Selective intercultural sensitivity to different sources of cultural identity: Study of intercultural sensitivity of students at teacher education programs of Georgia

Abstract

Purpose

The purpose of this paper is to assess the intercultural sensitivity of students in teacher educational programs at higher education institutes (HEIs) in Georgia.

Design/methodology/approach

This research explored the intercultural sensitivity among 355 randomly selected students in teacher education programs at higher education institutions in Georgia. A questionnaire based on the Development Model of Intercultural Sensitivity (DMIS) and Cushner et al. (2006) model of sources of cultural identity was developed as a research instrument and adjusted to the Georgian context to measure the students’ intercultural sensitivity.

Findings

The results showed that a majority of the students were in the ethnocentric phase of intercultural sensitivity, as defined by Bennett (1993); students in teachers’ educational programs were selectively sensitive to different sources of cultural identity; students were selectively tolerant to different groups in the population with the same source of cultural identity and the level of educational attainment, as well as the location of the higher education institution affected students’ level of intercultural sensitivity.

Practical implications

The findings of this study carry valuable practical importance as they can be used to improve teacher education programs at higher education institutions in Georgia.

Originality/value

The study has scientific value in that the instrument used to assess intercultural sensitivity was developed for the Georgian context, and students’ intercultural sensitivity to 12 different sources of cultural identity was investigated.

Citation

Tabatadze, S. and Gorgadze, N. (2018), "Selective intercultural sensitivity to different sources of cultural identity: Study of intercultural sensitivity of students at teacher education programs of Georgia", Journal for Multicultural Education, Vol. 12 No. 1, pp. 35-49. https://doi.org/10.1108/JME-11-2016-0059