異文化発達質問紙(IDI)を用いた多様性トレーニング効果の検証

概要

論文の詳細を見る
The present study examines the general effect of a four-day diversity training program for 27 Japanese university students using the Intercultural Development Inventory (IDI) (Hammer, Bennett & Wiseman, 2003) and presents some tips to develop more effective training programs for Japanese university students. Bennett, M.J. (1986 ; 1993) presented the Developmental Model of Intercultural Sensitivity (DMIS), and IDI was developed as a tool to measure a person's intercultural sensitivity level on DMIS and to illustrate the person's cultural worldview orientation in terms of cultural differences. In DMIS, Bennett, M.J. (1986 ; 1993) assumes that a person's intercultural sensitivity (or worldview orientation) develops from ethnocentrism to ethnorelativism in six developmental stages: (1) Denial, (2) Defense/Reversal, (3) Minimization, (4) Acceptance, (5) Adaptation and (6) Integration. Pre-and post-IDIs were administered to the students to assess the general effect of the three-day training program. Although the program was not designed to facilitate the students' sensitivity development, results show that the students' overall intercultural sensitivity level progressed from Denial to Minimization. Finally, the study presents a discussion about how to design more effective training to Japanese university students.