Poster #144 - New Contender! Comparing Popular Media Versus Typical Lecture Examples in an Online Cultural Intelligence Lesson

• In Event: Poster Session 17

Abstract

Cultural relativism, the recognition that our beliefs and behaviors are only one of several possible and equally valuable worldviews (Bennett, 2004), becomes increasingly important as the world globalizes. However, current methods in cultural education may be too superficial to foster authentic intercultural understanding, as they tend to focus on concrete cultural differences rather than attitudinal shifts. A number of important aspects of cultural intelligence (i.e., metacognition, motivation) have yet to be fully addressed.

Additionally, cultural misinformation may be transmitted through popular media to further ethnocentric bias (a hindrance to cultural relativism). As popular media’s depictions of minorities tend to be stereotypical and infrequent, negative biases may be taught and perpetuated (Li-Vollmer, 2002) because the emotional resonance often linked with popular media evokes strong associations and easy recalls (Abrahamson, 1998). However, the inverse may also be true where media can promote cultural relativism and appreciation for diversity (Tyler & Guth, 1999). As many teachers are already integrating popular media into classroom lessons, there is a possibility to use media as a tool to counteract racial bias. Integrating popular media as a learning tool may help increase cultural intelligence and decrease ethnocentric attitudes.

This online study utilizes a mixed design that compares two learning conditions over three timepoints (1.5 weeks in total). The main content across conditions was identical, but different illustrations were used to exemplify key concepts: One had popular media visual aids, and the other had examples typical for textbooks or lectures. Designed for the current study and based on concepts from prior research related to cultural relativism (e.g., ethnocentrism, racial microaggression), the lesson was presented via a multi-sectioned webpage that included texts, graphics, and videos. The outcomes for the lesson were assessed using an ethnocentric attitude scale (revised Generalized Ethnocentrism or GENE Scale; Neuliep, 2002) and a content quiz created for the study. Outcome measures were completed by participants (N = 42, mean age = 22.33) before the lesson (Time 1), immediately after the lesson (Time 2), and about one week after the lesson (Time 3; range between 6-10 days after the lesson). The Marlowe-Crowne Social Desirability Scale, short-form C (Reynolds, 1982) was completed before the lesson as a covariate. Students were randomly assigned to one of the two learning conditions after completing Time 1 measures (n = 20 for popular-media examples, n = 22 for typical examples).

Overall, exposure to the lesson significantly decreased ethnocentric attitudes (p < .01, partial eta squared = 0.12) and increased quiz scores (p < .05, partial eta squared = 0.09) immediately, but results did not differ between the learning conditions or between the two later time points. These findings showed that cultural relativism can be cultivated through a brief cultural intelligence lesson, but more research is needed to examine (1) the extent to which popular media examples can enhance learning, (2) the effects over longer time periods, and (3) if this intervention applies to other age groups - particularly, children who are generally more receptive to media influence.

Authors

• Sovannie Len, University of California - Santa Barbara
  Presenting Author

• Shinchieh Duh, San José State University