How US students’ geo-cultural knowledge and intercultural receptiveness is impacted through contact with international teachers

Abstract

To understand how K-12 students in the USA are impacted by their interactions with international teachers (ie teachers visiting the USA from other countries), this study asked ‘Does contact with an international teacher correlate with increased geo-cultural knowledge and/or receptiveness to non-USA countries, peoples and/or cultures?’. To address this question, the study drew on pre- and post-contact data from 1,082 students who had interactions with international teachers who were in the USA for a six-week educational program. Analysis of the data indicated that the students’ geo-cultural knowledge increased after having contact with an international teacher. Students were more likely to be able to identify the visiting teacher’s country as being real (as opposed to fictional), its geographic location (vis-a-vis continent identification), and its dominant language and religion. Findings also showed that contact with international teachers correlated with increased receptiveness towards and interest in non-USA countries/peoples/culture among elementary and middle school students, but not so much among high school students. This study suggests programs supported by international teachers in schools can be effective at helping US youth gain needed intercultural competencies and, in the process, can promote global well-being.