Intercultural Friendship Initiation in the American Classroom: Barriers, Influencers, and Pedagogical Strategies

• In Event: ICA Plenary Interactive Paper/Poster Session III
  In Interactive Paper Session: Instructional and Developmental Communication Interactive Poster Session

Abstract

Previous scholarship stated that interaction between international and host country national students in the classrooms are inevitable (e.g., Rienties et al., 2011; Williams & Johnson, 2011; Hendrickson, Rosen, & Aune, 2011). This study attempted to understand the lack of integration between international and host country national students by examining intercultural friendship initiations in order to develop pedagogical strategies that encourage the initiations. Both international (N = 10) and American (N = 11) students participated in four focus groups, after which their conversations were transcribed and analyzed using a constant comparative qualitative method. The findings revealed that language differences and inability to connect are the main barriers to friendship initiation. The underlying factors that influenced successful intercultural friendships were interests in foreign affairs and perceived similarities. Theoretical implications are discussed with regards to Intergroup Contact Theory (ICT), and pedagogical implications are addressed with regards to how instructors can help encourage and facilitate international and host country national students friendship initiation.

Authors

• Tara Suwinyattichaiporn, Arizona State U

• Tzu-Chiao Chen, Arizona State U

• Mark Generous, Arizona State U