Intercultural Sensitivity of Teachers in a Culturally Heterogeneous Context in Serbia: Accepting Cultural Differences or Overrating One’s Intercultural Sensitivity?
Keywords:
Developmental Model of Intercultural Sensitivity, Teachers, Intercultural Development Inventory – IDI®, Developmental and Perceived Orientation, Dunning–Kruger effect
Abstract
The subject of this article is intercultural sensitivity of teachers in a culturally heterogeneous context in Serbia, defined in accordance with the Developmental Model of Intercultural Sensitivity of Milton Bennett. The main objective of this research was to determine the following: a) average developmental orientation and perceived orientation scores of the teachers; b) frequency of participants in different stages of developmental orientation; c) whether there are significant differences between the developmental and the perceived orientation of teachers; d) whether the gap between the perceived and the developmental orientation varies across the developmental continuum in line with the supposition of the Dunning–Kruger effect. The sample consisted of 76 elementary school teachers from Vojvodina and South Serbia. Furthermore, the Intercultural Development Inventory (IDI®), used in this research, is based on the theoretical foundations of the selected model of intercultural sensitivity. The results indicate that the mean developmental orientation of teachers is in the range of minimization, while they perceive themselves as more interculturally sensitive, in alignment with the ethno-relativistic orientation of acceptance. Differences between the perceived and the developmental orientation are significant. The gap between the perceived and the developmental orientation decreases with higher intercultural sensitivity, meaning that those teachers who are interculturally sensitive are more objective in assessing their own intercultural sensitivity in comparison with those who are less interculturally sensitive. Implications of the obtained results, when it comes to the professional roles of teachers and their development as reflexive practitioners, are further discussed in this article.
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Hammer, M. R. (2015). The developmental paradigm for intercultural competence research. International Journal of Intercultural Relations, 48, 12–13. https://doi.org/10.1016/j.ijintrel.2015.03.004
Hammer, M.R. (2022). A Response to Punti and Dingel’s Critique of the Validity of the Intercultural Development Inventory for BIPOC Students. Comment on Punti, G.; Dingel, M. Rethinking Race, Ethnicity, and the Assessment of Intercultural Competence in Higher Education. Educ. Sci. 2021, 11, 110. Education Science, 12, 176. https://doi.org/10.3390/educsci12030176
Hammer, M. R., Bennett, M. J., & Wiseman, R. (2003). Measuring intercultural sensitivity: The Intercultural Development Inventory. International Journal of Intercultural Relations, 27(4), 421–443. https://doi.org/10.1016/S0147-1767(03)00032-4
He, Y., Lundgren, K., & Pynes, P. (2017). Impact of short-term study abroad program: Inservice teachers' development of intercultural competence and pedagogical beliefs. Teaching and Teacher Education, 66, 147–157. https://doi.org/10.1016/j.tate.2017.04.012
Hess, R. D., & Shipman, V. C. (1965). Early experience and the socialization of cognitive modes in children. Child Development, 36(4), 869–886. https://doi.org/10.2307/1126930
Jokić, T., & Petrović, D. S. (2016). Interkulturalna osetljivost nastavnika i činioci uspešnog sprovođenja interkulturalnog obrazovanja u Srbiji [Intercultural sensitivity of teachers and factors for successful implementation of intercultural education in Serbia]. In D. S. Petrović, & T. Jokić (Eds.), Interkulturalno obrazovanje u Srbiji – Regulativni okvir, stanje i mogućnosti za razvoj (pp.128–154). Centar za obrazovne politike.
Korthagen, F. A. J. (2014). Promoting core reflection in teacher education: Deepening professional growth. International Teacher Education: Promising Pedagogies (Part A), 22, 73–89. https://doi.org/10.1108/S1479-368720140000022007
Ladson-Billings, G. (2012). Through a glass darkly: The persistence of race in education research & scholarship. Educational Researcher, 41(4), 115–120. https://doi.org/10.3102/0013189X12440743
Leutwyler, B., Mantel, C., Petrović, D., Dimitrijević, B. M., & Zlatković, B. (2014). Teachers’ beliefs about intercultural education: Different levels of intercultural sensitivity in schooling and teaching. Educational Research, 5(8), 280–289. http:/dx.doi.org/10.14303/er.2014.196
Lewis, O. (1998). The culture of poverty. Society, 35, 7–9. https://doi.org/10.1007/BF02838122
Matsumoto, D., & Hwang, H. C. (2013). Assessing cross-cultural competence: A review of available tests. Journal of cross-cultural psychology, 44(6), 849–873. https://doi.org/10.1177/0022022113492891
Macura-Milovanović, S. (2008). Specifični problemi u obrazovanju romske dece [Specific problems in the education of Roma children]. Uzdanica, 5(2), 177–185.
Macura-Milovanović, S., & Peček, M. (2013). Attitudes of Serbian and Slovenian student teachers towards causes of learning underachievement amongst Roma pupils. International Journal of Inclusive Education, 17(6), 629–645. https://doi.org/10.1080/13603116.2012.703247
Mahon, J. (2009). Conflict style and cultural understanding among teachers in the western United States: Exploring relationships. International Journal of Intercultural Relations, 33(1), 46–56. https://doi.org/10.1016/j.ijintrel.2008.12.002
Mantel, C., Simić, N., Petrović, D., & Leutwyler, B. (2012). Notions of cultural differences amongst teacher education students in the Serbian and Swiss Context. In A. Baucal, & J. Radišić (Eds.), Patchwork. Learning diversities: Conference proceedings of the EARLI conference (pp. 183–190). Institute of Psychology
Paige, R. M., Jacobs-Cassuto, M., Yershova, Y. A., & DeJaegherea, J. (2003). Assessing intercultural sensitivity: An empirical analysis of the Hammer and Bennett Intercultural Development Inventory. International Journal of Intercultural Relations, 27(4), 467–486. https://doi.org/10.1016/S0147-1767(03)00034-8
Payne, R. (2005). A Framework for Understanding Poverty (4th rev. ed.). Aha process Inc.
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