Domestic or International? The Impact of Service Learning Context on Student Intercultural Competency

Abstract: Integrating community engagement and service learning into professional licensure programs requiring fieldwork hours connects students through local and international community partnerships (Cipriani, 2017; Crowe, et al., 2016; Hartman, et al., 2016; Siemers et al., 2015; Welch & Plaxton-Moore, 2019). These fieldwork opportunities provide hands-on application of classroom knowledge and exposure to diverse communities and have the potential to increase student intercultural competency (Ceo-DiFrancesco, et al., 2020; Deardorff & Edwards, 2013; Hartman, et al., 2016, Van Cleave & Cartwright, 2017). As pre-professional programs address logistical issues, questions may arise as to the location of the fieldwork and feasibility of a global versus domestic experience. However, few studies have attempted to compare international and domestic fieldwork as it relates to intercultural competency development.

This presentation focuses on a mixed method study comparing the outcomes of a domestic and an international service learning fieldwork experience. Quantitative data was collected before, after, and 3 months after the service-learning experience, using the Inventory for Assessing the Process of Cultural Competence – Student Version (IAPCC-SV) (Campinha-Bacote, 2007). Qualitative data included reflective essays obtained before and after student service learning experiences. The themes of Dissonance, Solidarity, Transformation, and Advocacy emerged from both groups. However, the intensity of the themes differed between the two groups, specifically the intensity of the SL affected the degree of dissonance experienced. The domestic SL group wrote about their future practice on a more individual practitioner level, whereas the international SL group wrote about changing the world on a more global level.

Narrative: An academic service-learning experience provides the opportunity for students to engage in a community distinct from their own, to connect course content to real world contexts (Brown, 2011; Perkins et al., 2006), to examine issues of diversity (Zlotwski, 2007) and intercultural awareness, and to work toward the ongoing development of intercultural competency (Deardorff & Edwards, 2013). Integrating community engagement and service learning into professional licensure programs that require fieldwork hours connects students through established local and international community partnerships (Cipriani, 2017; Crowe, et al., 2016; Hartman, et al., 2016; Siemers et al., 2015; Welch & Plaxton-Moore, 2019). Occupational therapy pre-professional program components prepare students for multiple fieldwork placements in a variety of settings. These fieldwork opportunities provide essential, hands-on application of classroom knowledge, exposure to diverse communities, both at the local and global level. These community-engaged field work experiences have the potential to lead to increases in students’ intercultural competency (Ceo-DiFrancesco, et al., 2020; Deardorff & Edwards, 2013; Hartman, et al., 2016, Van Cleave & Cartwright, 2017), global empathy, cultural competency (Campinha-Bacote, 2007), cultural humility (Tervalon & Murray-Garcia, 1998; and cultural responsiveness in future practice (Muñoz, 2007).

As pre-professional programs address curricular and logistical issues regarding the appropriate means of addressing cultural competence, questions may arise as to the location of the fieldwork in relation to feasibility of a global versus domestic experiences. Suarez-Balcazar et al. (2015) have documented international fieldwork and its connections to transformative learning (Mezirow, 1997). These researchers described global learning experiences through a critical lens and argued for establishing reciprocal global partnerships that focus on mutuality and work toward interculturality.

However, few studies have attempted to compare the impact of international and domestic fieldwork as it relates to the development of intercultural competency. This presentation focuses on a mixed method study comparing the outcomes of fieldwork conducted domestically and internationally. Research questions include the following:
1. To what degree did students develop cultural competence from their service-learning fieldwork experience?
2. To what extent does the learning experience differ based on the context of the service-learning setting (domestic versus international)?
3. To what degree does the context affect the transformative nature of the students’ learning experience?

The academic service-learning component of a two-course sequence focused on occupational justice, providing multiple and varied opportunities for student engagement with community. This course offering for undergraduate senior occupational therapy students required students to interact with marginalized populations, both domestically and internationally, for a minimum of 30 hours. Reflective essays were required for both courses, incorporating course content and learning outcomes. The essay for the first course occurred prior to the service-learning experience and prompted students to predict the impact of the experience. The essay for the second course required students to reflect on the impact of the experience on them as pre-professionals.

Quantitative data was collected before, after, and 3 months after the service-learning portion, using the Inventory for Assessing the Process of Cultural Competence – Student Version (IAPCC-SV) (Campinha-Bacote, 2007). Qualitative and quantitative approaches assessed student reflections, and quantified the degree of increased cultural competence. Considering the influence of writing essays to meet the assignment objectives, the IAPCC-SV was administered to obtain an objective measure of student cultural competence development.

Of 40 students enrolled in a sequence of two occupational justice courses, 32 undergraduate occupational therapy students who completed their service learning component of the course participated in the study, yielding an 80% response rate. Twelve students completed the service-learning component in an intense 2-week immersion experience in Guatemala, while 20 students completed the requirement throughout the semester in local organizations.

Results demonstrate a significant difference measured quantitatively between the cultural competency development of OT students in international field placements and in domestic field placements. Those involved in international field placement sustained higher levels of cultural competency over time. Qualitative data analyzed included reflective essays obtained before and after student service learning experiences. Essays were separated according to the location of the service learning: domestic and international. Through data reduction using descriptive and analytic memos (Saldaña, 2013), four themes emerged from the analysis of students’ reflective essays. The themes of Dissonance, Solidarity, Transformation, and Advocacy emerged from both groups. However, the intensity of the themes differed between the two groups, specifically the intensity of the SL affected the degree of dissonance experienced. The domestic SL group wrote about their future practice on a more individual practitioner level, whereas the international SL group wrote about changing the world on a more global level.

This presentation will highlight the impact of SL context on student transformation and cultural competence.