 John Wiley & Sons, Ltd.

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Andonian, Lynne, and Ruth Rosenblum. "Faculty led study abroad: Influences on student intercultural communication, interprofessional attitudes, and professional identity." Journal of Nursing Education and Practice 7, no. 11 (June 1, 2017): 1. http://dx.doi.org/10.5430/jnep.v7n11p1.

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Interprofessional education is valued within healthcare professional programs as reflected in accreditation standards and program outcomes as well as college-wide initiatives. Little is known about the relationships between interprofessional attitudes among healthcare students (nursing, occupational therapy, social work), their degree of intercultural communication skills, and their professional identity. Thirty three students participating in interprofessional faculty-led study abroad completed pre- and post- measures of the constructs under study: interprofessional attitudes, intercultural communication, and professional identity. Statistically significant positive relationships were found between interprofessional attitudes and intercultural communication skills which are discussed as well as implications for education and practice. This quantitative, descriptive study explored relationships between the variables which included cultural communication, interprofessional attitudes, and professional identity. This study supports the need for interprofessional exposure and experience for healthcare students. Educational pedagogy and practices will need to be adjusted to allow for increased emphasis on these variables, specifically for students in service-oriented health related fields.

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Sedgwick, Alicia, and Stephanie Atthill. "Nursing Student Engagement in Cultural Humility Through Global Health Service Learning: An Interpretive Phenomenological Approach." Journal of Transcultural Nursing 31, no. 3 (August 23, 2019): 304–11. http://dx.doi.org/10.1177/1043659619870570.

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Introduction: This study explored how global health service learning supported nursing student engagement in the process of cultural humility and how it shaped student understanding of themselves and their ability to develop supportive intercultural relationships. Methods: Written reflections were collected from eight second-year students while on a 9-day practicum in a low-resource Caribbean country. Six students participated in posttrip interviews. Thematic analysis was used to illuminate the students’ lived experience. Results: Four student themes emerged: (1) overcoming challenges, (2) opening our eyes, (3) seeing difference as a strength, and (4) learning with and from each other. While participants were inherently ethnocentric, the process of cultural humility curbed their sense of superiority and enabled the development of supportive intercultural relationships with their hosts. Discussion: This global health service learning was an effective strategy to enhance student nurses’ learning about themselves and intercultural relationships and to develop the attributes of cultural humility.

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Spijkerman, Hans, Yvonne W. M. Benschop, and Joost Bücker. "Constructive intercultural contact: yes we can. Introduction of a new concept." Equality, Diversity and Inclusion: An International Journal 37, no. 7 (September 18, 2018): 649–63. http://dx.doi.org/10.1108/edi-05-2016-0042.

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Purpose The purpose of this paper is to introduce the concept of constructive intercultural contact. This concept refers to intercultural contact in which majority as well as minority participants are intercultural effective, i.e. can perceive themselves as comfortable and successful. Design/methodology/approach This study is based on exploration and review of intergroup, contact, acculturation and organization literature. Findings Five input elements of constructive intercultural contact are distinguished: responsibility, deliberate choice to postpone judgment, acknowledging the relative relevance of cultural differences, perspective taking and respect. What participants have to do to make constructive intercultural contact in organizations not only possible between colleagues, but also in hierarchical relationships is elaborated by reflection on the interrelation between majority/minority and manager/employee positions in constructive intercultural contact. Originality/value This paper contributes to diversity management literature by introducing a new concept which, focusing on the interaction level, explains how participants can make intercultural contact into a comfortable and successful experience for both. Other contributions are the differentiation between majority and minority actors and the elaboration of the complexity of intercultural employee/manager contacts.

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Benazzi, João Renato De Souza Coelho. "Identidade, estilo de vida e consumo: uma análise conceitual de suas inter-relações a partir do multiculturalismo e da interculturalidade no campo de estudo da comunicação." Diálogo com a Economia Criativa 1, no. 1 (June 8, 2016): 47. http://dx.doi.org/10.22398/2525-2828.1147-59.

