Dynamic Supporters and Detractors: Examining Relationships Across Intercultural Values and Higher Education Applications

• In Event: Public Scholarship to Foster Positive Intercultural Relations

Abstract

Are institutions of higher education (IHEs) bringing the full benefit of critical inquiry and resources to bear on structures and norms that promote cultural understanding and positive intercultural relations? The researchers discuss institutional analyses and related case examples concerning practices to promote student cultural competencies and campus priorities.

The objectives of this presentation and audience dialogue aim to: (1) compare risk/protective factors from individual and institutional perspectives related to cultural tolerance, (2) demonstrate institutional practices and evidence relationships associated with IHE mission and goals, and (3) identify systemic indicators for future research and use.

The theoretical concepts framing this presentation draw upon empirical understanding that intergroup relations may vary in organizations, negatively affecting individual acceptance to interact with members of external social groups if there are prejudicial perceptions or experiences associated with the external members (Tropp, Stout, Boatswain, Wright & Pettigrew, 2006). Understanding of individual-group dynamics also is informed by empirical evidence that individual perceptions about their value congruence with group members and measured fits between individuals and groups are positively associated with group cohesion, group abilities, and group performance (Kristof-Brown, Seong, Degeest, Park & Hong, 2014). Examining the opportunities to improve the intergroup experiences across college students, particularly when interactions are characterized as biased and discriminatory, are also important ways to improve individual grit and campus climates to promote achievement (Neville, Heppner, Ji, & Thye, 2004).

The presenters will share methods and evidence from independent projects that examine the relationships across student social identities, group contexts and campus priorities, including sense of belonging and campus safety predictors drawn from ordinal regression models and independent case practices. Ordinal regression results reflect factors associated with cultural competencies for a sample of 10,193 undergraduate survey respondents at a research-intensive IHE. The study examined contextual predictors related to college student person-group fit on diversity values (e.g., the subjective match between individual values of diversity - “Diversity is important to me” – and peer climates valuing diversity). Notable findings and implications will be discussed related to a main finding that increases in person-group diversity fit made undergraduates more likely to report diversity competencies: appreciation of racial and ethnic diversity, consideration of the perspectives of others different from themselves, and interactions with diverse others (p<.01).

The session is significant in bringing together mixed methods for institutional inquiry and actions. An independent case discussion on institutional interventions will identify approaches taken to discern cultural assumptions and perceived identity group threats and protective interventions that stemmed from student activism, campus leadership, institutional structures and campus-community partnerships to introduce and sustain social justice practices (e.g., campuswide cultural dialogues, learning outcomes to promote civic engagement and appreciation of diversity, etc.).

Authors

• Marguerite Bonous-Hammarth, University of California - Irvine

• Thomas A. Parham