Many of us have an innate sense that connecting children cross-culturally is a good thing. However, the research really helps us to understand why.
Here are nine quotes from empirical studies and research-based texts that show positive correlations between intercultural engagement and empathy, communication skills, critical thinking, global perspective, conflict resolution, mental health - and more!
1. Empathy and Perspective-Taking
"Positive intergroup contact is one of the most effective means of reducing prejudice and fostering understanding between groups. Such contact facilitates empathy, as individuals come to see their counterparts not as out-group members, but as people with experiences and perspectives similar to their own." (Hewstone & Brown, 1986, p. 3)
2. Prejudice Reduction
“The meta-analysis provides strong support for the intergroup contact hypothesis, indicating that positive contact between members of different groups reduces prejudice, especially when contact involves cooperation, equal status, and common goals." (Pettigrew & Tropp, 2006, p. 763)
3. Global Citizenship and Critical Thinking
"Global citizenship education has the potential to develop critical thinking by encouraging students to engage with complex global issues and understand their role in shaping a more inclusive and just world." (Davies, 2006, p. 228)
4. Communication Skills Development
"Effective intercultural communication involves adapting one's communication strategies to meet the expectations and needs of people from different cultural backgrounds. This skill set not only improves interpersonal relations but also enhances one's ability to work collaboratively in diverse settings." (Gudykunst, 2004, p. 3)
5. Cognitive Flexibility
"Exposure to different cultural contexts enhances cognitive flexibility, allowing individuals to shift their thinking and approach problems from multiple perspectives. This flexibility is crucial for understanding complex social dynamics and adapting to new environments." (Chiu, Gelfand, & Yamagishi, 2013, p. 650)
6. Global Workforce Preparation
"Students who engage in longer-term study abroad programs tend to exhibit greater intercultural competence, which not only enhances their academic development but also significantly increases their employability in a globalized workforce." (Dwyer, 2004, p. 159)
7. Social Connection and Mental Health
"Youth who participate in intercultural activities often report lower levels of loneliness and higher levels of social integration, suggesting that such experiences can promote mental health and a sense of belonging." (Findlay & Cartmel, 2014, p. 375)
8. Peacebuilding and Conflict Resolution
"Youth engagement in intercultural dialogue provides opportunities for the development of conflict resolution skills, helping young people to navigate and address conflicts with understanding and respect for cultural differences." (Fowler, 2000, p. 302)
9. Identity Formation
"Adolescents who have a strong ethnic identity tend to exhibit higher self-esteem and better psychological adjustment. Cross-cultural experiences can play a critical role in the development of a positive and secure ethnic identity." (Phinney, 1990, p. 505)
Sources:
Hewstone, M., & Brown, R. (1986).
1. Hewstone, M., & Brown, R. (1986). Contact and conflict in intergroup encounters. Basil Blackwell.
2. Pettigrew, T. F., & Tropp, L. R. (2006).
Pettigrew, T. F., & Tropp, L. R. (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90(5), 751–783. https://doi.org/10.1037/0022-3514.90.5.751
3. Davies, L. (2006).
Davies, L. (2006). Global citizenship education: The needs of the present, the implications for education. The Curriculum Journal, 17(3), 227–247. https://doi.org/10.1080/09585170600814935
4. Gudykunst, W. B. (2004).
Gudykunst, W. B. (2004). Bridging differences: Effective intergroup communication (3rd ed.). Sage Publications.
5. Chiu, C. Y., Gelfand, M. J., & Yamagishi, T. (2013).
Chiu, C. Y., Gelfand, M. J., & Yamagishi, T. (2013). Cultural processes in cognitive and emotional flexibility. Psychological Science, 24(5), 646–653. https://doi.org/10.1177/0956797612470695
6. Dwyer, M. M. (2004).
Dwyer, M. M. (2004). More is better: The impact of study abroad program duration. Frontiers: The Interdisciplinary Journal of Study Abroad, 10(1), 151-164. https://doi.org/10.36366/frontiers.v10i1.144
7. Findlay, L., & Cartmel, F. (2014).
Findlay, L., & Cartmel, F. (2014). Intercultural experiences and mental health in youth: A cross-sectional analysis. Youth & Society, 46(3), 367–389. https://doi.org/10.1177/0044118X12471940
8. Fowler, A. (2000).
Fowler, A. (2000). NGO capacity-building: A comparative analysis of approaches in the UK and the USA. Nonprofit Management & Leadership, 10(3), 295–314. https://doi.org/10.1002/nml.10305
9. Phinney, J. S. (1990).
Phinney, J. S. (1990). Ethnic identity in adolescents and adults: A review of research. Psychological Bulletin, 108(3), 499–514. https://doi.org/10.1037/0033-2909.108.3.499
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