This compelling, moving film follows 11-year-olds from around the world (Australia, Bulgaria, China, France, Germany, India, Morocco, Japan, Sweden, Thailand, the United Kingdom and the United States). The youngsters share their beliefs, challenges, passions and triumphs, showing that issues like bullying and discrimination are experienced by everyone, regardless of where you come from and what you look like.

Source: https://www.familyminded.com/s/family-movies-that-celebrate-diversity-446eb171be8f4216

The movie is about a true story of three brilliant African American women who worked at NASA during the early 1960s. At this time, both women and people of color were widely and openly discriminated against, particularly in segregationist Virginia.

Source: https://www.familyminded.com/s/family-movies-that-celebrate-diversity-446eb171be8f4216

The Titans have to learn to overcome their own personal differences and play together as a team despite their town’s racial tensions, which are highlighted by racial slurs, riots and public segregation.

“On the Way to School” features four children on their way to school, each of them overcoming their own personal obstacles to get there. Samuel is pushed 2.5 miles in a homemade wheelchair by his younger brothers; Jackson has to avoid wild animals on the African savannah; Zahira navigates the Atlas Mountains weekly to get to boarding school; and Carlito has a 90-minute horseback ride across the pampas.

"This international hodgepodge strikes many shoppers and food purveyors as antiquated. But [according to reporters at The New York Times] doing away with it isn’t as easy as it might sound."

A young Greek woman falls in love with a non-Greek and struggles to get her family to accept him while she comes to terms with her heritage and cultural identity.

Grant, J., Acheson, K., & Karcher, E. (2021). Using the BEVI to Assess Individual Experience to Enhance International Programming. Frontiers: The Interdisciplinary Journal of Study Abroad, 33(1), 129-142. https://doi.org/10.36366/frontiers.v33i1.491

This case study (n=11) documents the implementation of intercultural learning activities throughout a semester long course and a 9-day trip to Vietnam. Researchers anticipated positive development in critical thinking, openness, and environmental concern measured by the Beliefs, Events, and Values Inventory.

Chang Alexander, K., Ingersoll, L. T., Calahan, C. A., Miller, M. L., Shields, C. G., Gipson, J. A., & Chang Alexander, S. (2021). Evaluating an Intensive Program to Increase Cultural Intelligence: A Quasi-Experimental Design . Frontiers: The Interdisciplinary Journal of Study Abroad, 33(1), 106-128. https://doi.org/10.36366/frontiers.v33i1.497

This study used a quasi-experimental design to compare the effects of an intercultural development program on students' Cultural Intelligence (CQ) compared with students in a summer research program who did not receive the intervention. 

Cartwright, C., Stevens, M., & Schneider, K. (2021). Constructing the Learning Outcomes with Intercultural Assessment: A 3-Year Study of a Graduate Study Abroad and Glocal Experience Programs . Frontiers: The Interdisciplinary Journal of Study Abroad, 33(1), 82-105. https://doi.org/10.36366/frontiers.v33i1.521

Learners were assessed using the Inter cultural Effectiveness Scale (IES) and the AAC&U VALUE Rubric on Intercultural Knowledge and Competency (IKAC). Results support the criticality of intentional instructional course design based on intercultural assessment data for improved intercultural competency development.

Even folks with Ph.D's and lots of familiarity with experiential learning can be skittish about using rubrics to make sense of authentic artifacts of reflective learning. This explanation is the simplest and clearest we've yet seen about how to code qualitative data.  Using a rubric is a type of deductive coding, so, to get more comfortable with it, all you really need to read is the part of this essay on "Deductive Coding 101."  But the advice on keeping things simple is excellent, too.

Funded by an Alaska Native Education grant, this Culture in the Classroom resource defines 5 standards for culturally responsive teaching, with indicators and rubrics of increasing proficiency!  Although growing out of K-12 education, it also has broad applicability to the higher education classroom and would align well with Dr. Diatta-Holgate's work, mentioned earlier in this collection.

Culturally responsive teaching, as defined by expert Zaretta Hammond, in her book Culturally Responsive Teaching and the Brain, is one of the most impactful tools for empowering students to find their way out of what are commonly known as "achievement gaps." Culturally responsive teaching (CRT) attempts to bridge the gap between teacher and student by helping the teacher understand the cultural nuances that may cause a relationship to break down—which ultimately causes student achievement to break down as well.

