Reading
From WikiCultures
Contents |
Readings
General readings about the intercultural field:
Articles
Altshuler, L., Sussman, N. M., & Kachur, E. (2003). Assessing changes in intercultural sensitivity among physician trainees using the Intercultural Development Inventory. In R. M. Paige (Guest Ed.). Special issue on the Intercultural Development. International Journal of Intercultural Relations, 27(4), 387–401.
Antal, A., & Friedman, V. (2005). Negotiating Reality: A Theory of Action Approach to Intercultural Competence. Management Learning, 36, 69-86.
April, K., Ephraim, N., Blass, E. (2006) Diversity Management in South Africa: Where Should The Focus Really Be?, Ethnic and Racial Studies. Submitted Summary: Today’s modern organisations have no choice but to face choices regarding how to implement diversity initiatives and treat their stakeholders, given the globalized nature of capital markets. Unfortunately, their foci appear to be narrowly deployed at the managing diversity level, or even the acknowledging diversity level, but not getting to the necessary inclusion level. This paper reports on an in-depth study which focused beyond multiculturalism to include psychological issues of diversity relating to identity, intention, expectations, and inclusion. The study sought to investigate this premise through insights gained from the analysis of personal stories relating to individual experiences of diversity, and the outcomes provide new and deeper insights for the design, implementation and success of diversity initiatives.
Aquado, T. & Malik, B. (2006). Intercultural education: teacher training and school practice, UNED, Madrid, 15–17 March 2006. Intercultural education, 17(5), 447-457.
Arthur, L. (2005). Modern Languages: Learning and Teaching in an Intercultural Field. Studies in the education of adults, 37(1), 79-81.
Ashwill, M. A. (2004). Developing intercultural competence for the masses. International Educator, 13(2), 16–25.
Baker, W. (2008). A Critical Examination of ELT in Thailand: The Role of Cultural Awareness. RELC Journal, 39(1), 131-146.
Baldwin, J. R., & Hunt, S. K. (2002). Information-Seeking Behavior in Intercultural and Intergroup Communication. Human communication research, 28(2), 272-287.
Banerjee, P. (2003). Narration, discourse and dialogue: issues in the management of inter-cultural innovation. AI and society, 17(3-4), 207-224. Summary: Knowledge issues in the management of innovations are addressed properly when the importance of language and in particular of utterances are recognised. This is a new paradigm of management, named here as management by utterance. Unspoken knowledge is not communicated and unspeakable tacit knowledge cannot be of much use in such innovations. Knowledge can be utilised in innovations when its generation and sharing are accomplished through linguistic acts such as a narration or a drama. Discourse necessarily takes a back seat. Utterances and other linguistic forms such as narration or drama bring forth the inter-cultural issues which a manager must resolve in order that a globally diversified research, production and consumption culture remains dynamic and innovative. These inter-cultural aspects have been detailed in this paper by a description of how European and Indian cultural stereotypes understand and appreciate the same narration or utterance. It appears that cultures differ widely in their appreciations of the same management language. Moreover, such variations belittle the discourse-based styles and emphasise the foundational aspects of global communication.
Barbour, J. D. (2005). The Ethics of Intercultural Travel: Thomas Merton's Asian Pilgrimage and Orientalism. Biography, 28(1), 15-26. Summary: One of the most interesting issues raised by increasing global travel is the ethics of cross-cultural travel. Do travel and travel writing perpetuate exploitative, hierarchical, or unjust relationships of power, or do they suggest alternative ways of encountering other cultures? Significant insights into this question are suggested by a work of autobiographical travel literature, The Asian Journal of Thomas Merton.
Barmeyer, C., & Mayrhofer, U. (2008). The contribution of intercultural management to the success of international mergers and acquisitions: An analysis of the EADS group. International Business Review, 17(1), 28-38.
Blake Armstrong, G. & Kaplowitz, S. (2001). Sociolinguistic inference and intercultural coorientation. A Bayesian model of communicative competence in intercultural interaction. Human Communication Research, 27(3).
Bloom, H. (2002). Can the United States export diversity? Across the Board, 39(2).
Boer, K.G. de (2007). Hegel Today: Towards a Tragic Conception of Intercultural Conflicts. Cosmos and history, 3(2-3), 117. Summary: This essay draws on Hegel’s conception of tragedy in the Phenomenology to reinterpret the intercultural conflicts that confront us today. It is argued that the prevailing self-conception of modern states, relying on the opposition between universality and particularity, effaces the irresolvable entanglement of contrary values such as progress and tradition or reason and faith. The essay seeks to employ Hegel’s insight into the dynamic of tragic conflicts to conceptualize precisely this entanglement. This requires, however, that the tragic strand of this insight be extricated from the predominant optimism of Hegel’s dialectics as a whole. By turning this tragic strand into a conceptual perspective of its own, this essay seeks to account for the inherent tendency of contending cultural.
Bransford, J., Lin, X., & Schwartz, D.L. (2007). Intercultural Adaptive Expertise: Explicit and Implicit Lessons from Dr. Hatano. Human development (Basel), 50(1), 65-72. Summary: Giyoo Hatano was an international scholar - an adaptive expert himself. His creative methodologies and theoretical insights have enriched the work of researchers in many countries. How Hatano lived his life and treated others provides enriching insights as well. In this essay, we focus on 'adaptive expertise', one of Giyoo Hatano's major contributions to the field. We explore both the explicit information he provided about adaptive expertise and the implicit information gleaned from how he lived his life and collaborated with people around the world. By describing Giyoo Hatano's own qualities as an intercultural adaptive expert, we can begin to explore conditions for promoting those qualities.
Capurro, R. (2005). Privacy. An Intercultural Perspective. Ethics and information technology, 7(1), 37-47. Summary: This paper deals with intercultural aspects of privacy, particularly with regard to differences between Japanese and Western conceptions. It starts with a reconstruction of the genealogy of Western subjectivity and human dignity as the basic assumptions underlying Western views on privacy. An analysis of the Western concept of informational privacy is presented. The Japanese topic of ‘‘denial of self” (Musi) as well as the concepts of Seken, Shakai and Ikai (as analyzed by the authors of the companion piece on privacy in Japan) give rise to intercultural comparisons. The paper addresses the question of privacy in cyberspace and mass media. Finally the question of freedom of speech is related to the Japanese concepts of Ohyake and Watakusi.
Cem, A. (2002). Towards intercultural communicative competence in ELT. ELT journal, 56(1), 57. Summary: This article questions the validity of the pedagogic model based on the native speaker-based notion of communicative competence. With its standardized native speaker norms, the model is found to be utopian, unrealistic, and constraining in relation to English as an International Language (EIL). It is utopian not only because native speakership is a linguistic myth, but also because it portrays a monolithic perception of the native speaker's language and culture, by referring chiefly to mainstream ways of thinking and behaving. It is unrealistic because it fails to reflect the lingua franca status of English. It is constraining in that it circumscribes both teacher and learner autonomy by associating the concept of authenticity with the social milieu of the native speaker.
