Understanding elementary and secondary students' representation of cultural differences as reflected in the process of intercultural communication in school contexts

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Title: Understanding elementary and secondary students' representation of cultural differences as reflected in the process of intercultural communication in school contexts
Authors: Sanhueza Henríquez, Susan Valeria | Cardona Moltó, María Cristina | Friz Carrillo, Miguel
Research Group/s: Grupo de Investigación Interdisciplinar en Docencia Universitaria (GIDU)
Center, Department or Service: Universidad de Alicante. Departamento de Psicología de la Salud
Keywords: Intercultural communication | Elementary and secondary students | Cultural diversity | Multicultural classrooms | Spain
Knowledge Area: Métodos de Investigación y Diagnóstico en Educación
Issue Date: 11-Feb-2015
Publisher: Routledge
Citation: Nordic Psychology. 2015, 67(1): 65-86. doi:10.1080/19012276.2014.997785
Abstract: The purpose of this study was to describe and discuss students' perceptions and attitudes toward cultural differences as reflected in the processes of intercultural communication in culturally diverse classrooms. We chose a multiple-case study design to interview students from diverse cultural backgrounds enrolled in multicultural elementary (n = 14) and secondary (n = 30) schools in the province of Alicante, Spain. Results showed that communication among cultures is complex and can be characterized by feelings of isolation, need for social acknowledgment, and attitudes of avoidance. In addition, differences in attitudes toward culturally diverse students were found between elementary and secondary school respondents, with secondary interviewees being less positive than elementary interviewees. Results also showed evidence of stereotypes about the learning potential of students from immigrant origin, leading to the need to model and change students' representation and attitudes toward cultural differences. Teacher training in diverse methods are recommended in order to enhance the internalization of concepts and the ability to confront fears, misconceptions and misinformation of students.
Sponsor: This study was supported by a grant from the University of Alicante, Vice-Rectorate of Institutional Relations and International Cooperation [Ref. 20065-2010/6], Alicante, Spain, and by the Technological and Scientific National Research Commission (CONICYT), Chile [grant number 1140864].
URI: http://hdl.handle.net/10045/44806
ISSN: 1901-2276 (Print) | 1904-0016 (Online)
DOI: 10.1080/19012276.2014.997785
Language: eng
Type: info:eu-repo/semantics/article
Rights: © 2015 The Editors of Nordic Psychology
Peer Review: si
Publisher version: http://dx.doi.org/10.1080/19012276.2014.997785
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INV - DEG - Artículos de Revistas
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