In Their Own Words: Student Narratives of Intercultural Engagement, Barriers, and Impact at a Canadian University
Bibliographic record
Abstract
Enhancing and evaluating intercultural learning in Canadian postsecondary education is increasingly important in the context of domestic student diversity, the rapid internationalization of higher education, and collective responsibilities to address the local and global implications of colonialism at relational, institutional, and systemic levels. This paper provides the findings of qualitative research designed to explore student perspectives on their intercultural attitudes, knowledges, and skills, as well as to identify whether and how their learning resulted in intercultural praxis. Data from a student survey coded and thematically analyzed revealed a variety of themes of interest to educators. The findings highlight the need to address individual and institutional barriers to intercultural learning, while acknowledging that societal barriers also constrict the advancement of inclusion and diversity goals. Key areas for improvement include moving beyond deficit models of cultural diversity; enhancing pedagogical supports and professional development in intercultural praxis; and progressing past superficial or individualistic approaches in ways that empower students to apply their intercultural knowledges and skills through transformative actions that gesture towards socially just futures.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".