Date of Award
Spring 6-14-2024
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Psychology
First Advisor
Joseph Ferrari, PhD
Second Advisor
Megan Greeson, PhD
Third Advisor
Olya Glantsman, PhD
Abstract
The globalized nature of the world we live in, and the rapidly evolving technologies we have become accustomed to, have resulted in a highly interconnected worlds where meeting persons hailing from different cultural backgrounds is not only possible but highly probable. Consequently, intercultural communication is an important and prized competence which allows for meaningful encounters that lead to better relationship outcomes. An important context wherein these dynamics often play out are educational institutions given their active recruitment of international students. Despite such a trend and the resulting greater likelihood of intercultural encounters, most students lack intercultural communication and relationship building skills. Such lack of intercultural competence often results in discrimination and misunderstandings between persons with significantly different cultural identities.
The present study evaluated an intercultural intervention held at a mid-size college in a Midwestern state in the United States of America. Utilizing the embedded approach within mixed methodology, the study assessed whether and how intercultural intervention achieved its goals in improving intercultural communication in its participants as well as fostering friendships between participants and international students.
The quantitative component ascertained three hypotheses, namely that; 1) participants’ post personal report of intercultural communication apprehension (PRICA: Neuliep & McCroskey, 1997) scores were statistically lower post intervention; 2) that friendship across several dimensions had increased as a result of the intervention; and, 3) that there were no statistically significant differences in post-intervention PRICA scores throughout the various years the program was offered. A paired samples T-test assessed Hypothesis 1, while a Wilcoxon signed rank analysis was utilized to analyze differences in friendship, and an ANOVA was utilized to identify any significant differences in mean post-intervention PRICA scores over the years. Results indicated that there were no significant differences between pre and post reports for intercultural communication apprehensions, as well no incremental differences in rates of friendships. Additionally, there were no statistically significant differences between the post scores for intercultural communication apprehension between the different years. Such a result indicated that our hypotheses were rejected.
In the qualitative component, a second study, 14 former participants within the program were interviewed to understand the impact of the program on their intercultural communication and friendships with international students. Utilizing a thematic analysis, transcripts of the interview were analyzed in an open-coding format to create codes. Once the codes were identified, they were categorized in themes and sub-themes and the transcript re-analyzed using the new themes and sub-themes. Four themes emerged from the analysis, namely: 1) coming into the program; 2) how the program achieved its goals; 3) impacts; and, 4) obstacles. Results indicated that overall improvement in intercultural communication was achieved but that friendship with international students was not meaningfully achieved. Participants offered several categories of reasons why this was the case, including cultural, logistical, programmatic, Covid-19, and demographic barriers.
Despite an imperfect convergence, results indicated that while a positive impact on intercultural communication was achieved through various events and the work culture of the program, the friendship with international students’ objective was not achieved. Implications and recommendations were discussed.
Recommended Citation
Camilleri, Andrew Peter, "Talking to Strangers: A Mixed-Methods Evaluation Study of an Intercultural Intervention" (2024). College of Science and Health Theses and Dissertations. 522.
https://via.library.depaul.edu/csh_etd/522
SLP Collection
no