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The Exploration of Intercultural Competency in
Students Staying With Host Families Versus in Dormitories:
A Case Study on NC State Study Abroad Students


















The Exploration of Intercultural Competency in Students Staying with Host Families Versus
in Dormitories: A Case Study on NC State Study Abroad Students

Traci Stewart

Research Methods

December 2013

North Carolina State University

















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Project Significance
As the world becomes more globalized and international education through study
abroad continues to rapidly increase (Figure 1), the continuation of research on students who
study abroad has become popular and necessary (IIE, 2013). Universities seek to know the
feelings, thoughts, preferences, and development of students studying abroad (IIE, 2013).
Since the development of study abroad students is increasingly becoming more significant,
measurements of intercultural competency of students are being conducted to conclude
whether students are widening their lenses on which they see the world and its diverse
cultures through study abroad. This research aims to explore whether there is a difference in
the level of intercultural competency (ICC) in study abroad students who stay with a host
family versus those who stay in a dormitory.

Figure 1: Institute of International Education 2012 U.S. Study Abroad Trends


http://www.iie.org/Research-and-Publications/Open-Doors

Research has shown that host family stays provide students with an experience
unlike any other (Schmidt-Rinehart & Knight, 2004, p. 259). They have the opportunity to
gain first-hand knowledge of the target culture and use the native language in an informal
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setting (Schmidt-Rinehart & Knight, 2004, p. 259). Based on the article, The Homestay
Component of Study Abroad: Three Perspectives, the authors found the long-held homestay
advantage belief to be true, that homestay families help students in three major ways:
linguistically, culturally, and psychologically. (Schmidt-Rinehart & Knight, 2004, p. 259).
Most noticeably, linguistically, students are motivated to stay with a host family based on
gaining competence and exposure to the target language outside of the classroom (Freed,
1998). According to Knight and Schmidt-Rinehart (2010), the number one goal of most
students when studying abroad is to increase in their language skills (p.76). In addition,
Wilkinson (1998) adds to this point that the most efficient way to become fluent in a
language is to live with a native host family that has little to no amount of English skills
(p.23).
On the other hand, some researchers question whether staying with a host family
really enhances a students language skills and cultural knowledge. Some believe there has
been an over-generalization in the literature that the only way to become fluent in a language
as well as more interculturally competent is to live with a host family. A study found that
home stay students were less likely to gain speaking and listening proficiency than those in a
dorm (Rivers, 1998, p.492). This claim suggests that simply staying with a host family does
not always result in language gain (Magnan & Back, 2007; Wilkinson, 2002). Freed, So, and
Lazar (2003) state their strong and oppositional belief that immersion in the native speech
community has often been described as one of the surest ways to acquire fluency in a second
language, there is little empirical evidence to support this belief (p. 34). In a case study of
students staying with a host family versus those living in a dorm in France, Magnan and Back
(2007) compared a small sample of oral proficiency interviews. The results found that there
was no significant difference in oral proficiency scores of those living with a native speaking
host family versus those who were living in a dorm. However, the sample size was a mere
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twenty students, which may not be generalizable, as well as there were no control factors in
the study. Another study has suggested that living with host families creates cross-cultural
misunderstanding in various aspects of daily life (Wilkinson, 1998, p.33).
Although there is an ongoing debate on the different preferences when it comes to
choosing if staying with a host family or in a dorm is most beneficial for the development of
students, there is still no consensus. This research seeks to expand upon this research to
provide insight into whether there is higher intercultural competence development in study
abroad students staying with a host family or in a dormitory.