This instructors' resource blog post, from 2018, gives concrete and specific examples of using a rubric to give objective and actionable feedback to a student about a piece of writing.  Since rubrics work similarly no matter what type of learning  is being assessed, this resource may also prove helpful to individuals using the rubrics in this collection.  Instructors who use rubrics may also benefit by watching, and sharing with their students, this video on how, as a student, to use the rubric provided by the instructor to get a better grade!

According to the NPR website, "In Seoul, gyms are banned from playing up-tempo music, such as K-pop hits. The regulations are intended to prevent people from breathing too heavily, which could spread the virus."

Yakar, H. K., & Alpar, S. E. (2018). Intercultural communication competence of nurses providing care for patients from different cultures. International Journal of Caring Sciences, 11(3), 1743-1755.

This study was performed with nurses who provide care for an intercultural population with the objective of determining intercultural communication competence of nurses who provide care for patients from different cultures. Data were collected from 204 nurses using a Nurse Identification Form, the Intercultural Awareness Scale, Intercultural Sensitivity Scale and Intercultural Effectiveness Scale.

Petrovskaya, I., & Shaposhnikov, S. (2020). Enhancing intercultural effectiveness in international virtual student teams: an exploratory study. Educational Research for Policy and Practice, 19(3), 345-361.

The present study focused on the behavioural dimension of intercultural communication competence and investigated whether the short-term experience of working on a project assignment in a virtual multicultural team could produce an increase in students’ intercultural effectiveness. The study employed a single-group pre-test-post-test research design. The sample included 73 students representing 16 nationalities studying in Russian and Japanese universities majoring in business or economics. Students’ responses on the Intercultural Effectiveness Scale (Portalla and Chen in Intercult Commun Stud 19(3):21–37, 2010) were collected before and after the project, and paired difference tests (t test and Wilcoxon signed-rank test) were used for data analysis.

Bates, A., & Rehal, D. A. (2017). Utilizing the Intercultural Effectiveness Scale (IES) to Enhance International Student Travel. International Research and Review, 7(1), 44-53.

This paper highlights how one institution used the International Effectiveness Scale (IES) to support intercultural exploration and development for short-term undergraduate travel programs. Authors discuss utilization of the IES to explore students' intercultural development, how it can be applied to create an individualized action plan, and how it can identify intercultural goals during university-sponsored international travel opportunities. 

This six-dimension rubric, based in part on the AAC&U Intercultural Competence Rubric, was created by team of experts to assess an institutional learning outcome which stated that "...[our] graduates will be able to analyze topics and human experiences using categories such as race, ethnicity, gender, social status and ability."

This four-quadrant framework with self-reflection questions can help an evaluator or an evaluation team critically self-examine whether they are, in fact, providing "helpful help" to marginalized groups.  This work comes from Dr. Hazel Symonette, a Black American educator & qualified IDI administrator who has served on the board of the American Evaluators Association, and helped craft the very definition of a culturally competent evaluator.

Watching this video enables participants to explain the meaning of the terms: global citizenship, cosmopolitan and difference and discuss how difference matters in today's society and in their own lives. 

This 37-item survey instrument, created by a multi-ethnic research team, is designed to measure the level of student awareness about issues of culture, intergroup interaction, social justice, and the degree to which these issues are presented in the college classroom.

This 15-question survey, created by a  renowned US scholar of race and ethnicity, asks specifically about one's reactions to and interactions with persons of another race. It measures: 1. Diversity of contact (AAC&U curiosity), relativistic appreciation for differing others (AAC&U empathy), and comfort with difference (AAC&U openness).

This well-known assessment measures: 1. Participants' implicit attitudes, stereotypes, and biases related to cultural identity markers such as religion, race, gender, and sexuality.  The HubICL curation pulls together articles and resources providing context about this fascinating, groundbreaking and also controversial instrument.

This survey instrument, created by a profoundly multi-ethnic and global panel of experts, measures: 1. The current state of diversity, equity, and inclusion within an organization. 2. Progress in managing diversity, equity, and inclusion efforts. 3. Feelings of trust, acceptance, and physical/psychological safety. 4. Short and long-term goals for an organization.

This survey, by Yamada, Marsella & Yamada, measures: 1. The individual's degree of involvement with a specific, self-identified ethnic peer group. 2. Connections between behavior and cultural identity.

This 31-question survey, created by a multi-ethnic research team, measures one's degree of empathetic perspective-taking ability towards persons of other races or ethnicities. It has been used in educational contexts around the world, and translated into many languages. (This is the english version.) We note that some users feel it "centers whiteness" and therefore we suggest that caution be used when considering it for use with persons or groups of marginalized identity. Its most effective use is probably for gauging degree of privilege in non-marginalized groups.