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Exploring Hofstede’s Cultural Dimension Using Hollins’ Structured Dialogue to Attain a Conduit for Effective Intercultural Experiences
Abstract
The need for better intercultural relations among majority and minority students on university campuses persists largely because of the inability of both groups to understand one another culturally. The surge of hate crimes in 2008-2009, at universities such as Columbia University, University of Maryland, and the University of North Carolina-Charlotte, reawakened attention to the latent existing majority-minority campus tension. In addition, the impetus for increase in the number of diverse students at universities fails to take into account the need for adequate dialogue on diverse cultures necessary for enhanced civil co-existence (at the very least) of majority and minority students on university campuses. Consequently, a six-month study was conducted on a university campus, involving majority and minority students in structured dialogue discussing cultural theory in relation to their life experiences. The qualitative study sought to determine whether increased knowledge of a cultural theory through structured dialogue among diverse students affected college students’ perceptions of intercultural interactions. This chapter reports about the findings and implications for colleges and universities.
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