Choi, Y., Molinsky, A., Krabbenhoft, M. & Ambady, N. (2005). Cracking the Nonverbal Code: Intercultural Competence and Gesture Recognition Across Cultures. Journal of Cross-cultural Psychology, 36(3), 380-395.
Clugston, M., Howell, J. P., & Dorfman, P. W. (2000). Does cultural socialization predict multiple bases and foci of commitment? Journal of Management, 26(1), 5- 30. Summary: Studies the relationship between uncertainty avoidance and commitment.
Coertze, R.D. (2000). Intercultural communication and anthropology. Suid-Afrikaanse tydskrif vir etnologie, 23(2-3), 116-133.
Corner, J. (2006). Principles of Intercultural Communication. Media, culture and society, 28(1), 155-158.
Cox, J.L. (2006). Intercultural Encounters: African and anthropological lessons towards a philosophy of interculturality. Africa, 76(2), 282-285.
Deifelt, W. (2007). Intercultural Ethics: Sameness and Otherness Revisited. Dialog, 46(2), 112-120.
Cruz, K. C. K., Salzman, M. B., Brislin, R. & Losch, N. (2006). Hawaiian attributional perspectives on intercultural interactions in higher education: Development of an intercultural sensitizer. International Journal of Intercultural Relations, 30(1), 119-140. Summary: Counselors, academic advisors and educators working in educational institutions must address the increasingly diverse mental health and academic needs of culturally diverse groups. In Hawai’i, Native Hawaiians are a cultural minority. To alleviate the negative effects of current culturally inappropriate counseling and teaching methods, university personnel would benefit from intercultural training. The Intercultural Sensitizer (ICS) is a well-researched tool used in attribution training. The purpose of this study was to develop a Hawaiian ICS to train non-Hawaiian university personnel. The researcher gathered critical incidents from Hawaiian university students (N=113); presented 20 edited, critical incidents to a bicultural Hawaiian panel (N=6) to elicit culturally relevant attributions, and investigated the meanings Hawaiian students and non-Hawaiian students (N=285) attributed to the critical incidents. Statistical tests indicated 3 of 20 critical incidents and 14 attributions were statistically significant, revealing finite, cultural differences between the Hawaiian and non-Hawaiian samples. Counseling and educational implications are suggested that should increase the chances of success among Hawaiian students enrolled in college.
Deshpande, R. (2002). Performance companies. International Journal of Medical Marketing, 2(3).
Driel, B.v (2003). Some Reflections on the Connection between Holocaust Education and Intercultural Education. Intercultural Education, 14(2), 125-138.
Duysters, G., & Hagedoorn, J. (2001). Do company strategies and structures converge in global markets? Evidence from the computer industry. Journal of International Business Studies, 32(2).
Elfenbein, H. A., & Ambady, N. (2002a). On the universality and cultural specificity of emotion recognition: A meta-analysis. Psychological Bulletin, 128, 203-235.
Elfenbein, H. A., & Ambady, N. (2003). Cultural similarity’s consequences: A distance perspective on cross-cultural differences in emotion recognition. Journal of Cross-Cultural Psychology, 34, 92-110.
Elfenbein, H. A., Mandal, M. K., Ambady, N., Harizuka, S., & Kumar, S. (2002). Cross-cultural patterns in emotional communication: Highlighting design and analytical techniques. Emotion, 2, 75-84.
Endicott, L., Bock, T., & Narvaez, D. (2003). Moral reasoning, intercultural development, and multicultural experiences: Relations and cognitive underpinnings. In R. M. Paige (Guest Ed.). Special issue on the Intercultural Development. International Journal of Intercultural Relations, 27(4), 403–419.
Euwema, M. C., & Emmerik, van, H. (2007). Intercultural competencies and conglomerated conflict behaviors in intercultural conflicts. International Journal of Intercultural Relations, 31(4), 427-441. Summary: This study explores the relationships between intercultural competencies and conglomerate conflict behaviors in interpersonal conflicts within an intercultural context.
Fay, R., & Davcheva, L. (2005). Interculturalizing education in Bulgaria: the contribution of the National Helpdesk for intercultural learning materials. Intercultural education, 16(4), 331-351.
Flower, L. (2003). Talking across Difference: Intercultural Rhetoric and the Search for Situated Knowledge. College composition and communication, 55(1), 38-68. Summary: Intercultural rhetoric, like the project of empowerment, is the site of competing agendas for not only how to talk across difference but to what end. The practice of community-based intercultural inquiry proposed here goes beyond a willingness to embrace conflicting voices to an active search for the silent resources of situated knowledge in an effort to build a collaboratively transformed understanding.
French, W, Zeiss, H., & Scherer, A.G. (2001). Intercultural Discourse Ethics: Testing Trompenaars'and Hampden-Turner's Conclusions about Americans and the French. Journal of business ethics, 34(3-4), 145-159. Summary: Are culture driven ethical conflicts apparent in the discourse of the protagonists? A multi-year, multi-cultural study of managers by Trompenaars and Hampden-Turner resulted in two conclusions relevant to business ethics. The first is that intercultural business conflicts can often be traced to a finite set of cultural differences. The second is that enough similarities exist between cultures to provide the grounds for conflict resolution. The research reported here gives credence to their study when applied to an ethical conflict viewed from French and American perspectives.
Gaskell, A. (2006). Intercultural and interpersonal understanding. Open learning, 21(3), 187-189.
Gibson, C.B., & Zellmer-Bruhn, M.E. (2001). Metaphors and Meaning: An Intercultural Analysis of the Concept of Teamwork. Administrative Science Quarterly, 46(2), 274-303. Summary: This paper develops a conceptual framework to explain different understandings of the concept of teamwork across national and organizational cultures. Five different metaphors for teamwork (military, sports, community, family, and associates) were derived from the language team members used during interviews in four different geographic locations of six multinational corporations. Results indicated that use of the teamwork metaphors varies across countries and organizations, after controlling for gender, team function, and total words in an interview. Analyses of specific relationships between national cultural values and categories of metaphor use and between dimensions of organizational culture and categories of metaphor use revealed patterns of expectations about team roles, scope, membership, and objectives that arise in different cultural contexts. We discuss the implications of this variance for future research on teams and the management of teams in multinational organizations.
Gill, S. (2007). Overseas students' intercultural adaptation as intercultural learning: a transformative framework. Compare, 37(2), 167-183.
Göbel, K., Hesse, H.-G., & Jude, N. (2003, July). The perception and interpretation of cultural difference: On the assessment of intercultural sensitivity in the EFL classroom. Paper presented at the sixth European Regional Congress of the International Association for Cross-Cultural Psychology, Budapest, Hungary.
