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International Educational Interactions and Students' Critical Consciousness: A Pilot Study
Rebecca M Aldrich1, Lenin C Grajo2
1Rebecca M. Aldrich, PhD, OTR/L, is Associate Professor, Department of Occupational Science and Occupational Therapy, Saint Louis University, St. Louis, MO; raldrich@slu.edu.
Summary
International educational interactions significantly increased occupational therapy students' desire to explore cultural diversity and their own biases. Further research is needed to understand the impact on critical cultural consciousness.
Area of Science:
- Occupational Science
- Occupational Therapy Education
Background:
- Online technologies connect students globally, yet their effect on cultural critical consciousness in occupational science and therapy is not well-studied.
- Understanding the impact of international educational interactions on students' cultural awareness is crucial for developing culturally competent practitioners.
Purpose of the Study:
- To investigate the influence of international educational interactions on occupational science and occupational therapy students' multicultural experiences and desires.
- To assess changes in students' willingness to engage with diverse backgrounds and examine personal biases.
Main Methods:
- A pretest-posttest group design was employed with 157 students across two cohorts.
- The Multicultural Experiences Questionnaire was used to measure changes in multicultural experiences and desires.
Main Results:
- Students with greater international educational interaction showed statistically significant increases in their desire to connect with diverse individuals.
- A notable increase was observed in students' willingness to explore their own prejudices and biases.
Conclusions:
- International educational interactions hold transformative potential for enhancing students' cultural awareness and self-reflection.
- Future research should isolate the impact of international interactions on critical cultural consciousness from other educational components.
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