Variable Definitions

I ntercultural Competency
According to the Association of American Colleges and Universities (AAC&U),
Intercultural Competence is a way to identify and measure our own cultural patterns, while
comparing and contrasting them with others, and finally, adapt empathetically and flexibly to
unfamiliar ways of being (AAC&U, 2008). In addition, famous Intercultural Competence
(ICC) advocate Darla Deardorff defines intercultural competence as a set of cognitive,
affective, and behavioral skills and characteristics that support effective and appropriate
interactions in a variety of cultural contexts (2009, p.66). Trying to comprehend cultures
outside of ones own is a key to ICC, as well as being flexible and empathetic to different
ways of being ( Deardorff, 2009, p.66). This aligns with Loughs scholarly definition of ICC
as the ability to relate and communicate effectively when individuals involved in the
interaction do not share the same culture, ethnicity, language, or other salient variables
(Lough, 2010, p.3).
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Based on the AAC&U rubric on Intercultural Knowledge and Competence Values,
there are six categories that measure Intercultural Competence:
1) Knowledge of cultural self-awareness: Articulates insights into own cultural rules
and biases (e.g. seeking complexity, aware of how his/her experiences have shaped
these rules, and how to recognize and respond to cultural biases, resulting in a shift of
self-description).
2) Knowledge of cultural worldview frameworks: Demonstrates sophisticated
understanding of the complexity of elements important to members of another culture
in relation to its history, values, politics, communication styles, economy, or beliefs
and practices.
3) Empathy skills: Interprets intercultural experience from the perspectives of own and
more than one worldview and demonstrates ability to act in a supportive manner that
recognizes the feedings of another cultural group.
4) Verbal and nonverbal communication skills: Articulates a complex understanding of
cultural differences in verbal and nonverbal communication (e.g. demonstrates
understanding of the degree to which people use physical contact while
communicating in different cultures or use direct/indirect and explicit/implicit
meanings) and is able to skillfully negotiate a shared understanding based on those
differences.
5) Attitudes of curiosity: Asks complex questions about other cultures, seeks out and
articulates answers to these questions that reflect multiple cultural perspectives.
6) Attitudes of openness: Initiates and develops interactions with culturally different
others. Suspends judgment in valuing his/her interactions with culturally different
others.
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At a time where globalization calls for an opening of minds, hearts, and attitudes
toward other cultures, post-secondary institutions are encouraging students to work towards
intercultural competence. Deardorff refers to this as internationalizing the campus by
bringing a global dimension to the education of students, especially by working toward
Intercultural Competence (Deardorff, 2006, pp.241-266). Other important definitions for this
research include:
Host Family (other names: Homestay, Host stay): According to Gutel (2008), a host
family in regards to international education is an arrangement that allows individuals
to reside with a family other than their own for a particular period of time. It is an
environment in which a student lives and engages with a local family from the host
culture. Host family structure may vary through number of children, single or double
parent households, as well as multi-generational family members. For purposes of
this study, each host family are native Spanish speakers.
Dormitory: According to the Scholar Commons of the University of South Florida, a
dormitory is any on-campus living facility in which rent is paid to the university in
exchange for living quarters (Paine, 2007, p.10).


Operationalization

Dependent variable: Intercultural competence
Independent variable: Study abroad accommodations (host family vs. dorm)

A students ICC is highly dependent upon their adaptability, sensitivity, attitude, and
communication skills (Williams, 2005, p.356). For the purpose of this research, these skills
will be measured by means of the Intercultural Knowledge and Competence Value Rubric
(AAC&U, 2008). This research looks to find the variations of intercultural competency of
study abroad students at NC State who stay in a dorm compared to a host family in Spanish
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speaking countries (Brislin and Yoshida, 1994, p.4). Intercultural Competence will be
measured by the following components:

I ntercultural Knowledge & Competence Value Rubric (Fig 2) and I CC Survey (Fig 3)
As you can see in Figure 2, the Intercultural Knowledge and Competence Value
Rubric identifies the six measurements of Intercultural Competence: Cultural self awareness,
knowledge of cultural worldview frameworks, empathy, verbal and nonverbal
communication, curiosity, and openness. The Intercultural Competence survey that will be
administered is also coded for the six measurements of ICC, according to the Association of
American Colleges and Universities. For example, question one under section B of the
survey states, I think of my life in terms of giving back to the global society, is coded for
empathy (ICC measurement). The answers are coded on a scale from zero to five that aligns
with the Intercultural Knowledge and Competence Value Rubric. For instance, neutral=0,
strongly disagree=1, disagree= 2, agree=3, strongly agree=4. As you can see on the rubric
(Figure 2), for each of the 6 measurements of ICC, there are levels of ICC ranging from one
to four, with zero being neutral or no opinion. A four on the scale describes that students are
more developed in their intercultural competency skills, while a one on the scale shows
minimal signs of intercultural competence.
The way I will determine the ICC of the students who stay with a host family or in a
dorm, is I will take the mean of each survey question coded and categorized into the six
measurements of ICC (cultural self awareness, knowledge of cultural worldview frameworks,
empathy, verbal and nonverbal communication, curiosity, and openness). This will determine
the levels of ICC on a scale from zero to four on the Intercultural Knowledge and
Competence Vale Rubric. Then, I will compare the means of students who stay with a host
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family versus those who stay in a dorm to find if there is a difference among their levels of
ICC.

