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Macaluso, Ann M. “Cultural Intelligence in the Diverse Classroom” Fall 2022 21, no. 2 (2022): 33–37.
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FirstAuthor:: Macaluso, Ann M
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Title:: Cultural Intelligence in the Diverse Classroom
Year:: 2022
Citekey:: macalusoCulturalIntelligenceDiverse2022
itemType:: journalArticle
Journal:: **
Volume:: Fall 2022 21
Issue:: 2
Pages:: 33-37
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Abstract
It cannot be denied that our world has become increasingly interconnected. Improvements in transportation together with advances in technology have provided opportunities for individuals to explore the world beyond geographic and economic boundaries. Add in a global pandemic that forced individuals to interact via the Internet and you see the further erosion of boundaries and a recognition that life today can be essentially flat. A flattened world has fewer borders and allows for a fluid flow of people, goods, and services across national boundaries. To be successful in this flattened world, individuals must be culturally competent. Cultural competence is the ability to fluidly interact with individuals from other cultures and diverse backgrounds (Villagran & Hawamdeh, 2020). The purpose of this study was to identify if immigrant students lived multicultural experiences provided them with the competencies necessary for successful participation in an interconnected world. Participants were high school students in a large, diverse suburban public high school in the Northeast United States. Surveys were administered in-class via pencil and paper to students in general education and bilingual Social Studies classes. This non-experimental study utilized Earley and Ang’s (2003) Cultural Intelligence Scale (CQS) to assess student’s global competencies. The results of the study revealed that a student’s immigrant generational status is related to their level of cultural intelligence. These results suggest that immigrant students, compared to their nonimmigrant peers, may already have the globally desired skills, values, knowledge, and attitudes necessary to be highly successful leaders of tomorrow. .
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Imported: 2025-02-28 1:39 am
Quote
The results of the study revealed that a student’s immigrant generational status is related to their level of cultural intelligence. These results suggest that immigrant students, compared to their nonimmigrant peers, may already have the globally desired skills, values, knowledge, and attitudes necessary to be highly successful leaders of tomorrow.
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o prepare students for success in an interconnected world, schools must take the responsibility to ensure students are globally competent.
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Educators have addressed the ideal of global competence by modifying curriculum to teach about other cultures through their history, government, practices, religions, and values. However, these efforts are stagnant and do not include the authentic lived experiences necessary for cultural adaptation to take place.
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CQ is characterized by an individual’s motivation to interact in a culturally responsive manner and has four components or subscales.
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Metacognition is the process of thinking about thinking.
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Cognitive CQ is the knowledge an individual may have regarding the practices, religious rituals, as well as the economic, legal and social systems of different cultures. Individuals with high cognitive CQ, due to their knowledge base, are better able to interact in culturally diverse settings (Ang & Van Dyne, 2015).
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Motivational CQ is the intrinsic desire to engage in cross cultural situations (Early & Ang, 2003). Individuals with high motivational CQ willingly and actively seek opportunities to participate in situations which involve different cultures.
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Behavioral CQ reflects the ability of an individual to exhibit appropriate behavior, both verbal and nonverbal when in cross-cultural situations.
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hose that can participate in study-abroad experiences typically are not from underrepresented groups nor are they from economically disadvantaged backgrounds, thereby excluding a critical demographic of American society (Norton, 2008).
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So how do educators “teach” global competencies. Educators must take inventory when students first enter the classroom allowing the educator to create custom “instructional environments that propel learning by connecting new learning to each student’s background and prior experience” (D’Agati, 2017).
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The study revealed that immigrant students have statistically higher scores on the CQS than students that are not immigrants. The immigrant students in this study have international experiences by virtue of their immigration to the United States and have constructed new knowledge evidenced by their higher scores. These students have the competencies necessary for success in a globalized world, and educators must find a way to harness and share these lived experiences so that all students graduate as globally competent individuals.
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