Godenzzi, J.C. (2003). Perspectives from Latin American Intercultural and Bilingual Education. The Modern Language Journal, 87(2), 294-296.
Greenholz, J. (2000). Assessing cross-cultural competence in transnational education: The Intercultural Development Inventory. Higher Education in Europe 25(3), 411–416.
Griffith, D.A., Hu, M.Y., & Ryans, J.K. (2000). Process Standardization across Intra- and Inter-Cultural Relationships. Journal of International Business Studies, 31(2), 302-324. Summary: Theory suggests that culture may hinder the ability to effectively standardize the process of relationship development strategies across intra- and inter-cultural relationships. Construct relationships between trust, commitment, conflict and satisfaction in manufacturer-distributor relationships are examined intra- (i.e., within a single cultural type) and inter-culturally (i.e., between different cultural types) with a sample of distributors from Canada, Chile, Mexico and the United States. Results support theoretical differences in the consequences of the trust-commitment relationship between intra-cultural and inter-cultural relationships. The results suggest process standardization based upon cultural type.
Grinyer, C. (2001). Design differentiation for global companies: Value exporters and value collectors. Design Management Journal, 12(4).
Gummer, B. (2000). Workplace diversity and the global environment. Administration in Social Work, 24(1).
Hale, D.D. (2000). The Benefits of Globalization Remain to Be Spread Afar. International Herald Tribune, 4.
Halualani, R.T. (2008). How do multicultural university students define and make sense of intercultural contact: A qualitative study. International Journal for Intercultural Relations, 32(1), 1-16. Summary: This study examines how culturally different students define, make sense of, and experience intercultural interaction at a multicultural university in the U.S.
Hammer, M.R., Bennett, M.J., & Wiseman, R. (2003). Measuring intercultural sensitivity: The intercultural development inventory. International Journal of Intercultural Relations, 27(4), 421-443. Summary: This articles examines the intercultural development inventory as a tool to measure intercultural sensitivity.
Hammer, M.R. (2005). The Intercultural Conflict Style Inventory: A conceptual framework and measure of intercultural conflict resolution approaches. International Journal for Intercultural Relations, 29(6), 675-695. Summary: This study examines the Intercultural Conflict Style Inventory.
Hanssen, I. (2005). From human ability to ethical principle: An intercultural perspective on autonomy. Medicine, health care and philosophy, 7(3), 269-279. Summary: Based on an empirical study regarding ethical challenges within intercultural health care, the focus of this article is upon autonomy and disclosure, discussed in light of philosophy and anthropology. What are the consequences for patients if the patients’ right to be autonomous and to participate in treatment and care decisions by health care workers is interpreted as an obligation to participate? To force a person to make independent choices who is socio-culturally unprepared to do so, may violate his/her integrity. This may in turn jeopardise the respect, integrity and human worth the principle of autonomy was meant to ensure, and if so, may damage any relationship of trust that may exist between patient and health care worker. There is necessarily a link between autonomy and disclosure. Western disclosure practices may make the relationship between patients and health care workers difficult -- even distrustful. To confront a patient with a very serious diagnosis may be seen not only as a tactless action, but also an unforgivable one. Hence, among many ethnic groups it is a family member’s duty to shield patients from bad or disquieting news, e.g., a cancer diagnosis. If a family member is used to interpret in such situations, will the information given equal the information communicated by that interpreter? Even though respect for a person’s autonomy is part of the respect for a person, one’s respect for the person in question should not depend on his/her ability or aptitude to act autonomously.
Harmsen, H., Bernsen, R., Meeuwesen, L., Thomas, S., Dorrenboom, G., Pinto, D., & Bruijnzeels, M. (2005). The effect of educational intervention on intercultural communication: results of a randomised controlled trial. British Journal of General Practice, 55, 343-350. Summary: This study aims to assess the effectiveness of an educational intervention on intercultural communication aimed to decrease inequalities in care provided between Western and non-Western patients.
Harkness, S., & Keefer, C. H. (2000). Contributions of cross-cultural psychology to research and interventions in education and health. Journal of Cross-Cultural Psychology, 31(1), 92-109.
Harrison, J. (2001). Developing Intercultural Communication and Understanding through Social Studies in Israel. Social Studies, 92(6), 252-260.
Harvey, M., & Novivevic, M.M. (2000). The influences of inpatriation practices on the strategic orientation of a global organization. International Journal of Management, 17(3).
Herfst, S. L., Oudenhoven, van J., & Timmerman, M. E. (2008). Intercultural effectiveness training in three Western immigrant countries: a cross-cultural evaluation of critical incidents. International Journal of Intercultural Relations, 32(1), 67-80. Summary: The purpose of the present study is the evaluation of material for a new intercultural training instrument. More specifically, we examine the validity of 21 critical incidents used in the training. The training programme is targeted at natives in Western immigrant countries dealing – mostly professionally – with cultural diversity in their own country. The study yields support for the cross-cultural applicability of 14 critical incidents. Experts from Australia, Germany and the Netherlands largely agree in their judgements about to what extent reactions to the critical incidents are interculturally effective. The validity of the critical incidents is examined by relating personal competences and self-reported intercultural behaviour of lay respondents to their performance on the critical incidents. Results show that, in Australia and the Netherlands, intercultural effectiveness is related to measures of competences, in particular to open-mindedness and cultural empathy. The study yields some support for a relationship between self-reported intercultural behaviour and intercultural effectiveness. Moreover, speaking a foreign language shows a moderate relation with intercultural effectiveness.
Hesse, H.-G., & Göbel, K. (2003). Evaluation and quantitative methods in global learning: A contribution from the field of intercultural sensitivity. Paper presented at the Global Education Network Europe (GENE) expert meeting. Retrieved December 6, 2004.
Hicks, P. (2000). A Descriptive Study of Diversity Management and Training in Texas State Government Agencies. An Applied Research Project (Political Science) Submitted to the Department of Political Science, Texas State University-San Marcos. Summary: In this study, a survey is conducted of Texas state agency human resource directors to assess their opinions on whether Texas state agencies are taking the proper steps to effectively manage a diverse workforce.
Hogg, M. (2000). Social identity and self-categorization processes in organizational contexts. Academy of Management Review, 25(1), 121- 41.
Jameson, D. (2007). Reconceptualizing Cultural Identity and Its Role in Intercultural Business Communication. Journal of business communication, 44(3), 199-235.
Jokikokko, K. (2005). Interculturally trained Finnish teachers' conceptions of diversity and intercultural competence. Intercultural education, 16(1), 69-84.
Karseras, A. (2004, Spring). The first IDI qualifying seminar in Asia. SIETAR Japan Newsletter, Spring, 10, 18.
Kim, Y.Y. (2005). Inquiry in Intercultural and Development Communication. Journal of communication, 55(3), 554-578.
