Investigating Influences on Intercultural Sensitivity Through Undergraduate and Graduate Students’ Reflections on Identities

Due to a shifting global environment and unique personal circumstances, traditional in-person learning experiences that foster cross-cultural interactions learning, including study abroad programs, have become unavailable many. In light of this issue, we investigated how virtual course, such as Global Social Justice in Education (GSJE), could allow undergraduate graduate students explore their cultural identities enhance intercultural sensitivity. Data for was collected via three distinct GSJE reflections completed by single cohort 11 Purdue who interacted with international participants. participant were analyzed coded descriptors using an emergent identity framework created study. Textual evidence then gathered from used inform which participants reflected on most often the context exploration enabled develop Overall, findings suggest draw connections between themselves diverse others, address bias, gain awareness perspectives.