Figure 2: Intercultural Knowledge and Competence Value Rubric
http://www.quia.com/files/quia/users/gmcira/CoreCompetencies/Intercultural_Knowledge_an
d_Competence_Value_Rubric_jpg.png

for more information, please contact value@aacu.org

The VALUE rubrics were developed by teams of faculty experts representing
colleges and universities across the United States through a process that examined many
existing campus rubrics and related documents for each learning outcome and incorporated
additional feedback from faculty. The rubrics articulate fundamental criteria for each learning
outcome, with performance descriptors demonstrating progressively more sophisticated
levels of attainment. The rubrics are intended for institutional-level use in evaluating and
discussing student learning, not for grading. The core expectations articulated in all 15 of the
VALUE rubrics can and should be translated into the language of individual campuses,
disciplines, and even courses. The utility of the VALUE rubrics is to position learning at all
undergraduate levels within a basic framework of expectations such that evidence of learning
can by shared nationally through a common dialog and understanding of student success.

Definition
Intercultural Knowledge and Competence is "a set of cognitive, affective, and
behavioral skills and characteristics that support effective and appropriate interaction in a
variety of cultural contexts. (Bennett, J. M. (2008). "Transformative training: Designing
programs for culture learning." In M. A. Moodian (Ed.), Contemporary leadership and
intercultural competence: Understanding and utilizing cultural diversity to build successful
organizations (pp. 95-110). Thousand Oaks, CA: Sage.)

Framing Language
The call to integrate intercultural knowledge and competence into the heart of
education is an imperative born of seeing ourselves as members of a world community,
knowing that we share the future with others. Beyond mere exposure to culturally different
others, the campus community requires the capacity to: meaningfully engage those others,
place social justice in historical and political context, and put culture at the core of
transformative learning. The intercultural knowledge and competence rubric suggests a
systematic way to measure our capacity to identify our own cultural patterns, compare and
contrast them with others, and adapt empathically and flexibly to unfamiliar ways of being.
The levels of this rubric are informed in part by M. Bennett's Developmental Model
of Intercultural Sensitivity (Bennett, M.J. (1993), "Towards Ethnorelativism: A
Developmental Model of Intercultural Sensitity". In R. M. Paige (Ed.) Education for the
Intercultural Experience (pp. 22-71). Yarmouth, ME: Intercultural Press). In addition, the
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criteria in this rubric are informed in part by D.K. Deardorff's intercultural framework which
is the first research-based consensus model of intercultural competence (Deardorff, D.K.
2006, "The identification and assessment of intercultural competence as a student outcome
of internationalization" in Journal of Studies in International Education, Vol. 10, No. 3, 241-
266). It is also important to understand that intercultural knowledge and competence is more
complex than what is reflected in this rubric. This rubric identifies six of the key components
of intercultural knowledge and competence, but there are other components as identified in
the Deardorff model and in other research.

Glossary
The definitions that follow were developed to clarify terms and concepts used in this rubric
only.
Culture: All knowledge and values shared by a group.
Cultural rules and biases: Boundaries within which an individual operates in order to
feel a sense of belonging to a society or group, based on the values shared by that
society or group.
Empathy: "Empathy is the imaginary participation in another persons experience,
including emotional and intellectual dimensions, by imagining his or her perspective
(not by assuming the persons position)". Bennett, J. 1998. Transition shock: Putting
culture shock in perspective. In Bennett, M., Ed. Basic concepts of intercultural
communication. Yarmouth ME: Intercultural Press, 215 224.
Intercultural experience: The experience of an interaction with an individual or
groups of people whose culture is different from your own.
Intercultural/cultural differences: The differences in rules, behaviors, communication
and biases, based on cultural values that are different from one's own culture.
Suspends judgment in valuing their interactions with culturally different others:
Postpones assessment or evaluation (positive or negative) of interactions with people
culturally different from one self. Disconnecting from the process of automatic
judgment and taking time to reflect on possibly multiple meanings.
Worldview: Worldview is the cognitive and affective lens through which people
construe their experiences and make sense of the world around them.
for more information, please contact value@aacu.org
















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Definition
Intercultural Knowledge and Competence is "a set of cognitive, affective, and
behavioral skills and characteristics that support effective and appropriate interaction in a
variety of cultural contexts. (Bennett, J. M. (2008). "Transformative training: Designing
programs for culture learning." In M. A. Moodian (Ed.), Contemporary leadership and
intercultural competence: Understanding and utilizing cultural diversity to build successful
organizations (pp. 95-110). Thousand Oaks, CA: Sage.)

