This study explores the acculturation experiences of long-term Western residents in Japan using a broad intercultural studies approach. First, the historical context of Westerners coming to Japan is discussed. Next, literature from the field of intercultural studies is considered. This literature is used to provide a framework for analyzing Western sojourners’ acculturation experiences in Japan, as well as for choosing the research methods for conducting a qualitative analysis. The research involved interviewing 12 expatriates from English-speaking countries who have been in Japan for at least 10 years. Their acculturation experiences were analyzed, with a particular focus on finding hidden barriers to acculturation. The study concludes that numerous barriers to acculturation do exist. Commonly observable barriers included lack of employment security for some sojourners, and a poor fit between an individual’s personality and the host culture. These issues are applicable to anyone adapting to life in a different culture. However, this research also exposed a number of hidden barriers arguably unique to the Western sojourner’s acculturation experience in Japan. These barriers include the challenge of developing satisfying relationships with Japanese, due primarily to different expectations for psychological closeness and self-disclosure in Japan and the West. Another is the social effect of Othering, the centuries-old process where Japanese society divides things into those which are Japanese and those which are not, and the consequent empathy deficit that Japanese experience toward outsiders. The thesis concludes by offering recommendations for how long-term Western residents in Japan can improve their adaptation and acculturation experience. These include the obvious advantages of learning the Japanese language, and the less obvious benefits of learning and practicing mindful intercultural communication.

This thesis looks at how ecotourists can become aware of biocultural diversity (the intersection of biological and cultural diversity) and help contribute to sustainable development, which considers the needs of both present and future generations. The thesis will address the ecotourism industry and how people who travel with companies that cater to ecotourists can contribute to biocultural diversity and sustainable development. It will utilize a sustainable development framework and a critical theory approach for considering biological and cultural perspectives including human rights and social justice, the contribution of traditional knowledge, community involvement, and the effects of human impact and globalization. The primary audience of my research is people who travel the globe in search of the earth’s natural wonders. I highlight issues related to minimizing environmental impact, respecting local cultures, building environmental awareness, and providing direct financial benefits for conservation. My central research question is: How can travelers help to preserve the environment, be sensitive to local cultures, and contribute to a sustainable future? I ask: By understanding the distinct correlation between biological and cultural diversity, how can we utilize both traditional (and local) knowledge combined with scientific knowledge to help sustain and preserve our natural ecosystems? I conclude with findings that point to the need for shared community authority, management, and decision making; mutual benefits; recognition of the rights, values, norms, power structures, and dynamics of local populations; respect for belief systems as well as traditional and local ecological knowledge; and the importance of contextual adaptation.

This qualitative study investigated conflict within intercultural romantic relationships between Mexican American and European American partners within the United States. The goal of this study was to explore and understand the causes of differences in conflict and resulting relationship satisfaction in this largely underexplored area of intercultural relationships. Seven couples were interviewed and asked a total of 27 questions aimed at finding answers to the main research questions, which were: (1) in what ways do Mexican American and European American partners in romantic relationships experience conflict in their relationship; and (2) in what ways do Mexican American and European American partners try to resolve conflict; and (3) how do their conflict styles and ability to resolve conflict impact their relationship satisfaction? The interviews were transcribed and analyzed for themes related to the research questions. The most frequently occurring themes discovered were: (1) gender expectations, (2) family obligations, (3) finances, (4) experience of being the minority, and (5) language barriers and exclusion. Implications and suggestions for future research are provided.

An interdisciplinary approach to learning styles and teaching styles among Native Hawaiian and Pacific Islander students (NHPI) and Western teachers, this thesis suggests specific learning components necessary for academic success for Oceanic learners. This was accomplished by examining academic literature in the fields of anthropology, history, intercultural communication, linguistics, Teaching English to Speakers of Other Languages (TESOL), and Hawaiian studies. The thesis blends the current literature with qualitative research findings from questionnaire results of university students from the Pacific Islands and questionnaire results from Western university faculty. The results of this research provide insight to addressing tactile learning, natural environments, spirit/core wisdom, and awareness of the differences in communication styles for NHPI students in a U.S. university. The results also provide insight on two major themes that inhibit learning: first, that NHPI students face fear and a lack of confidence on a daily basis in the general class environment, and second, that their teachers also have a low regard of the NHPI student because of unmet expectations that are culturally relevant to Western education systems, but that are in direct contrast of Oceanic values. This thesis suggests that both teachers and students often miscommunicate by unknowing conflicting value systems.

