Fostering intercultural competence through study abroad: a gender- based analysis of individual and program factors influencing development.

University of Minnesota Ed.D. dissertation. December 2011. Major: Educational Policy and Administration. Advisor: Melissa S. Anderson. 1 computer file (PDF); vii, 109 pages, appendix p. 108-109.This study explores how individual student characteristics, study-abroad program choices and gender influence intercultural competence outcomes through study abroad. The Georgetown University Consortium Project (GUCP) sample included 1,163 students who completed a pre- and post-test of intercultural competence using the Intercultural Development Inventory and were studying abroad on one of 51 programs around the world. The secondary analysis of GUCP data found that men and women differed in both individual and program characteristics. Women were more likely to start out with a higher level of intercultural development, take all content courses delivered in the target language, and receive frequent group mentoring more often than men. Both taking content courses in the target language and receiving frequent group mentoring correlated with greater positive changes in intercultural competence through study abroad. Considering only individual student characteristics, negative predictors of change in intercultural competence were found to be initial intercultural development level and majoring in non-international business. Being female was a positive predictor. When both individual and program characteristics were considered, initial intercultural competence level and majoring in non-international business remained negative predictors. Living with international students and living with a host family were also shown to be negative predictors of intercultural competence development. Being female remained the only significant positive predictor of intercultural competence development when all individual and study-abroad program characteristics were considered