Abstract

This study examines intercultural sensitivity development from a diversity curriculum in two university general education courses. The results indicate that instructional strategies addressing complex levels of student engagement elicited movement from an ethnocentric to an ethnorelative worldview as described in BennettÕs Developmental Model of Intercultural Sensitivity. The results represent a significant step regarding instructional techniques used in general education courses for teaching intercultural sensitivity, the advancement of multicultural education theory, and the use of deductive research techniques for assessing intercultural sensitivity skills.

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Additional Information

ISSN
1527-2060
Print ISSN
0021-3667
Pages
pp. 311-334
Launched on MUSE
2005-03-21
Open Access
No
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