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    Investigating Intercultural Sensitivity in Saudi Arabian Women in The United States: Making Sense of Lived Experiences

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    Author
    Hertenstein, Kathleen Foley
    Issue Date
    2020
    Keywords
    Intercultural Sensitivity
    Saudi Arabian Women at the tertiary level
    Advisor
    Gilmore, Perry
    
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    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    Globalization affects our careers and education, and now more than ever interacting effectively with people from other cultures is of the utmost importance. In today’s classroom, cultivating intercultural sensitivity has become a necessity due to the pervasiveness of intercultural misunderstandings and misinformation in society. To that end, this dissertation aims to provide 1) a conceptualization of intercultural sensitivity, 2) a delineation of the components of intercultural sensitivity, 3) an understanding of the role intercultural sensitivity plays in training for educators, students, and citizens, and 4) a critique of the findings and further recommendations. Using Milton Bennett’s Developmental Stages of Intercultural Sensitivity (1986,1993, 2004, 2013) as a conceptual and theoretical framework and Chen and Starosta’s (2000) ISS survey, I asked eleven female Saudi students at the tertiary level how they perceived themselves regarding their developmental stage of intercultural sensitivity. In addition to the scale and survey, I conducted a three-part interview (Seidman, 2006) to gather data pertaining to the participants’ lived experiences. In viewing identity through a constructivist lens, I examined my dual roles: etic and emic (Pike,1967) and conducted a micro-analysis using symbolic interactionism (Blumer, 1969) as a way to shed new light on the participants lived experience as sojourners in the U.S. The results of this dissertation are intended to inform students, teachers, administrators, and communities on intercultural sensitivity and the intercultural experiences of sojourners, or students who study abroad, at the tertiary level. I found that respondents’ interpretations of their lived experiences strongly influenced their identity construction and that intercultural sensitivity “bridges the gap” between teacher and student, allowing a more interactive and inclusive classroom.
    Type
    text
    Electronic Dissertation
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Graduate College
    Language, Reading & Culture
    Degree Grantor
    University of Arizona
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