Classroom Approaches and Japanese College Students' Intercultural Competence.

Classroom Approaches and Japanese College Students’ Intercultural Competence by Joan Gilbert MA, Columbia University, Teachers College, 1996 BA, University of California, Los Angeles, 1983 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University November 2017 Abstract Preparing college students to be contributing members of local and global societies requires educators to analyze the capabilities and needs of their students and to adjust instructional content and practice. The purpose of this mixed-methods study was twofold: (a) to explore how classroom approaches designed to facilitate students’ questioning of assumptions and beliefs regarding different cultural beliefs, social structures, and practices might influence Japanese college students’ self-reported development of intercultural competence, and (b) to investigate whether or not the students developed their potential for intercultural competence. Mezirow’s transformative learning theory informed this study. Archival qualitative data were from 137 Japanese undergraduate students’ journals from a course with approaches designed to facilitate questioning their assumptions and beliefs. Multilevel coding was used to support thematic analysis. Archival quantitative data of students’ pretest and posttest scores on the Intercultural Adaptation Potential Scale (ICAPS) were too few for meaningful analysis. Limited trend interpretations of the quantitative data helped support the qualitative data findings. Key findings included students identifying the importance of opportunities to discuss conflicting cultural beliefs, social structures, and practices; several questioned their assumptions and enhanced their intercultural competence. Expanded research into the challenge of enhancing cultural competence is needed. Positive social change is possible when intercultural competence and understanding the importance of dealing with cultural conflicts in an informed manner are enhanced. Students who expand their comfort levels and understandings will gain membership into multiple societies, reflect critically on their worldviews, and be able to take positive actions during conflicts.Preparing college students to be contributing members of local and global societies requires educators to analyze the capabilities and needs of their students and to adjust instructional content and practice. The purpose of this mixed-methods study was twofold: (a) to explore how classroom approaches designed to facilitate students’ questioning of assumptions and beliefs regarding different cultural beliefs, social structures, and practices might influence Japanese college students’ self-reported development of intercultural competence, and (b) to investigate whether or not the students developed their potential for intercultural competence. Mezirow’s transformative learning theory informed this study. Archival qualitative data were from 137 Japanese undergraduate students’ journals from a course with approaches designed to facilitate questioning their assumptions and beliefs. Multilevel coding was used to support thematic analysis. Archival quantitative data of students’ pretest and posttest scores on the Intercultural Adaptation Potential Scale (ICAPS) were too few for meaningful analysis. Limited trend interpretations of the quantitative data helped support the qualitative data findings. Key findings included students identifying the importance of opportunities to discuss conflicting cultural beliefs, social structures, and practices; several questioned their assumptions and enhanced their intercultural competence. Expanded research into the challenge of enhancing cultural competence is needed. Positive social change is possible when intercultural competence and understanding the importance of dealing with cultural conflicts in an informed manner are enhanced. Students who expand their comfort levels and understandings will gain membership into multiple societies, reflect critically on their worldviews, and be able to take positive actions during conflicts. Classroom Approaches and Japanese College Students’ Intercultural Competence by Joan Gilbert MA, Columbia University, Teachers College, 1996 BA, University of California, Los Angeles, 1983 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University November 2017 Dedication I dedicate this dissertation study to my late mom, who always believed in me. In addition to her love and support, she showed me that with a passion for learning, I could bring meaning to my life. I hope that through believing in my son, Yoshihide, he will also find the joy of learning and use his special gift of fostering cultural understandings. Acknowledgments I would like to thank my dissertation committee: Dr. James Keen, for challenging me to go beyond my comfort zone to help me develop cognitively, and Dr. Christina Dawson, for making me aware of alternative interpretations and encouraging me when I was dispirited, and Dr. Estella Jorgensen, for her valuable feedback and patience. In addition to my committee, I would like to extend special gratitude to Dr. Cheryl Keen, who stepped in at crucial times and showed me the true meaning of “knowing” and “passion. ” I strive to be a leader like her—firm, compassionate, and knowing. I would also like to thank my peer debriefer, Dr. Carol Koller, who provided impartial views and constructive feedback to ensure trustworthiness of the findings. Her professional and friendly manner helped me endure the process of making revisions and adding depth. I would also like to extend my sincere gratitude to Dr. Hiroyuki Tanaka and Dr. Takashi Terachi, who made it possible for me to conduct my study. I hope that this study and future studies will have positive influences on the university and students now and in the future as they use their capabilities to contribute to local and global societies with compassion and understandings. Without my family and friends, I would have found it difficult to complete this study. In particular, my family for all their love and support, and my husband, Hideshige, who has been and continues to be loving, patient, and understanding, and my friend, Etsuko Ofuka, whom I thank for listening to, consoling, and encouraging me all these years.