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Este ensaio discute as relações entre o conceito de identidade, sua expressão por meio de estilos de vida na contemporaneidade e impactos relevantes nos processos de comunicação intercultural. O foco da análise recaiu sobre do papel que processos de comunicação intercultural desempenham na construção das imagens sobre si e sobre os outros, do sujeito reflexivo, fragmentado, descentrado e marcado por seus estilos de vida. Explorouse também a perspectiva de análise de processos de comunicação multiculturais a partir da interculturalidade. Neste contexto, é importante pensar a comunicação intercultural a partir dos relacionamentos fluidos, do simbólico e do imaginário da recepção e não apenas da representação legitimadora de categorias tradicionais de análise. É uma perspectiva de reflexão que privilegia as características culturais do processo e que se mostra, a um só tempo, fragmentada, fluida e dinâmica. Identity, lifestyle and consumption: a conceptual analisys of their inter relationship within the context of multiculturalism and interculturality in communication studiesAbstractThis essay discusses the relationship between the concept of identity, its expression through lifestyles in the contemporanity and relevant impacts in intercultural communication processes. The analysis focuses on the role that intercultural communication processes play in the construction of images of ourselves and others, and on the contemporary subject, marked by his reflectiveness, fragmentation and by his lifestyle. It also analyses multicultural communication processes from an intercultural perspective. In this context, it is important to reflect on intercultural communication from its fluid relationships, from a symbolic viewpoint and from the imaginary perspective of reception, and not only from the legitimizing perspective and representation of traditional analytic categories. It is an analytical perspective that favors the cultural faces of the process and puts in evidence, at the same time, its fragmente , fluid and dynamic characteristics.

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Orozco-Vargas, Paola Gissella, Carlos Mario Fernandez Diaz, Raul Delgado Arenas, Miguel Angel Perez Perez, Robert Manguinuri Chota, and Yolanda Ramirez-Villacorta. "Intercultural Competencies in Graduate Students of a Private University in Lima." International Journal of Higher Education 9, no. 9 (November 2, 2020): 59. http://dx.doi.org/10.5430/ijhe.v9n9p59.

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Over the years, the importance of good relationships to carry out healthy teamwork in our diverse land has become evident in the world. Putting on the table the importance of having suitable intercultural skills for the realization of these. In this framework, the purpose of the study was to know the level of intercultural competences of graduate students from a private university in Lima, from a non-experimental quantitative approach with a simple descriptive scope. The population was 1000 students and the samples were made up of 296 master's students. The instrument was a questionnaire of intercultural competences. It was found as results that 36.0% have very adequate intercultural competences and the predominant dimension was intercultural sensitivity, presenting a very adequate level of 83.0% with a predominance of (Wald = 16.842) compared to the other Intercultural Awareness dimensions with (Wald = 9.654) and rejecting the general hypothesis that proposed the intercultural ability which obtained (Wald = 7.432). Concluding that, from this study, strategies should be generated that strengthen the development of intercultural competences with emphasis on its most lacking indicators in master students because they are primarily responsible for guiding the training of future professionals in all areas.

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Bush, V. D., G. M. Rose, F. Gilbert, and T. N. Ingram. "Managing Culturally Diverse Buyer-Seller Relationships: The Role of Intercultural Disposition and Adaptive Selling in Developing Intercultural Communication Competence." Journal of the Academy of Marketing Science 29, no. 4 (October 1, 2001): 391–404. http://dx.doi.org/10.1177/03079450094234.

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Almeida, F. H. Eduardo. "Work and Organization through Intercultural Dialogue." Concepts and Transformation 4, no. 2 (December 31, 1999): 205–23. http://dx.doi.org/10.1075/cat.4.2.06alm.

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This article presents 25 years of experience with the theory and practice conducted through the intercultural relationships between an indigenous rural Mexican community and a team of urban professionals who became an insider partner in regional human and community development. The first section offers the synchronic and diachronic aspects of the epistemological perspective that has been evolving over the years; the theoretical basis that includes three challenges and six levels; and the methodology of presence, interdisciplinarity and agency. The second section is the narrative of the experience. It was rewarding and enriching to discover at international psychology congresses the convergence of our approach with that currently used by the social relational constructionist group led by Dian Marie Hosking.

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Mann, David P. "Toward Understanding Gift-Giving in Relationships." Missiology: An International Review 18, no. 1 (January 1990): 39–60. http://dx.doi.org/10.1177/009182969001800105.

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As the subject of stewardship is taught in a church where Western missionaries work in close collaboration with African church leaders, intercultural friction is inevitable. One culture stresses interconnectedness and sharing; the other emphasizes independence and self-sufficiency. But both see wealth as a primary means of expressing those values. This article reviews aspects of economic anthropology which relate to gift-giving, analyzes parts of the Dowayo culture, and draws missiological conclusions. Understanding the economic assumptions of a culture can inform biblical teaching on Christian stewardship and aid its integration into the life of the church.

