Thesis (M.A.)--Fuller Theological Seminary, 1982. / Typescript. Includes indexes. Includes bibliographical references (leaves 280-290).

Thesis (Th. M.)--Trinity Evangelical Divinity School, 1986. / Includes bibliographical references (leaves 108-110).

Thesis (M.A.)--University of Minnesota, 2001. / Includes bibliographical references (leaves 41-45). Also available on the World Wide Web as a PDF file.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (Th. M.)--Dallas Theological Seminary, 1985. / Includes bibliographical references (leaves [72]-77).

The purpose of this descriptive study was to determine how the concept of "cultural relativism" is used in the current literature pertaining to intercultural communication. This concept is central to much of the work being done on face-to-face intercultural communication, but a preliminary review of that literature indicated ambiguity and lack of concurrence among authors' views regarding the concept. This research was designed to describe the range of authors' views on cultural relativism as well as to provide some historical and critical perspective regarding "cultural relativism."

Thesis (M.A.)--University of Wyoming, 2007. / Adviser: Chia-Fang Hsu. Includes bibliographical references.

The current global and local issues of culture such as September 11, the Bali Bombings and the “Cronulla Riots” triggered a question for the researcher: “how do primary students deal with intercultural communication in multicultural Australia in times of cultural uncertainty and complexity?” Intercultural communication studies in Australia rely heavily on those of the United States of America and the United Kingdom. For this reason, this study was planned to investigate intercultural communication in a multicultural classroom in a primary school in Australia. The research employs an ethnographical case study methodology with data collected from observation, interview and documentation. 56 Year 7 students and two classroom teachers from two classes and the school ESL (English as a Second Language) teacher were included in the study. Amongst the 56 students, 24 students were interviewed along with the classroom teachers and the ESL teacher. School documents regarding the promotion of intercultural communication were also collected during the observation period. The study found that differing language capacities of students and teachers have the greatest influence on intercultural communication. Language was observed to influence positive and negative intercultural communication in the classroom. The study also confirmed that the theory of Intercultural Communication Competence (Wiseman, 2002) supports the current ethos of this school’s curriculum. Overall, the study provides a vicarious experience of intercultural communication in an Australian multicultural classroom. Intercultural communication in this particular school did not appear to be problematic. This could be due to the teachers’ endeavours to promote intercultural communication both implicitly and explicitly. In concluding, the study suggests that this school could be a model for promoting intercultural communication with a few modifications to its programs.

Thesis (D. Min.)--Westminster Theological Seminary, Philadelphia, 1997. / Typescript. Includes bibliographical references (leaves 381-406).

Diversity training programs are increasingly being incorporated into organizations as a strategy to meet moral standards and legal challenges. Unfortunately, little research as been conducted to demonstrate the effectiveness of these programs. This study describes an effective diversity training program as one that changes a member of the organization's negative attitude about racial differences toward a positive attitude.