Relationship between intercultural competence and gender

Pro Research Analysisby

Searched over 200M research papers

Analyzed relevant papers

Consensus Meter

Yes

Possibly

The Relationship Between Intercultural Competence and Gender

Introduction to Intercultural Competence and Gender

Intercultural competence (ICC) is the ability to communicate effectively and appropriately with people from other cultures. This skill is increasingly important in our globalized world. Research has shown that gender can play a significant role in the development and expression of intercultural competence. This article synthesizes findings from various studies to explore the relationship between intercultural competence and gender.

Gender Differences in Intercultural Competence

Gender and Intercultural Competence in Secondary Education

A study conducted among Danish and Norwegian secondary school students revealed notable gender differences in intercultural competence. The research utilized inclusive citizenship theory, gender socialization theory, and feminist standpoint theory to analyze these differences. The findings indicated that school diversity moderately contributed to greater intercultural competence, with gender differences being a significant factor.

Study Abroad Participation and Gender

Another study focused on the impact of gender on study abroad participation and intercultural competence. The mixed-methods survey found significant differences between men and women in terms of intercultural competence, particularly intersecting with study abroad experiences. The study highlighted important implications for the development of intercultural competence in men.

Gender and Intercultural Sensitivity in Higher Education

Research on intercultural sensitivity among university instructors and students in the United States found that females scored higher than males on intercultural sensitivity. This study used mixed methods to assess the levels of intercultural sensitivity and found significant gender differences, particularly among instructors.

Theoretical Frameworks and Measurement Tools

Developmental Model of Intercultural Sensitivity (DMIS)

The Developmental Model of Intercultural Sensitivity (DMIS) by Bennett provides a framework for understanding intercultural competence. The Intercultural Development Inventory (IDI) based on DMIS measures various orientations toward cultural differences. While no systematic gender differences were found across all scales, significant differences were noted on the Denial/Defense (DD) scale.

Intercultural Sensitivity Scale

In a study involving Russian school students, the Intercultural Sensitivity Scale was used to measure ICC. The findings showed that cognitive abilities and academic achievements were predictors of ICC, with gender differences observed in the impact of generalization on ICC development. This was particularly significant for male students prone to ethnocentrism.

Gender as a Cultural Variable

Gender-as-Culture Hypothesis

The gender-as-culture hypothesis posits that male and female language use can be analyzed through intercultural communication frameworks. Studies have shown that male language features are more direct, succinct, personal, and instrumental, while female language features are more indirect, elaborate, and affective. These stylistic preferences align with those that distinguish national cultures, supporting the idea that gender functions as a cultural variable in communication.

Conclusion

The relationship between intercultural competence and gender is complex and multifaceted. Various studies have shown that gender differences significantly impact the development and expression of intercultural competence. These differences are influenced by educational settings, study abroad experiences, and theoretical frameworks like the DMIS. Understanding these gender-based differences is crucial for developing effective educational programs and fostering intercultural competence in diverse populations.