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ABSTRACT
The purpose of this convergent parallel mixed methods study was to explore changes in levels of intercultural sensitivity after a group of early adolescent students participated in a high–immersion, culturally diverse music curriculum intervention. Intercultural sensitivity was conceptualised through Bennett’s Developmental Model of Intercultural Sensitivity (DMIS). Quantitative data analysis indicated students (n = 139) scored significantly higher on the Adapted Intercultural Sensitivity Index (AISI) after the curriculum intervention. Within interviews, five of ten participants provided statements that indicated clear growth along the DMIS continuum, while the other five interviewees indicated approximately the same level of intercultural sensitivity after the curriculum intervention. Quantitative results and qualitative findings confirmed each other in the majority of cases and only contradicted each other in one, which added an additional layer of trustworthiness to these findings. The implications of these findings are discussed.
Disclosure statement
No potential conflict of interest was reported by the author.
Notes on contributor
Jennifer M. Mellizo graduated with a PhD in Curriculum & Instruction from the University of Wyoming in 2016 and is currently a K8th grade general music, band, and choir teacher in Laramie, WY, USA. She has published practical, theoretical, and research articles in journals such as General Music Today, Music Educators Journal, Intercultural Education, and TOPICS for Music Education Praxis, and has presented the findings of her research at a variety of regional, national, and international conferences. Dr. Mellizo’s primary research interests include multicultural, intercultural, and global approaches in music education, world music pedagogy, and intercultural sensitivity in early adolescence.