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Cultural Competence in Applied Psychology pp 621–649Cite as

Intercultural Competence: Teaching It Is Worthwhile

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Abstract

This chapter examines the process and context of teaching intercultural competence and its potential benefits. Based on a pragmatic analysis of the culture concept, we conceptualize intercultural competence in keeping with contemporary theoretical proposals. An overview of current research demonstrates the utility of the concept, even if there are caveats and limitations. We discuss the process of how intercultural competence might be acquired and its practical implications for intercultural interaction, which we illustrate using various scenarios. The chapter then reviews a range of diverse methods that have been used to teach intercultural competence and highlights the solid empirical basis for the success of experiential teaching. Special attention is also paid to potential risks associated with teaching intercultural competence. Overall, we conclude that teaching intercultural competence is a worthwhile endeavor but point to a number of unresolved questions to be tackled by future research.

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Notes

  1. 1.

    We choose the term intercultural competence instead of cultural competence or multicultural competence. Whereas the “inter” seems to refer to an international context, it highlights that this competence is aimed at facilitating interaction between members of different cultural groups, regardless of whether these involve individuals from different countries, or members of different cultural groups within the same country.

  2. 2.

    Other aspects of multiple membership in cultural groups are beyond the scope of this chapter, such as questions of choice or how individuals position themselves relative to what others may perceive to be their cultural groups. For instance, Person A, though of Peruvian parentage, rejects Spanish as her language, whereas Person B voluntarily converts to Islam.

  3. 3.

    Here we limit ourselves to individual-level assessments of intercultural competence. For an example of organization-level measurement of cross-cultural competence and its correlates, see van Driel and Gabrenya (2013).

  4. 4.

    Many authors acknowledge the inherent heterogeneity of cultures. For instance, in a large-scale, comprehensive ethnographic research project focusing on a preschool in China, Japan, and the USA, Tobin, Wu, and Davidson (1991) acknowledge that they are not showing the American/Chinese/Japanese approach to preschool but an American/a Chinese/a Japanese approach to preschool (see also Tobin, Hsueh, & Karasawa, 2009).

  5. 5.

    For instance, focus on the descriptions of national cultures, Hofstede, Hofstede, and Minkov (2010) describe both South Korea and El Salvador as highly collectivistic (p. 97); yet, this similarity is highly abstract and does not imply that a person knowledge about one culture would be able to succeed in the other.

  6. 6.

    Matsumoto and Hwang’s (2013) review identified the Multicultural Personality Inventory (Van Der Zee & Van Oudenhoven, 2000), the Intercultural Adjustment Potential Scale (Matsumoto et al., 2001), and the Cultural Intelligence Scale (Ang et al., 2007) as the most promising measures of intercultural competence. Leung et al. (2014) reached essentially the same conclusion.

  7. 7.

    This experience is rarely one-sided: all participants may seek to correct and remedy what went wrong in order to be able to continue the interaction. However, one party may be more motivated to adjust their own behavior when the relationships are asymmetrical. For instance, a teacher, therapist, and salesperson might feel that is their responsibility to improve their own communication relative to the students, client, or customer or because their own professional success depends on being able to do so.

  8. 8.

    Learning characteristics of one’s own culture primarily occurs in light of learning about or experience with another culture.

  9. 9.

    One of the authors (MK) was exposed to this exercise as part of a training by Patricia Gurin at the University of Michigan during the 1990s and has used it on occasion, yet without being able to locate any literature on it.

  10. 10.

    Based cultural stereotypes, the authors asked White participants to predict the average SAT/ACT scores of Blacks and Whites (related to the negative stereotype that Blacks are less competent), and they asked about church attendance (related to the positive stereotype that Blacks are more religious than Whites). The accuracy of responses was evaluated based on national data (see Wolsko et al., 2000, Appendix B).

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    Markus Kemmelmeier & Kodai Kusano

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Kemmelmeier, M., Kusano, K. (2018). Intercultural Competence: Teaching It Is Worthwhile. In: Frisby, C., O'Donohue, W. (eds) Cultural Competence in Applied Psychology. Springer, Cham. https://doi.org/10.1007/978-3-319-78997-2_25

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