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Inguglia, Cristiano, and Pasquale Musso. "Intercultural Profiles and Adaptation Among Immigrant and Autochthonous Adolescents." Europe’s Journal of Psychology 11, no. 1 (February 27, 2015): 79–99. http://dx.doi.org/10.5964/ejop.v11i1.872.

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Few studies examine relationships between intercultural strategies and adaptation among adolescents using a person-oriented approach. Framed from an intercultural psychology perspective, this study used such an approach in order to examine the influence of intercultural profiles, patterns of relationships among variables related to intercultural strategies, on the adaptation of adolescents of both non-dominant and dominant groups. Two hundred and fifty-six adolescents living in Italy and aged from 14 to 18 participated to the study: 127 immigrants from Tunisia (males = 49.61%) and 129 autochthonous (males = 44.19%). Data were collected through self-report questionnaires. Using cluster analytic methods to identify profiles, the results showed that immigrant adolescents were divided in two acculturation profiles, ethnic and integrated-national, with adolescents belonging to the latter showing higher self-esteem, life satisfaction and sociocultural competence than the former. Also among autochthonous adolescents two acculturation expectation profiles were identified, not-multicultural and multicultural, with adolescents belonging to the latter showing higher self-esteem and life satisfaction than the former. Findings highlight the importance of using multiple indicators in order to gain a more comprehensive understanding of the acculturation process as well as suggesting implications for the social policies in this field.

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Vasilyeva, Ekaterina D., and Nadezhda M. Lebedeva. "Sino-Russian Intercultural Communication Research: Literature Review." RUDN Journal of Psychology and Pedagogics 17, no. 1 (December 15, 2020): 51–63. http://dx.doi.org/10.22363/2313-1683-2020-17-1-51-63.

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International relations between China and Russia have a long-lasting history. At the same time interpersonal contacts between these two ethnic groups face difficulties associated with language, cultural distance, prejudices and other factors. This article presents a review of studies on the problem of Russian-Chinese intercultural interaction. Due to its interdisciplinary nature the studies are scattered both methodologically and with respect to its theoretical foundations. In this regard, we conditionally divide the considered works into four main areas: studying the perception of the image of Russia and China among Russians and Chinese, classification of Sino-Russian communication barriers, cross-cultural analysis of communication components, and indigenous concepts of Chinese psychology related to the process of intercultural interaction. A brief review of the modern research results gained by Russian and Chinese authors on effective communication and building trustful relationships is given. The results of studies revealing important differences at the level of verbal and non-verbal communication are presented. Particular attention is paid to cross-cultural research aimed at identifying etic and emic attributes of the situation of intercultural interaction. The most common approaches to understanding the concept of trust and its operationalization in Chinese studies are described. The importance of further studying mechanisms of building trustful relationships between representatives of the two countries is noted. In conclusion, unresolved problems and current trends in the study of intercultural communication are identified.

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Grosse, Christine Uber. "Managing Communication within Virtual Intercultural Teams." Business Communication Quarterly 65, no. 4 (December 2002): 22–38. http://dx.doi.org/10.1177/108056990206500404.

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As global companies increasingly rely on virtual teams to conduct short- and long- term projects, business students need to be prepared to manage the communication of intercultural teams. Communicating across cultures using technology can be a difficult task. It requires understanding the advantages and limitations of technol ogy and how to build relationships via technology. Virtual team members need to choose an appropriate communication channel for their purposes and be sure to balance distance work with face-to-face communication. Team leaders should encourage open communication and brainstorming, and avoid assignment of blame. Other strategies for success include: 1) develop a network of good relation ships built on trust and understanding, 2) show respect for other cultures and lan guages, and 3) understand how diversity strengthens the team.

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Vargas-Hernández, José G. "Critical Analysis of Socio-Intercultural Entrepreneurship." International Journal of Sustainable Entrepreneurship and Corporate Social Responsibility 6, no. 2 (July 2021): 28–44. http://dx.doi.org/10.4018/ijsecsr.2021070103.

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This paper aims to elaborate a critical assessment of socio-intercultural entrepreneurship based on the analysis of recent developments. The study is supported on the assumption that culture is a platform for the socio-cultural entrepreneurial. This research questions the advances of socio-intercultural entrepreneurship based on specific practices in different cultures. The research methodology employed is the exploratory and analytical instruments based on the literature review and the transference of findings to a specific implementation. Some of the concluding remarks are centered on the finding that the socio-intercultural dimensions have relationships with the entrepreneurship orientation and its behaviors although the entrepreneurial practices may vary in different cultures, in such a way that the same entrepreneurial practices may be successful in one culture but dysfunctional in another.

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Journal articles on the topic 'Intercultural relationships'

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