Evaluating Intercultural Sensibility in Compulsory Secondary Education: The Case of Salamanca (Spain)

Evaluating Intercultural Sensibility in Compulsory Secondary Education: The Case of Salamanca (Spain)

Paloma No-Gutiérrez (Universidad de Salamanca, Salamanca, Spain), María-José Rodríguez-Conde (Universidad de Salamanca, Salamanca, Spain) and Eva-María Torrecilla-Sánchez (Universidad de Salamanca, Salamanca, Spain)
Copyright: © 2018 |Pages: 15
DOI: 10.4018/JITR.2018100101

Abstract

The heterogeneity in the Spanish educational system has made it essential to develop certain skills to be a model citizenship. One of those is intercultural sensitivity. But before establishing a program to develop it, it is crucial to know its level in the students. Conscious of this social reality a research was done to study the level of intercultural sensitivity in students in the level of Secondary Compulsory Education of two schools in the region of Salamanca (Spain). The sample consisted of 220 people from two different schools, one public and one private. One of the main objectives is to see if there are significant differences in the answers given depending on the variables gender, ownership of the school and nationality (differentiating between native and foreign). On a first review, it was discovered, in general, there were not significant differences on the answers depending on type of school, gender or nationality.
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Intercultural Communication Competence And Intercultural Sensitivity

Because of this, it is vital to develop certain skills, such as intercultural communication competence and intercultural sensitivity.

Chen & Starosta (1996) presented five trends important for a global society in which intercultural communication competence becomes a required ability for a sensible citizenship in the 21st century (Chen, 1997): first of all, the development of communication and transportation technology links people of different cultural backgrounds all around the world, the globalization of world economy requires employees to communicate with those in other parts of the world, also, the widespread population migrations across national borders have drastically changed the “structure” of a much more culturally diverse society, that diversity is responsible for the development of multiculturalism that helps to understand people who are different in race, culture, age, gender, and language, and, lastly, the de-emphasis of nation-state had led nations people to reaffirm gender and ethnic differences inside the country.

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