A Developmental Model of Intercultural Maturity

By Patricia M. King, Marcia B. Baxter Magolda. 2005

567 citations recorded by the source corpus.

Subfields: Communication, Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/d2cfcdc96c7f60d6bd185a3c8a582618bcce24c1

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In Human Factors and Ergonomics

Citations in the corpus

Do Curricular and Cocurricular Diversity Activities Influence Racial Bias? A Meta-Analysis (2009, background): “…which to consider diversity activities, for example, a model of intercultural sensitivity (Bennett, 1986, 1993), a model of intercultural maturity (King & Magolda, 2005), a multicultural competence model (Vera & Speight, 2003), and a multicultural educational framework in the context of White…”
Changing Places: A Study of Chinese Students in the UK (2008, background): “The notion of intercultural, as opposed to cross - cultural experiences which inherently stresses differences and diversity, ‘encompasses both domestic and international contexts and implies cultures interacting’ (Landreman, 2003 , cited in King and Baxter Magolda, 2005 : 572).”
Long Strides on the Journey toward Self-Authorship: Substantial Developmental Shifts in College Students' Meaning Making (2013, background): “…perry, 1970). many scholars argue that college learning outcomes such as critical thinking and intercultural competence require complex developmental capacities to understand multiple perspectives, identities, and relationships (Baxter magolda, 2004; kegan, 1994; king & Baxter magolda, 2005, 2011).”
How College Students Experience Intercultural Learning: Key Features and Approaches (2013, background): “Further, naïvity about different cultural practices and values is one of the characteristics associated with the initial level of intercultural maturity (King & Baxter Magolda, 2005), as is an egocentric view of social issues.”
Engaging with Difference Matters: Longitudinal Student Outcomes of Co-Curricular Service-Learning Programs (2008, background): “Our study, along with King and Magolda (2005), would suggest that students need sustained and reflective dialogue across boundaries of perceived difference to effectively engage with the intellectual, moral, and spiritual challenges such engagement can create.”