Given economic and societal shifts towards globalization, the need to develop effective global leaders is well documented. This thesis explored the development of a prototype instrument for use in global leadership classes or training to assess and/or develop the competencies and decision-making abilities associated with effective global leadership. The format of the instrument was a hybrid of situational judgment tests (SJTs) and culture assimilators and its content was drawn from a real life critical incident as recounted by an expert global leader during an interview using cognitive task analysis techniques. The interview was part of qualitative research that investigated expert cognition displayed by exceptional global leaders. The thesis included a literature review of global leadership research to identify the general competencies, intercultural competencies, and cognitive proficiency of effective global leaders that would serve as a foundation for the domains to be assessed and developed. SJTs and culture assimilators were discussed as format examples for constructing the instrument. The process of creating and refining the tool was then reviewed, which included developing the questions and answers, conducting pre-tests, gathering feedback from subject matter experts, and conducting a content analysis to ensure global leadership and intercultural competencies were addressed. Data collected during the course of development were presented and discussed. Step-by-step instructions (that included potential improvements to the process experimented with to date) were included to guide others in future development. An abridged sample of the instrument was provided.

Although diversity on television has ebbed and flowed in recent years, many new shows have recently emerged that feature either predominantly black female casts, or that feature a black female in the lead role. Reality television often sends forth angry, physical images of African American women, while non-reality television tends to express alleged relationship and sexual values of African American females that are uncomfortable for many. Not everyone embraces these images. What are modern television images saying about African American women? Using the lens of critical race theory to view images of African American women aired on highly rated reality and non-reality television shows, this study examines and compares emerging negative stereotypes of African American women, and explores and identifies what historical negative stereotypes of black females continue to be perpetuated today via the small screen. Furthermore, in order to fill a gap in the current available research, this analysis also considers and exemplifies the frequency and definition of positive representations of African American women on reality and non-reality television.

This exploratory study examines the impact of intercultural training as part of an international corporate internship program in the United States for college graduates from Rwanda. This is a mixed-method study using quantitative and qualitative data collected before, at completion, and one year after the 3-month internship program. The report explores the design, methods, content, tools, assessments and experiential activities used during the intercultural training, which focused on educating both the Rwandan interns and their U.S. managers on some of the differences in culture and communication styles that impact effectiveness in the workplace. The purpose of this research is to discern which aspects of the intercultural training intervention the participants perceived as the most beneficial. In addition to providing a better understanding of challenges for African interns adapting to the U.S. corporate environment, this study hopes to provide insights and contribute to a framework of best practices for intercultural training for U.S. international corporate internships, which as part of the J-1 visa program created by the U.S. State Department to build international understanding and cultural exchange, as well as work opportunities.

This study explores potential implications of the Personal Leadership method for study abroad instructors and their students as emerging global leaders. This research documents and analyzes the experience of one cohort of Council of International Educational Exchange (CIEE) international educators as they gained a preliminary understanding of the Personal Leadership method across a five-month virtual blended learning course. Additionally, this research looks at CIEE's decision to incorporate Personal Leadership into their intercultural competency training program. Finally, this research examines the predicted global leadership development benefits Personal Leadership could provide students learning abroad, according to this cohort of international educators. This study employs qualitative methods in the case study of one CIEE instructor cohort. The researcher limited data collection to unstructured expert interviews, instructors' written discussion and polling data reported during the recorded course sessions, and a Likert-type scale exit survey. The findings from this study suggest that Personal Leadership offers a useful, process-based method for self-inquiry that significantly helps individuals develop affective qualities essential to be effective global leaders.

Critique, or "crit," is a central feature of instruction in art and design programs. Critique is an event in which students present their work and receive feedback from faculty, visiting professionals, and their classmates. Critique can be formative or summative. In formative critiques, the instructor intervenes in the creative process, reviews drafts of work, and makes recommendations for revision. In summative crits, the instructor evaluates a finished product for a grade. The goal of a summative critique is to evaluate and rate the quality of student work. However, success is not necessarily determined by student work alone. Critique also requires mastery of a number of communication and cultural competencies. Crits can be challenging for students of all cultural backgrounds but may be especially difficult for international students who are adapting to a new culture and academic environment. This study examined the difficulties that some Japanese students experience in summative crits often due to cultural differences and language problems. The purpose of this study was to investigate challenges experienced by Japanese international students and identify types of support that Japanese international students may need in order to be successful in crits. This study had three goals: (1) provide Japanese students with recommendations for success in crits; (2) help faculty learn international perspectives and contribute to their cultural sensitivity in the classroom; and (3) encourage greater institutional support for international students at American design schools. This research aims to contribute to a better understanding of the challenges and needs of international students in the U.S. design classroom.

This study investigated the salient cultural variables in play in an adult TESOL classroom. Two instructors paired students and offered their rationales for having done so. They created 71 dyads, which were examined and categorized according to Storch's four patterns of interaction. Results showed that the instructor who created pairs according to certain student cultural variables had a 12% higher rate of acquisition-enhancing patterns than did the instructor who did not pair in this same fashion. Instructor rationales were then analyzed to determine which cultural variables were found to be most salient in the creation of each of the four interaction patterns. Among them were issues of facework, trust, cultural norm remaking, and role ascription or achievement. By extension, the findings showed that using cultural variables when pairing learners in the TESOL classroom might significantly enhance second language acquisition.