While some institutions require their students to spend a semester abroad as a prerequisite to earning a business degree, academics challenge the view that travel abroad helps students become culturally competent. Many students admit that they failed to immerse themselves in a cross-cultural environment. Therefore, the purpose of this study is to…

This constructivist grounded theory study explored the development of preservice teachers' intercultural competencies. The participants were thirty-two preservice teachers who were participating in a first-year field experience with diverse populations of students. They were asked to examine their understanding of difference, and, in doing so,…

In an increasingly interdependent world, the ability to interact comfortably and confidently with people of other cultures is an important skill. This ability goes beyond cross-cultural strategies which seek to identify cultural differences and learn cultural practices in order to reduce misunderstanding. Becoming intercultural demands a…

This study examines the study-abroad experiences of pre-service teacher candidates at the Faculty of Education, York University, using transformative learning theory. Disorienting experiences are a crucial first step for perspective transformation; students reported facing racial dynamics, "outsider" status, risk-taking behavior and…