Kim-Prieto, C., Kuppens, P., Ceulemans, E., Timmerman, M. & Diener, E. (2006). Universal Intracultural and Intercultural Dimensions of the Recalled Frequency of Emotional Experience. Journal of Cross-cultural Psychology, 37(5), 491-515.
King, P.M., & Baxter Magolda, M.B. (2005). A Developmental Model of Intercultural Maturity. Journal of College Student Development, 46(6), 571-592 Summary: This article focuses on the development of intercultural maturity, which is frequently cited as a desired collegiate outcome. We position our work on intercultural maturity in the context of a holistic approach to human development using Kegan's (1994) model as a foundation and relating this outcome to other collegiate learning outcomes. We introduce a multidimensional framework that describes the development of intercultural maturity. We first explicate the three dimensions of the framework, link these to existing theory and research on student development and intercultural competence, and then illustrate the developmental levels of the framework using examples from interviews with college students. In times of increased global interdependence, producing interculturally competent citizens who can engage in informed, ethical decision-making when confronted with problems that involve a diversity of perspectives is becoming an urgent educational priority.
Klak, T., & Martin, P. (2003). Do university-sponsored international cultural events help students appreciate “difference”? In R. M. Paige (Guest Ed.). Special issue on the Intercultural Development. International Journal of Intercultural Relations, 27(4), 445–465.
Kumagai, J. (2001). Redefining diversity. IEEE Spectrum, 38(12).
Lambe, J., & Swamp, J. (2002). Effective cross-cultural dialogue: challenges and opportunities. McGill Journal of Education. Summary: When one engages in cross-cultural dialogue in situations where vast cultural differences are involved, it comes as no surprise that misunderstandings can arise. This can happen particularly in education initiatives where Native culture is being shared with non-Native people. Contentious issues between Native and non-Native people reflect very different world-- views, an oppressive history and a challenged present. Discussing challenges in cross-cultural dialogue between Native and non-Native people can be a beginning to remedy larger issues of history, race, and culture, benefiting Native/non-Native relationships now and in the future.
Lee, S. (2005). Judgment of Ingroups and Outgroups in Intra- and Intercultural Negotiation: The Role of Interdependent Self-Construal in Judgment Timing. Group decision and negotiation, 14(1), 43-62. Summary: Extending the common ingroup identity model and social categorization theory, the current study investigates when superordinate categorization with an opponent occurs during intra- and intercultural integrative negotiation.
Luijters, K., van der Zee, K.I., & Otten, S. (2008). Cultural diversity in organizations: Enhancing identification by valuing differences. International journal of intercultural relations, 32(2), 154-163. Summary: The present research investigated the role of perceived similarity in cultural values (associated with diversity in cultural backgrounds) and an intercultural group climate in predicting identification with both the organization and the work team. The relevance of perceived similarity in cultural values for identification was shown in a questionnaire study among 124 employees from various organizations (Study 1). Study 2 among 75 employees from a diverse organization showed that perceived similarity in cultural values is positively related to identification with workgroups. In this vein, cultural diversity can hinder identification. Therefore, we focused on an intercultural group climate, in which cultural diversity is perceived as positive, as an alternative way to ensure employees’ identification in diverse work groups. Results confirmed that employees report high levels of identification with both the organization and the work team, when the intercultural group climate is strong. In addition, when an intercultural group climate is strong, employees still report high levels of identification with the organization despite low perceived similarity in cultural values.
Mahoney, S.L., & Schamber, J.F. (2005). Exploring the Application of a Developmental Model of Intercultural Sensitivity to a General Education Curriculum on Diversity. The Journal of General Education, 53, 311-334. Summary: Introduction and Review of the Literature The goal of improving students' understanding of cultural difference is vital to the general education of university students. Businesses know that productivity depends on "a work force that is socially and emotionally competent" (Elias, Zins, Weissberg, Frey, Greenberg, Haynes, et al., 1997, p. 6). If students are to become successful in a diverse world, a large part of that success will be the ability to communicate and negotiate among diverse cultures (Banks, 2001). This goal remains a challenge because of the complexities associated with cultural difference. Schroeder (2003) states that national surveys show a high level of student anxiety associated with multicultural issues on campus. This study examines curricular methods for equipping students with skills in intercultural sensitivity, including the management of cultural difference, by focusing from a developmental perspective on the design and assessment of a general education curriculum on diversity.
Malnight, T.W. (2001). Emerging structural patterns within multinational corporations: Toward process- based structures. Academy of Management Journal, 44(6).
Manning, J. (2001). Technology's Role in an Intercultural Communication Class. T.H.E. journal, 29(1), 42-48.
Matsumoto, D., LeRoux, J., Ratzlaff, C., Tatani, H., Uchida, H., Kim, C. & Araki, S. (2001). Development and validation of a measure of intercultural adjustment potential in Japanese sojourners: the Intercultural Adjustment Potential Scale (ICAPS). International Journal of Intercultural Relations, 25(5), 483-510. Summary: We describe the creation and development of a measure that predicts intercultural adjustment potential in Japanese sojourners and immigrants to the US, which we call the ICAPS. We report eight studies that provide evidence for its internal, temporal, and parallel forms reliability; for its predictive ability with not only subjective indices of adjustment, but also with psychometrically standardized measures, peer ratings, and expert ratings; for its convergent validity with a similar measure; for its construct validity with various personality scales; for its incremental validity; and for its external validity in predicting changes as a result of intercultural training, and in identifying experts who work in the intercultural field. We discuss the implications of the availability of this measure to the field for training, research, and education.
Matsumoto, D., LeRoux, J.A., Robles, Y., & Campos, G. (2007). The Intercultural Adjustment Potential Scale (ICAPS) predicts adjustment above and beyond personality and general intelligence. International journal of intercultural relations, 31(6), 747-759. Summary: Recent research has shown that the psychological skills assessed by the Intercultural Adjustment Potential Scale (ICAPS) can predict adjustment, above and beyond what is already accounted for by personality. The purpose of this study was to examine if the skills tapped by the ICAPS can predict adjustment above and beyond that accounted for by both personality and general intelligence, and whether intelligence can predict adjustment above and beyond skills and personality. International students completed a battery of instruments including the ICAPS, a personality measure, and several adjustment indices. In a separate session they also completed a measure of general intelligence. The results indicated that the ICAPS did predict adjustment independently of both personality and intelligence, but that intelligence did not.
Michelsen, G., Dam-Mieras, R., Lansu, A., & Rieckmann, M. (2008). Development of an Interdisciplinary, Intercultural Master’s Program on Sustainability: Learning from the Richness of Diversity. Innovative higher education, 32(5), 251-264. Summary: The purpose of this article is to describe a joint effort between three European and six Latin American universities to create an international Master’s degree program on Sustainable Development and Management. The article provides information about the ongoing interdisciplinary and intercultural dialogue and the learning process that is occurring throughout the development of the program.
