Intergroup contact and intercultural sensitivity among first-year undergraduates in an internationalised classroom in Europe: an exploratory mixed-method study

Abstract

Research suggests that intercultural contact on campus nurtures students' intercultural competence, yet they tend to prefer ingroup interactions. This exploratory mixed-method case study focuses on intergroup contact and its interplay with intercultural sensitivity in an undergraduate classroom in Europe formed by students of different nationalities and with full English Medium Instruction. It aims to investigate students¿ ingroup¿outgroup tendency in such a context and if, and to what extent, outgroup interactions correlate with intercultural sensitivity. The study is unique as it investigates three types of ties, i.e. studying partners, leisure partners, and intimate friends. Quantitative data were collected for 33 first-year undergraduates using the Intercultural Sensitivity Scale and a name generator by recognition, and 23 students were further interviewed. Statistical and content analyses were performed. Students showed a tendency to form more intimate relationships with classmates from a similar background, mainly due to shared language or analogous previous experiences. However, those who formed more outgroup intimate friendships also reported greater intercultural sensitivity and increased reflexivity. Contrarily, interactions with academic or leisure purposes did not prove significant. Results provide insights into the specificities of an internationalised classroom and may serve as inspiration for institutions offering similar programmes.