Highlights of the IDI:
- Fifty question survey; takes 20-30 minutes to complete; designed to measure an individual’s awareness of and sensitivity to cultural differences
- Based on the Developmental Model of Intercultural Sensitivity (DMIS) by Dr. Milton Bennett
- Proprietary instrument; costly to use and requires extensive training for survey administers and interpreters
Uses of the IDI:
- As a stand-alone survey to evaluate the cultural awareness and sensitivity of individual students or student groups
- With other survey tools (e.g., NSSE) to investigate possible correlations between student characteristics or demographics and cultural sensitivity and awareness; for instance, researchers might choose to examine whether a relationship exists between students’ academic effort and their cultural awareness
- To measure student intercultural maturation by administering the IDI before and after a program designed to foster cultural awareness (for example, giving the survey before and after study abroad, a diversity series, or field placement opportunities); one caveat to this approach is that mere exposure to cultural difference without substantial opportunities for critical reflection and discussion does not generally lead to greater intercultural sensitivity; therefore, one should consider incorporating time and structures for genuine reflection and discussion into such programs
Liberal Arts Outcomes and the IDI:
- The Developmental Model of Intercultural Sensitivity (DMIS) describes a critical shift in thinking processes from a rigid to a more flexible approach; the IDI reflects this model, provides a valid measurement of this shift, and is therefore a useful tool for directly assessing intercultural maturity as defined by the DMIS
- Because the IDI was created from the DMIS, it is also subject to the limitations of this developmental model; namely, the DMIS does not distinguish between "minimizing" universalism and "synthetic" universalism, the latter involving the integration of one’s cultural background with the richness and uniqueness of other cultures; according to Dougherty et al., the IDI neglects to measure this very significant, and final, stage of cultural awareness
- Because of the interrelationships of intercultural maturity and other liberal arts outcomes, the IDI might also indirectly look at growth in moral character, effective reasoning and problem solving, and other qualities of a liberal arts education
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