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

Solhaug, Trond; Kristensen, Niels Nørgaard
Peer reviewed, Journal article
Published version
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Solhaug (Locked)
URI
https://hdl.handle.net/11250/2659991
Date
2019
Metadata
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  • Institutt for lærerutdanning [1394]
  • Publikasjoner fra CRIStin - NTNU [19694]
Original version
Educational Psychology. 2019, 1-19.   10.1080/01443410.2019.1646410
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. Keywords: Intercultural competence, knowledge, gender, contact hypothesis
Publisher
Taylor & Francis
Journal
Educational Psychology

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