Welcome to the InfoSci Platform
Reference Hub1
Developing Intercultural Fluency Through Co-Curricular Programs

Developing Intercultural Fluency Through Co-Curricular Programs

Adam Peck, Trisha C. Gott, Terrence L. Frazier
Copyright: © 2020 |Pages: 18
ISBN13: 9781799841081|ISBN10: 1799841081|ISBN13 Softcover: 9781799852384|EISBN13: 9781799841098
DOI: 10.4018/978-1-7998-4108-1.ch007
Cite Chapter Cite Chapter

MLA

Peck, Adam, et al. "Developing Intercultural Fluency Through Co-Curricular Programs." Developing an Intercultural Responsive Leadership Style for Faculty and Administrators, edited by Ashley D. Spicer-Runnels and Teresa E. Simpson, IGI Global, 2020, pp. 95-112. https://doi.org/10.4018/978-1-7998-4108-1.ch007

APA

Peck, A., Gott, T. C., & Frazier, T. L. (2020). Developing Intercultural Fluency Through Co-Curricular Programs. In A. Spicer-Runnels & T. Simpson (Eds.), Developing an Intercultural Responsive Leadership Style for Faculty and Administrators (pp. 95-112). IGI Global. https://doi.org/10.4018/978-1-7998-4108-1.ch007

Chicago

Peck, Adam, Trisha C. Gott, and Terrence L. Frazier. "Developing Intercultural Fluency Through Co-Curricular Programs." In Developing an Intercultural Responsive Leadership Style for Faculty and Administrators, edited by Ashley D. Spicer-Runnels and Teresa E. Simpson, 95-112. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-4108-1.ch007

Export Reference

Mendeley
Favorite

Abstract

Intercultural competency is a skill that is not only necessary to live in an increasingly diverse and inter-connected world but also one that is highly prized by employers as well. For those who design effective ways to leverage the context of co-curricular experiences to create meaningful intercultural learning, this kind of learning is not always treated with the kind of complexity it deserves. Intercultural competency may be treated in dualistic terms regarding whether students “have it” or “do not have it.” This is true of many other learning outcomes as well. Students may demonstrate vastly different levels of intercultural understanding even as they intentionally pursue improvement with regard to their skill in this area. This chapter uses Bennet's Development Model of Intercultural Sensitivity as a framework for explaining variations in cultural skill both as a means of assessing a student's competency in this area and for planning their intercultural growth as they proceed through our programs and experiences.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.