Mignone, J., Bartlett, J., O'Neil, J., & Orchard, T. (2007). Best practices in intercultural health: five case studies in Latin America. Journal of ethnobiology and ethnomedicine, 3(5), 31. Summary: The practice of integrating western and traditional indigenous medicine is fast becoming an accepted and more widely used approach in health care systems throughout the world. However, debates about intercultural health approaches have raised significant concerns. This paper reports findings of five case studies on intercultural health in Chile, Colombia, Ecuador, Guatemala, and Suriname. It presents summary information on each case study, comparatively analyzes the initiatives following four main analytical themes, and examines the case studies against a series of the best practice criteria.
Miller, J. (2006). Waves Amidst War: Intercultural Challenges While Training Volunteers to Respond to the Psychosocial Needs of Sri Lankan Tsunami Survivors. Brief treatment and crisis intervention, 6(4), 349. Summary: This paper describes workshops offered in Sri Lanka to volunteers from 4 villages affected by the Asian tsunami to train them in basic psychosocial skills for working with survivors, 6 months after the tsunami struck. Questions about the appropriateness and viability of applying Western conceptions of disaster mental health responses to an ethnically diverse South Asian country are raised and intercultural challenges explored. The concept of the social ecology of natural disaster is presented and applied to Sri Lanka, an economically poor country recovering from a tsunami amidst ongoing lethal ethnic conflict. The efficacy of the trainings and suggestions for future interventions are considered.
Müller, C. (2007). Intercultural Gardens - Urban Places for Subsistence Production and Diversity. Deutsche Zeitschrift für Kommunalwissenschaften, 46(1). Summary: Self-supply is once again gaining ground in cities, even in the wealthy North. It not only provides access to healthy food and meaningful activities but also gives underprivileged people scope for civic engagement in the field of sustainable urban development. In Germany intercultural gardens have been causing a stir in recent years. They are considered successful integration projects because they encourage participation and provide scope for formative action. Not only the soil but also the heterogeneous social community, the neighbourhood where the garden is situated must be turned over and refashioned. This centrifugal development in time and space envisioned by intercultural gardeners promotes integration in the real sense of the word, in which participants negotiate their reality with others and appropriate the new developments that arise in the process.
Nakhid, C. (2003). "Intercultural" Perceptions, Academic Achievement, and the Identifying Process of Pacific Islands Students in New Zealand Schools. Journal of negro education, 72(3), 297-317. Summary: This article attempts to find a more effective and accurate explanation for the failure of schools to address the lack of academic achievement of Pasifika (Pacific Islands) students in New Zealand education. It is argued here that a necessary condition of academic success for these students is for them to be able to carry out their own identifying process and to have this process valued by the school. An empirical study using a mediated dialogue methodology was carried out to determine the value given by the schools to this identifying process by having students and teachers examine the accuracy of the perceptions they hold of each other. The results of the study indicate that the perceptions held by the schools and teachers of Pasifika students and their failure to recognize the students' identifying process influence their responses to these students in ways that adversely affect their educational achievement and opportunities.
O’Dowd, R. (2007). Evaluating the outcomes of online intercultural exchange. ELT journal, 61(2), 144. Summary: This paper reports the findings of three qualitative studies which were carried out in university level EFL classes in Germany. The three groups used various combinations of communication technologies such as email, web-based message boards, and video conferencing in order to engage in online exchanges with different partner classes in Ireland and the USA. The research was aimed at establishing, firstly, how such virtual intercultural contact can contribute to the development of intercultural communicative competence, and secondly, what skills and knowledge both students and teachers need in order to engage successfully in this complex online learning activity. The research revealed that the success of such exchanges often depends on their appropriate integration into the language classroom and that it is necessary to reassess the role of the teacher in telecollaborative exchanges.
Olebe, M., & Koester, J. (1989). Exploring the cross-cultural equivalence of the Behavioral Assessment Scale for Intercultural Communication. International Journal of Intercultural Relations, 13(3), 333-347.
Olson, C. L., & Kroeger, K. R. (2001). Global competency and intercultural sensitivity. Journal of Studies in International Education 5(2), 116–137.
Osborn, N. (2001). Diagnosing and developing cross-cultural expertise in global leaders. Retrieved December 6, 2004.
Oudenhoven, J.P.van., & Cushner, K. (2008). Convergence of cross-cultural and intercultural research: A selection of papers presented at the 5th Biennial Conference of the International Academy for Intercultural Research, Groningen, the Netherlands, July 2007. International Journal of Intercultural Relations, 32(2), 91-92.
Page, N. (2001). Coping with a climate of uncertainty: who owns what. Differing US and European attitudes to product ownership creates complexity. Financial Times.
Paige, R. M. (2003). The Intercultural Development Inventory: A critical review of the research literature. Journal of Intercultural Communication, 6, 53–61.
Paige, R.M. (2003). Intercultural Development Inventory. Intercultural Journal of International Relations, 27(4).
Paige, M.R., Jacobs-Cassuto, M., Yershova, Y.A. & DeJaeghere, J. (2003). Assessing intercultural sensitivity: an empirical analysis of the Hammer and Bennett Intercultural Development Inventory. Summary: This article reports the results of the authors’ psychometric analysis of the Intercultural Development Inventory (IDI) (The intercultural development inventory manual. Intercultural Communication Institute, Portland, OR, 1998). The study had two major research objectives: to examine the empirical properties of the IDI and to generate a single, composite IDI score that could be used for research and training (participant profiling/diagnostic) purposes.
Palazzo, B. (2002). U.S.-American and German Business Ethics:An Intercultural Comparison. Journal of business ethics, 41(3), 195-216. Summary: The differences between the "habits of the heart" in German and U.S.-American corporations can be described by analyzing the way corporations deal with norms and values within their organizations. Whereas many U.S. corporations have introduced formal business ethics programs, German companies are very reluctant to address normative questions publicly. This can be explained by the different cultural backgrounds in both countries. By defining these different "habits of the heart" underlying German and American business ethics it is possible to show the problems and questions within the intercultural management of values, but also the possible solutions.
Paleologou, N. (2004). Intercultural education and practice in Greece: needs for bilingual intercultural programmes. Intercultural education, 15(3), 318-331.
Parkhe, A. (2001). Interfirm diversity in global alliances. Business Horizons, 44(6).
Pauwels, M. (2001). Interkulturelle Aspekte beim Verwenden Graphischer Symbole, SIETAR Deutschland Newsletter 1, 21-22.
Peters, L. (2001). In dreams begins responsibility. Semiconductor International, 24(13).
Privett, R. (2000). Independence: An Intercultural Experience in North America. Drama Review, 44(2), 101-106. Summary: Fourth Fest in Duluth, Minnesota, is not only about patriotism, upper-Midwest style, but a site for some criticism coming from Ojibwe Native Peoples.