Evaluators are encouraged to assign a zero to any work sample or collection of work that
does not meet benchmark (cell one) level performance.

Capstone
4
Milestones
3

2
Benchmark
1
Knowled
ge
Cultural
self-
awarenes
s
Articulates
insights into own
cultural rules and
biases (e.g.
seeking
complexity; aware
of how her/his
experiences have
shaped these rules,
and how to
recognize and
respond to cultural
biases, resulting in
a shift in self-
description.)
Recognizes new
perspectives about
own cultural rules
and biases (e.g. not
looking for sameness;
comfortable with the
complexities that new
perspectives offer.)
Identifies
own cultural
rules and
biases (e.g.
with a strong
preference for
those rules
shared with
own cultural
group and
seeks the
same in
others.)
Shows minimal awareness of
own cultural rules and biases
(even those shared with own
cultural group(s)) (e.g.
uncomfortable with
identifying possible cultural
differences with others.)
Knowled
ge
Knowled
ge of
cultural
worldvie
w
framewo
rks
Demonstrates
sophisticated
understanding of the
complexity of
elements important
to members of
another culture in
relation to its history,
values, politics,
communication
styles, economy, or
beliefs & practices.
Demonstrates
adequate
understanding of the
complexity of
elements important to
members of another
culture in relation to
its history, values,
politics,
communication styles,
economy, or beliefs &
practices.
Demonstrates
partial
understanding
of the
complexity of
elements
important to
members of
another culture
in relation to
its history,
values,
politics,
communicatio
n styles,
economy, or
beliefs &
practices.
Demonstrates surface
understanding of the
complexity of elements
important to members of
another culture in relation to
its history, values, politics,
communication styles,
economy, or beliefs &
practices.
Skills Interprets
intercultural
experience from the
Recognizes
intellectual and
emotional dimensions
Identifies
components of
other cultural
Views the experience of
others but does so through
Empathy perspectives of own
and more than one
worldview
of more than one
worldview and
sometimes uses
perspectives
but responds in
all situations
with own
own cultural worldview
and demonstrates
ability to act in a
supportive
more than one
worldview in
interactions
worldview
manner that
recognizes the
feelings of another
cultural group
Skills
Verbal
and non-
verbal
communi
cation
Articulates a
complex
understanding of
cultural differences
in verbal and
nonverbal
communication (e.g.,
demonstrates
understanding of the
degree to which
people use physical
contact while
communicating in
different cultures or
use direct/indirect
and explicit/implicit
meanings) and is
able to skillfully
negotiate a shared
understanding based
on those differences.
Recognizes and
participates in
cultural differences in
verbal and nonverbal
communication and
begins to negotiate a
shared understanding
based on those
differences.
Identifies some
cultural
differences in
verbal and
nonverbal
communicatio
n and is aware
that
misunderstandi
ngs can occur
based on those
differences but
is still unable
to negotiate a
shared
understanding.
Has a minimal level of
understanding of cultural
differences in verbal and
nonverbal communication; is
unable to negotiate a shared
understanding.
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Attitude
s
Curiosity
Asks complex
questions about
other cultures, seeks
out and articulates
answers to those
questions which
reflect multiple
cultural perspectives
Asks deeper questions
about other cultures
and seeks out
answers to those
questions
Asks simple or
surface
questions
about other
cultures
States minimal interest in
learning more about other
cultures
Attitude
s
Opennes
s
Initiates and
develops interactions
with culturally
different others.
Suspends judgment
in valuing her/his
interactions with
culturally different
others.
Begins to initiate and
develop interactions
with culturally
different others.
Begins to suspend
judgment in her/his
valuing interactions
with culturally
different others.
Expresses
openness to
most if not all
interactions
with culturally
different
others. Has
difficulty
suspending
any judgment
in her/his
interactions
with culturally
different
others, and is
aware of own
judgment and
expresses a
willingness to
change.
Receptive to interacting with
culturally different others.
Has difficulty suspending any
judgment in her/his
interactions with culturally
different others, but is
unaware of own judgment.












