Gender and intercultural competence: analysis of intercultural competence among upper secondary school students in Denmark and Norway

Research output: Contribution to journalJournal articleResearchpeer-review

4 Citations (Scopus)

Abstract

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.
Translated title of the contributionKøn og interkulturel kompetence
Original languageEnglish
Article number40:1
JournalEducational Psychology
Volume40
Issue number1
Pages (from-to)120-140
Number of pages21
ISSN0144-3410
DOIs
Publication statusPublished - 2020

Keywords

  • Intercultural competence
  • contact hypothesis
  • gender
  • knowledge

Fingerprint

Dive into the research topics of 'Gender and intercultural competence: analysis of intercultural competence among upper secondary school students in Denmark and Norway'. Together they form a unique fingerprint.

Cite this