Robert, C., Probst, T. M., Martocchio, J. J., Drasgow, F., & Lawler, J. J. (2000). Empowerment and continuous improvement in the United States, Mexico, Poland, and India: Predicting fit on the basis of the dimensions of power distance and individualism. Journal of Applied Psychology, 85(5).
Roldán, M. (2006). Intercultural Utopias: Public Intellectuals, Cultural Experimentation, and Ethnic Pluralism in Colombia. Hispanic American historical review (HAHR), 86(4), 817-819.
Seran, D. (2005). Intercultural communication in English language teacher education. ELT journal, 59(2), 99. Summary: This article outlines how information about intercultural communication that is integrated with methodology training can foster greater awareness of sociocultural relativity in teacher trainees, and facilitate their reflection on their preconceived notions of target learner groups as they make methodological decisions.
Siegrist, H. (2006). Comparative history of cultures and societies. From cross-societal analysis to the study of intercultural interdependencies. Comparative education, 42(3), 377-405.
Simons, G.F. (2002). Intercultural Education at the Crossroads of Commerce: the intercultural challenges of electronic technology in a diverse Europe. Intercultural Education, 13(2), 157-171.
Steinman, C.D., Deshpande, R., & Farley, J.U. (2000), Beyond market orientation: when customers and suppliers disagree. Journal of the Academy of Marketing Science, 28(1), 109-120.
Straffon, D. A. (2003). Assessing the intercultural sensitivity of high school students attending an international school. In R. M. Paige (Guest Ed.). Special issue on the Intercultural Development. International Journal of Intercultural Relations, 27(4), 487–501.
Suzuki, M. J. (2000). Child-Rearing and Educational Practices in the United States and Japan: Comparative Perspectives. Hyogo University of Teacher Education Journal, 20(1), 177-186. Summary: Article comparing the child-rearing and educational practices in US and Japan.
Talkington, A. (2001). Global leadership: What chemical industry CEOs think about managing the global enterprise. Chemical Market Reporter, 260(3).
Tamura, T., & Nakada, M. (2005). Japanese Conceptions of Privacy: An Intercultural Perspective. Ethics and information technology, 7(1), 27-36. Summary: This paper deals with intercultural aspects of privacy, particularly with regard to important differences between Japanese and the Western views. This paper is based on our discussions with Rafael Capurro – a dialogue now represented by two separate but closely interrelated articles. The companion paper is broadly focused on the cultural and historical backgrounds of the concepts of privacy and individualism in “Western” worlds; our main theme focuses on different concepts of privacy in Japan and their sources in related aspects of Japanese culture. The interrelationship between our two papers is apparent in our taking up identical or similar topics in each paper. Reading our two papers in conjunction with each other will bring about deeper and broader insights into the diverse values and worldviews of Japan and Western cultures that underlie concepts of privacy that at a surface level appear to be similar.
Tanaka, G. (2002). Higher Education's Self-Reflexive Turn: Toward an Intercultural Theory of Student Development. Journal of higher education, 73(2), 263-296. Summary: This article submits survey instruments used by Tinto, Astin, and Pace to five probes from recent social theory-voice, power, authenticity, self-reflexivity, and reconstitution-and proposes a shift in focus in research from essentialized categories like culture and race to relation and learning "between" subjects.
Téllez, S., Carlos Sandoval, J. & González, O. (2006). Intercultural University of Veracruz: a holistic project promoting intercultural education. Intercultural education, 17 (5), 499-506.
Thorning, I., & Sinding, G. (2000). A management plan for an Intercultural Center for immigrants and refugees. Intercultural education, 11, 40-42.
Tsogas, G., & Subeliani, D. (2005). Managing diversity in the Netherlands: a case study of Rabobank. International Journal of Human Resource Management, 15, Cass business school research paper. Summary: Case study of the diversity management practices of the Rabobank in the Netherlands.
Van Hook, C. W. (2004). Preparing teachers for the diverse classroom: A developmental model of intercultural sensitivity. Retrieved December 6, 2004.
Vedantam, S. (2008). Most diversity training ineffective, study finds. Washington Post. Summary: Most diversity training efforts at American companies are ineffective and even counterproductive in increasing the number of women and minorities in managerial positions.
Verckens, J. & Gerritsen, M. (2006). Raising Students’ Intercultural Awareness and Preparing them for Intercultural Business (Communication) by E-Mail. Business Communication Quarterly, 69(1), 50-59.
Verlot, M. and Pinxten, R. (2000). Intercultural education and Complex Instruction. Some remarks and questions from an anthropological perspective on learning. Intercultural Education, 11, 7-15.
Ward, C. (2008). Thinking outside the Berry boxes: New perspectives on identity, acculturation and intercultural relations. International journal of intercultural relations, 32(2), 105-114. Summary: The paper pays tribute to the work of John Berry and the organizational frameworks that he has proposed for research on identity, acculturation and intercultural relations. It also suggests that over-reliance on these frameworks may constrain developments in the field. Accordingly, three new lines of research that illustrate ways in which we might “think outside the Berry boxes” are introduced. The first develops theory and research on ethno-cultural identity conflict as a complement to studies of integration, separation, assimilation and marginalization. The second proposes a new construct, the motivation for ethno-cultural continuity, and examines it in the context of long-term acculturation, providing a new perspective on the relationship between individual and group-level factors in the acculturation process. The third extends the classification of acculturating groups, incorporating tourists and examining intercultural relations between tourists and hosts.
Westrick, J. (2004). The influence of service-learning on intercultural sensitivity: A quantitative study. Journal of Research in International Education, 3(3), 277–299.
Wilkinson, L.C. (2007). A developmental approach to uses of moving pictures in intercultural education. International Journal for Intercultural Relations, 31(1), 1-27.
Zarkada-Fraser, A., & Fraser, C. (2002). Risk analysis of the Russian market by UK firms. International Journal of Project Management, 20(1).
Books
Adler, N., Gundersen, A. (2008) International Dimensions of Organizational Behavior, 5e. South-Western, Cengage Learning, Mason, OH. Summary: Adler's hallmark approach views global complexity as neither unpredictable nor random; rather, she demonstrates that variations across cultures and their impacts on organizations follow systematic, predictable patterns. The authors' blend of substance and readability results in a text that is authoritative and richly detailed.
Asselin, G., & Mastrion, R. (2001). Au Contraire! Figuring out the French. Intercultural Press. Summary: A book about French-American cultural relations in diverse social settings as well as business.
Barth, I., & Falcoz, C.. Le management de la diversité. Enjeux, fondements et pratiques. Summary : La lutte contre les discriminations comme promesse d'égalité des chances sont des thèmes mobilisateurs. Les entreprises publiques et privées sont fermement interpellées sur ces thèmes et contribuent avec leurs moyens et leurs contraintes à la construction d'un "management de la diversité". Cet ouvrage tente d'en clarifier et analyser les pratiques au travers d'une multiplicité de points de vue.
