The theoretical and conceptual framing of Dr. Diatta-Holgate's research explores the intersection and integration of the diversity inclusivity framework, self-determination theory, Intercultural Development Continuum, The AAC&U (American Association of Colleges and Universities) Intercultural Knowledge & Competence VALUE Rubric, and Culturally Responsive/Relevant Pedagogy/Teaching under the assumption that instructors' level of awareness, appreciation, inclusivity of, and respect for cultural diversity impacts the student learning environment.

Horane A. Diatta-Holgate (2023). Exploring the Associations Between University Instructors' Intercultural Orientations, Students' Experiences in the Classroom, and Educational Outcomes | Seed Grant 2017. (Version 2.0). https://hubicl.org/publications/195/2

This study, by Purdue scholar Horane Diatta-Holgate, describes the creation and validation of a survey which asks the student to evaluate whether the instructor uses culturally inclusive language, pedagogy and behavior in the post-secondary classroom, and to define the degree to which that student feels included. While culturally relevant and culturally competent pedagogy is important to inclusion, this is the first known tool to ask for feedback from the students, as opposed to probing teacher attitudes.

From  the abstract: "Drawing on the guidelines in the AAC&U Intercultural Knowledge and Competence VALUE Rubric, [the author] argues heavy metal music can serve as a model for using music to increase students’ intercultural knowledge, competency, and awareness, as well as their ability to critically reflect on issues in their own society, including gender, race, and class."

Guberman, D. (2020). Teaching intercultural competence through heavy metal music. Arts and Humanities in Higher Education. https://doi.org/10.1177/1474022220903403

From the abstract: "Participation in a study abroad program to Zambia with intentional intercultural activities embedded in the course curriculum has been shown to enhance cultural competence as measured by the Intercultural Development Inventory (IDI®) (Krishnan, Masters, Holgate, Wang & Calahan, 2017). The purpose of this study was to assess whether a new program to India, developed using a. similar model, was effective in increasing student intercultural competence and to compare student outcomes with the previous program to evaluate possible differences in outcomes related to the destination country."

Krishnan, LA., Diatta-Holgate, H. & Calahan, C. (2021). Intercultural Competence Gains from Study Abroad in India. Teaching and Learning in Communication Sciences & Disorders.(5), 2, Article 6.  https://ir.library.illinoisstate.edu/tlcsd/vol5/iss2/6

From the abstract: "The purpose of this study was to evaluate the relative impact of embedding intercultural learning activities on students’ intercultural competence when included in an on-campus course compared to a study abroad program."

Krishnan, LA., Jin, L. & Calahan, C. (2021). Enhancing Intercultural Competence: Can it be done without Studying Abroad? In Press. Teaching and Learning in Communication Sciences & Disorders.