Figure 3: Intercultural Knowledge and Competence Value Survey
http://www.uky.edu/toolkit/sites/www.uky.edu.toolkit/files/GlobalDevelopmentScale.pdf
Each survey question as mentioned above is coded for one of the 6 measurements of
Intercultural Competency, found in the Intercultural Knowledge and Competency Value
Rubric. The survey questions below are coded as follows:
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a) Page 1(Questions 1-8): Background information to help with our control variables.
b) Page 2 (Questions 1-13): These questions are titled statements regarding your views of
the world and they are coded for the ICC measurements of cultural self-awareness and
knowledge of cultural frameworks.
c) Page 3(Questions 1-13): These questions are titled your abilities to function in the world
and are coded for the ICC measurements of empathy skills as well as verbal and nonverbal
communication skills.
d) Page 4 (Questions 1-17): These questions are titled your present thinking and are coded
for attitudes of curiosity and openness.
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This survey is to be incentivized through prizes of gift certificates to local NC State
restaurants (Chipotle, Brueggars Bagels. Jasmine, etc) for a sample of NC State students
going on a study abroad program who are juniors, have the same level of intermediate
Spanish language proficiency (which means they are not fluent and are intermediate in
Spanish or below), and have never studied abroad before. The survey questions are based off
of identifying where students stand on AAC&Us Intercultural Knowledge and Competence
Value Rubric.
Students who complete the survey will be put into a raffle to win gift certificates to
Chipotle, Brueggars Bagels, or Jasmine, which are all practical and frequently visitied NC
State dining options. Another option to get more students to participate in this survey, is to
collaborate with the faculty leading the programs to make the survey a part of the course
evaluation. Faculty could also incentivize taking this survey by making it a part of the overall
participation grade for the students. Students can take this survey before they leave in one of
their pre-departure meetings, as well as the same survey when they return in order to get a
clearer understanding on if their intercultural competence has grown since staying with a host
family or in a dorm.

Focus groups
In order to gain a greater depth of information, focus groups before and after
studying abroad will be administered using various questions from each of the six
measurements of the Intercultural Knowledge and Competence Value Rubric. Focus groups
will likely provide insightful and dense information with more details on how students
perceive their intercultural competence to be both before and after studying abroad. In order
to gain a greater perspective from a group dynamic of students who stayed with a host family
compared to a dorm, and be able to produce more information, I will conduct a focus group
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with students who are once again juniors, with the same level of foreign language
proficiency, as well as have never studied abroad before. Students who participate in the in-
depth interviews and the focus groups below will also be shown and asked to identify where
they are on the Intercultural Knowledge and Competence Value Rubric in each of the six
measurements.


Hypothesis

Based on my research, I hypothesize that in comparison, students who stay with host
families are more likely to increase their level of intercultural competency than those who
stay in dorms. This means students who stay with a host family are more likely to:
1. Gain better attitudes toward different cultures( respect, openness, curiosity)
2. Increase in knowledge of cultures
3. Increase in their empathy skills
4. Increase in their verbal & nonverbal communication skills

Research Design
This study is large sample, quantitative study of students at NC State who study
abroad in Spanish speaking countries. The reason why this study is aimed at students who are
just studying abroad in Spanish speaking countries is to be able to narrow the scope of
students, their common Spanish interest. In addition, this is a better way to control for
intermediate language ability when the study uses students only using the Spanish language.
It will also use qualitative measures through focus groups. Due to the fact that this study is
focusing on students who study abroad through a typical public university, the results can be
generalizable. This study consists of a survey and focus groups that will control for students
who: are juniors, are not fluent in the native language of Spanish meaning intermediate level
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or below, and have not studied abroad before. Through quantitative and qualitative measures,
this research will observe whether the difference in the independent variable (staying with
host families versus staying in dormitories when abroad) is accompanied by a variation in the
dependent variable (intercultural competence).

Conclusion

In conclusion, this research seeks to find whether staying with a host family increases
the level of intercultural competency in students as represented through NC State study
abroad students traveling to Spanish speaking countries. As the world becomes more
globalized, it is crucial for research to be done on how each individual student can become
more interculturally competent. In this specific case, I seek to come to a logical conclusion
on whether NC State study abroad students who stay with a host family become more
interculturally competent than those who stay in a dorm.























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