Benett, T. (2001). Differing Diversities. Council of Europe Publishing, Strasbourg. Summary: This report explores the challenges of adapting existing cultural policies to accommodate diversity in Austria, Belgium, Bulgaria, Canada, Luxembourg, Switzerland and the UK. 4 broad policy contexts and environments that shape cultural policy approaches to diversity are presented including: civic contexts; principles and structures of cultural administration; connections to social objectives; and the conceptual context.
Bennett, M. J. (2001). Developing intercultural competence for global leadership. In R.-D. Reineke & C. Fussinger (Eds.), Interkulturelles Management: Konzeption–Beratung–Training (pp. 207–226). Wiesbaden, Germany: Gabler.
Bennett, J. M. (2004). Turning frogs into interculturalists: A student-centered developmental approach to teaching intercultural competence. In R. A. Goodman, M. E. Phillips, & N. Boyacigiller (Eds.), Crossing cultures: Insights from master teachers (pp. 312–342). London: Routledge.
Bennett, J. M., & Bennett, M. J. (2004). Education for the intercultural experience. Yarmouth, ME: Intercultural Press, 109-135.
Bennett, J. M., & Bennett, M. J. (2004). Developing intercultural competence: A reader. Portland, OR: Intercultural Communication Institute.
Bennett, J. M., & Bennett, M. J. (2004). Developing intercultural sensitivity: An integrative approach to global and domestic diversity. In D. Landis, J. M. Bennett, & M. J. Bennett (Eds.), Handbook of intercultural training (3rd ed., pp. 147–165). Thousand Oaks, CA: Sage.
Bennett, J. M., Bennett, M. J., & Allen, W. (2003). Developing intercultural competence in the language classroom. In D. L. Lange & R. M. Paige (Eds.), Culture as the core: Perspectives on culture in second language learning. Greenwich, CT: Information Age Publishing. (Also in R. M. Paige, D. Lange, & Y. A. Yershova (Eds.). (1999), Culture as the core: Integrating culture into the language classroom (pp. 13–46). Minneapolis, MN: University of Minnesota Press.
Bennett, M. J. (2004). Becoming interculturally competent. In J. Wurzel (Ed.), Toward multiculturalism: A reader in multicultural education (2nd ed., pp. 62–77). Newton, MA: Intercultural Resource Corporation.
Bennhold-Samaan, L. (2003) The evolution of cross-cultural training in the Peace Corps. In D. Landis, J. M. Bennett, & M. J. Bennett (Eds.), Handbook of intercultural training (3rd ed.). Thousand Oaks, CA: Sage.
Brayer Hess, M., & Linderman, P. (2002). The Expert Expatriate: Your Guide to Successful Relocation Abroad—Moving, Living, Thriving. Nicholas Brealey/Intercultural Press.
Chisholm, L. A. (2000). The four-value orientation exercise using a self-awareness inventory. In S. M. Fowler, & M. G. Mumford (Eds.), Intercultural sourcebook: Cross-cultural training methods (Vol. 2, pp. 347-360). Yarmouth, ME: Intercultural Press.
Chong, N. (2002). The Latino Patient. Intercultural Press. Summary: Written for "mainstream" U.S. health care providers to enable them to more effectively and sensitively relate to and deal with health and health-related issues with Latino patients (who, at least in the California area, seem to refer to themselves as "Latinos," no matter their birth country).
Crit, G. (2003). Claves para la comunicación intercultural. Castellón: Universidad Jaume I de Castellón. Col. Estudis sobre la Traducció, 11.
Dahl, S. (2000). Intercultural Marketing - Intercultural Skills for Marketing. ECE London.
Diuguid, L.W. (2000). Imprint of America puts mark on world's diversity. Kansas City Star.
Dowling, P., Festing, M., Engle, A. (2008) International Human Resource Management, 5e. South-Western, Cengage Learning, Mason, OH. Summary: Packed with examples, practical cases, and cutting-edge insight, INTERNATIONAL HUMAN RESOURCE MANAGEMENT, 5e equips students with a thorough understanding of the key role of HRM in today's increasingly global and complex marketplace.
Elfenbein, H. A. (2003). Going from an individual-level to a team-level perspective on emotional intelligence. In V. Druskat, F. Sala, & G. Mount (Eds.), The link between emotional intelligence and effective performance. Forthcoming.
Ellmeier, A., & Rásky, B. (2006). Differing Diversities: Eastern European Perspectives. Council of Europe Publishing, Strasbourg. Summary: Cultural diversity, in all its forms, is posing a profound challenge to traditional formulations of cultural policy and to our understanding of the public interests served by this policy. In most countries the artistic and cultural landscape has not evolved to reflect the realities of a changed social landscape. This rift threatens to undermine the legitimacy of cultural institutions and the public policy that supports them. The shift from homogeneity to diversity as the new social norm requires a rethinking of the processes, mechanisms and relationships necessary for democratic policy development in diverse societies. The book can be purchased in hard copy or pdf format from the Council of Europe.
Gannon, M. J. (2000). Understanding global cultures: Metaphorical journeys through 23 countries (Second ed.). Thousand Oaks, CA: Sage Publications.
Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College.
Gole, N. (2003). Musulmanes et modernes, voile et civilisation en Turquie. La Decouverte/Poche sciences humaines et sociales.
Hayden, M., & Thompson, J. (2000). International Schools and International Education: improving management and quality. Kogan Page.
Jolly, Y. S., & Jolly, J. A. (2001, February). Supplemental thoughts to Bennett’s model: Characterization of a sojourner’s initial experience. (Rep. No. 4). Japan: Aichi Shukutoku University, Intercultural Communication Institute.
Mathe, J. (2003). Turquie. La renaissance du livre.
Oertig-Davidson, M. (2002). Beyond Chocolate – understanding Swiss culture. Bergli Books, Basel.
Paige, R. M. (2004). Instrumentation in intercultural training. In D. Landis, J. M. Bennett, & M. J. Bennett (Eds.), Handbook of intercultural training (3rd ed., pp. 85–128). Thousand Oaks, CA: Sage.
Pusch, M. D. (2003). Multicultural education: A cross-cultural training approach. Yarmouth, ME: Intercultural Press.
Ricks, D. A. (2000). Blunders in International Business. Blackwell Publishers.
Roberet, A. (2003). La Republique laique turque, trois quarts de siecle apres sa fondation par Ataturk, Editions Complexe.
Rogers, E. M., & Hart, W. B. (2002). The histories of intercultural, international, and development communication. In W. B. Gudykunst, & B. Mody (Eds.), Handbook of international and intercultural communication. (2nd ed). Thousand Oaks, CA: Sage.
Schaetti, B.F. (2000). Integrandus: Through fact of experience and reference group orientation, global nomads negotiate a multicultural self-concept. Unpublished doctoral dissertation, The Graduate College of The Union Institute.
