You are on page 1of 2

Tiger PRIDE Intercultural Development Inventory Pre-test Reflection

When working in the teaching profession, one thing that is important to be aware of is culture.
Teachers as well as other faculty working in the school setting must be aware of the different cultures
that are inherent in the education system and must be conscious of intercultural communication.
Intercultural communication is how we talk across cultures. It is using cultural generalizations rather
than broad stereotypes to recognize cultural differences. Teachers must be aware of their own culture,
the culture of their students, and how to go about using the two in their everyday communication with
others. Through the Intercultural Development Inventory, teachers or aspiring teachers are able to
assess their intercultural awareness and communication in order to obtain a better understanding of
their strengths and weaknesses in their intercultural development.
Prior to my participation as a Delivery Team member for University of the Pacific’s Tiger PRIDE
Internship, I was allowed the opportunity to assess my intercultural development by taking the
Intercultural Development Inventory. I met with Serjio Acevado, the Director of Multicultural Affairs at
the University of the Pacific and someone whom is certified to administer the Intercultural Development
Inventory, to go over my pretest results. Based on the results, my perceived orientation (PO) score
indicates that I rated my capability in understanding and appropriately adapting to cultural differences
within the range of Acceptance. This means that I believe that I can recognize and appreciate patterns in
my own culture as well as other cultures in values, perceptions, and behaviors. My developmental
orientation (DO) score actually placed me within the lower end of minimization which reflects a
tendency to highlight commonalities across cultures that can mask important cultural differences in
values, perceptions, and behaviors. This shows that I tend to focus on similarities that can bring us
together than try to recognize important characteristics that set us apart. From the results, I believe that
in order to move from a mono-cultural mindset to progress into an intercultural or global mindset, I
must try to recognize my own culture as well as the culture of others to better understand both our
commonalities and our differences in order be more culturally open-minded and knowledgeable.
I believe that intercultural communication is an important skill to possess as a teacher because a
teacher will encounter hundreds and hundreds, maybe thousands of kids within the teaching profession
and it is important to be equipped with the proper knowledge on how to effectively communicate with
each and every single one. Especially in the United States, the melting pot of the world, it is crucial that a
teacher possess intercultural communication skills to better engage with students. By being interculturally aware and knowledgeable, it allows teachers to break down and through the obstacles and
boundaries in the teaching realm. I haven’t had much experience working with diverse populations but
am currently working on pursuing it. In the past I have been blessed with the opportunity to coach youth
basketball at my high school and was given chances to volunteer in Marathons for charity. Through
those experiences, I was able to surround myself with a diverse group of people, each with different
ethnic backgrounds, socioeconomic statuses, and cultural upbringings. Earlier this semester, my final
classes at Pacific allowed me to take part in teaching students with disabilities and I was also blessed
with the privilege of being part of the Tiger PRIDE Delivery Team that taught at Cleveland Elementary. I
believe that those two experiences gave me the best opportunities to work with diverse populations as I
have never worked with students with disabilities before nor have I had the responsibility of teaching
my own class of 4th graders. In both experiences, I had the responsibility of creating lesson plans for
students to engage in physical activity. With both populations, I had to be culturally aware and
conscious of the way I communicated. There were students who come from one-parent households,

students who have 4-5 siblings, only-child students, students who had behavior issues, students with
hearing, speech, or intellectual disabilities, and students who were one-hundred percent obedient.
Because I was working with such a diverse population, I had to learn how to adapt between tending to
each students’ needs.
My perceived orientation and my developmental or actual orientation had a difference of 32.45
points. A difference higher than 7 points means that I have overestimated my level of intercultural
competence. This difference may exist because I might think that I am open and recognize other
cultures just as I do my own but in reality, I only recognize the commonalities that bring us together and
not the differences that set us apart. I was not surprised when I received my results because I did not
know what to expect. The Intercultural Development Inventory was something new to me at the time
and I was open to accept whatever it presented and take it as a learning opportunity. Meeting with
Serjio helped me make sense of my results as he guided me step-by-step through deciphering the data.
It brought to my attention the lack of intercultural awareness that was apparent in my understanding
and I took it as an opportunity to improve. Serjio made sure that I understood the data and ensured that
it was perfectly fine to have the results that I had. Some strengths that I have in the context of
intercultural communication is that I am able to identify commonalities between cultures and point out
where the student and I may have similarities. I am able to relate to certain aspects of the students’
culture. A weakness that I have is identifying the major differences between cultures and that may be a
problem because that presents the opportunity to offend or have students shy away from opening up
and trusting me as a teacher. I believe that Tiger PRIDE will help me develop the skills necessary to be
inter-culturally competent because it will put me in the right environment to learn how to better myself
as a teacher. Tiger PRIDE will expose me to many differences in culture that may not be inherent in my
normal everyday surroundings. By putting me right in the middle of a culturally diverse environment, I
can learn from the students. Through the students, I can learn how to teach them better. Three aspects
of my intercultural communication that I’d like to improve on are the ability to shift my cultural
perspective, learn to recognize and appreciate patterns of both my own culture as well as the culture of
others, and develop an uncritical view my own culture and the culture of others.