The Effects of the Japan Bridge Project on Third Graders' Cultural Sensitivity

Bibliographic Data

ID11070516
AuthorsLindsay Meyer (Hobart and William Smith Colleges, corresponding author), Lilian Sherman (Hobart and William Smith Colleges), James MaKinster, James G MaKinster (Hobart and William Smith Colleges)
Year2006
Volume34
Issue3
Pages347-369
Publication date2006-07-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory & Research in Social Education (JOURNAL)
Journal identifiersISSN: 0093-3104 • E-ISSN: 2163-1654
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00933104.2006.10473312
OpenAlexW2078887830
LanguageEN
Citations received2
References cited11

This study examines the effects of the Japan BRIDGE Project, a global education program, on its third grade participants. Characterization of lessons and analysis of student interviews were used to investigate the nature of the curriculum and whether or not student participants were more culturally sensitive due to participation. Results indicate that Japan BRIDGE Project participants did become more open-minded to Japan and Japanese culture, but also became less open-minded to people from other cultures. Student participants did not demonstrate significant increases in empathy, non-ethnocentrism, or resistance to stereotyping; however, several factors are proposed to explain these findings. This study has implications for how global education programs can be designed to foster all of the dimensions of cultural sensitivity at the elementary level

Bridge (graph theory · Cultural Influence · Cultural Sensitivity · Mathematics education · Pedagogy · Social science · Social studies · Sociology · Global Education and Multiculturalism · Global Educational Policies and Reforms · International Student and Expatriate Challenges · Psychology

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