Shields, S. A. (2002). Speaking from the Heart: Gender and the Social Meaning of Emotion. Cambridge University Press.
Shipper, F., Rotondo, D. M., & Hoffman IV, R. C.; Cross-Cultural Study of Linkage between Emotional Intelligence and Managerial Effectiveness; 08.1-6,2003; Academy of Management Meeting; Seattle, WA.
Utley, D. (2000). The Culture Pack. York associates. Summary: Provides a set of materials for Intercultural Trainers. Jeremy Comfort
Verluyten, P.S. (2000). Intercultural Communication in Business and Organisations: An Introduction. ACCO, Leusden.
Weaver, G. (2000). Culture, Communication and Conflict. Summary: The readings move from interpersonal and domestic to international contexts and were selected from academic texts, scholarly journals, newspapers and magazines or were written especially for this anthology. Articles include theoretical and applied perspectives and consider many of the controversial issues in contemporary intercultural relations.
Wren, C. S., Schuster, S. (2000). The Cat Who Covered the World: The Adventures of Henrietta and Her Foreign Correspondent. Summary: New York Times foreign correspondent Christopher S. Wren’s tales of overseas travel with his wife and children and cat Henrietta cover more than 17 years and tens of thousands of miles.
Wurzel, J. (2002). A different place: The intercultural classroom. Newtonville, MA: Intercultural Resource Corporation.
Zarkada-Fraser, A. (2001). Stereotyping in international business, in Cooper, C., Cartwright, S. and Earley, C., Handbook of Organisational Culture and Climate, John Wiley & Sons, London.
Navigating Difference: audience development and cultural diversity. Arts Council, England. Summary: Navigating Difference brings together articles on the relevance of cultural diversity and cultural identity to the arts from the perspective of 40 arts managers, policy makers, artists, academics, audience members and commentators in the UK. Arguments for cultural diversity which are used by the organisations that fund, support and research the arts are debated. They conclude that cultural diversity can only come from a commitment to changing values throughout an organisation.
Hofner Saphiere, D., Kappler Mikk, B., & DeVries, B. I. Communication Highwire: Leveraging the Power of Diverse Communication Styles. Intercultural Press. Summary: A practical book including 4 models, 37 stories, and 26 reproducible activities grounded in theory for using differences at work, in communities, or at home.
Rifkin, J. (2001). Culture challenging globalization. Arizona Republic, Phoenix.
Wallace, L.S. (2003). Diversity: Isn't it everybody's business? Christian Science Monitor, Boston.
Magazines and Journals
Advocate A national gay & lesbian newsmagazine, which addresses the latest issues & breaking stories shaping the lives of gay and straight America.
Black Enterprise A business publication for African American professionals and entrepreneurs. Features personal finance, plus career & business issues.
Centre for Research in International Migration and Ethnic Relations Has some excellent articles.
Crossing Cultures Magazine that explores cultural identity, bilingualism and cross-cultural experiences. [1]
Culture and Tradition Culture & Tradition is Canada's longest running, bilingual folklore journal.
Curve Magazine America's best-selling lesbian magazine.
Ebony Magazine A premiere publication for African American men and women covering contemporary topics from black history to sports & entertainment.
Electronic Magazine of Multicultural Education Provides open-access articles, review of books and multimedia materials in the multicultural education domain. info
Filipinas Magazine This magazine offers information about the Philippine culture, history, business, travel, food and entertainment. [2]
Fortune Magazine Intended for managers and executives, Fortune has often published leading-edge articles on diversity.
Harvard Business Review A major source for researched business issues, HBR has often provided articles that support diversity while also challenging readers to a new way of thinking. [3]
Hispanic Business Magazine Targets the Hispanic businessman or woman, focusing on a variety of business topics. Website:
Hispanic Magazine Offers news, resources and entertainment options that are relevant to Latinos than any other site.
HR Magazine The official magazine of Society for Human Resource Managers, this publication often offers diversity articles. [4]
In Motion Magazine A multicultural, English / Spanish, online publication which promotes grassroots organizing and art for social change among communities of color and working people.
Intercultural Press The premier publisher of books exploring and celebrating cultural diversity and the experiences of working and studying abroad.
International History Review The International History Review is the only English-language quarterly devoted entirely to the history of international relations.
International Journal of Cross-Cultural Management Outlet for studies of diversity management alongside organizational culture and international management issues.
International Journal of Human Resource Management The International Journal of Human Resource Management is the forum for HRM scholars and professionals world-wide. Concerned with the expanding role of strategic human resource management in a fast-changing global environment, the Journal focuses on future trends in HRM, drawing on empirical research in the areas of strategic management, international business, organisational, personnel management and industrial relations.
International Journal of Intercultural Relations IJIR is dedicated to advancing knowledge and understanding of theory, practice, and research in intergroup relations. The contents encompass theoretical developments, field-based evaluations of training techniques, empirical discussions of cultural similarities and differences, and critical descriptions of new training approaches. [5]
Journal of Asian Studies Articles on topics involving history, arts social sciences, philosophy, and contemporary issues of East, South and Southeast Asia. [6]
Journal of Business Communication The Journal of Business Communication (JBC) seeks manuscripts concerning all areas of business communication and, particularly, the areas of business composition/technical writing, information systems, international business communication, management communication, and organizational and corporate communication.
Journal of Cross-Cultural Psychology Covers the study of how cultural differences in developmental, social and educational experiences affect individual behavior.
Journal of Intercultural Studies An international, interdisciplinary journal that particularly encourages contributions from scholars in cultural studies, sociology, gender studies, political science, cultural geographers, urban studies, race and ethnic studies.
Latin Trade A tool for anyone doing business in Latin America's rapidly growing markets. Each monthly issue has the latest news and easy-to-read market data on a wide range of industries. Country briefs. Privatizations. Technology. Finance.
Managing Diversity Newsletter Managing Diversity offers brief, easy-to-read articles regarding diversity management. Each month, some of the nation's top diversity experts will bring you ideas and practical suggestions about how to effectively manage the emerging new workforce.
Middle East Journal Contains necessary background for an understanding and appreciation of the region’s political and economic development, cultural heritage and ethnic and religious diversity. [7]
NCJW Journal (National Council of Jewish Women) A journal that publishes articles that are related to women.
Profiles in Diversity Journal The purpose of Profiles in Diversity Journal is to serve as a forum for exchanging experiences and ideas among diversity practitioners. [8]
Training Magazine The official magazine of American Society for Training and Development, articles often cover diversity issues. [9]
Transeuropéennes Revue d’idées et de pensée critique. A travers elle et autour d’elle s’est développé un espace international d’échange et de confrontation des analyses. [10]
World Trade Review An independent, multi- disciplinary journal that aims to deepen understanding of issues facing the international trading system through critical analysis and constructive debate.
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