TY - JOUR
T1 - Gender and intercultural competence
T2 - analysis of intercultural competence among upper secondary school students in Denmark and Norway
AU - Solhaug, Trond
AU - Kristensen, Niels Nørgaard
PY - 2020
Y1 - 2020
N2 - The pluralisation of European societies has produced national and cultural diversification, increasing the need for communication and understanding to support recognition, equality, justice, self-determination and identification with others. This paper responds to the social and political challenges accompanying immigration by focusing on gender differences in intercultural competence among a selection of Danish and Norwegian secondary school students. Data came from questionnaires given to 895 students from four schools—two Danish and two Norwegian. One major finding was gender differences in intercultural competence, which is discussed using inclusive citizenship theory, gender socialization theory and feminist standpoint theory. For the control variables, cultural capital theory and intergroup contact theory were used to analyse students’ experiences of school diversity and their intercultural competence. School diversity contributed moderately to greater intercultural competence while moderate differences arose between national samples. Finally, teaching implications are discussed.
AB - The pluralisation of European societies has produced national and cultural diversification, increasing the need for communication and understanding to support recognition, equality, justice, self-determination and identification with others. This paper responds to the social and political challenges accompanying immigration by focusing on gender differences in intercultural competence among a selection of Danish and Norwegian secondary school students. Data came from questionnaires given to 895 students from four schools—two Danish and two Norwegian. One major finding was gender differences in intercultural competence, which is discussed using inclusive citizenship theory, gender socialization theory and feminist standpoint theory. For the control variables, cultural capital theory and intergroup contact theory were used to analyse students’ experiences of school diversity and their intercultural competence. School diversity contributed moderately to greater intercultural competence while moderate differences arose between national samples. Finally, teaching implications are discussed.
KW - Intercultural competence
KW - contact hypothesis
KW - gender
KW - knowledge
UR - http://www.scopus.com/inward/record.url?scp=85070516099&partnerID=8YFLogxK
U2 - 10.1080/01443410.2019.1646410
DO - 10.1080/01443410.2019.1646410
M3 - Journal article
SN - 0144-3410
VL - 40
SP - 120
EP - 140
JO - Educational Psychology
JF - Educational Psychology
IS - 1
M1 - 40:1
ER -