A look at intercultural sensitivity from the perspective of mindfulness and acceptance of diversity

Year 2022, Volume 10, Issue 4, 547 - 561, 30.12.2022

Sevgi UYGUR

https://doi.org/10.17478/jegys.1194414

Abstract

Although the concept of mindfulness is gradually increasing its use in the intercultural literature, it is seen that there has not been enough empirical research on the role of mindfulness in intercultural relations and the variables related to intercultural relations. One of the intercultural variables is intercultural sensitivity. In today's world, which is getting richer with increasing diversity, it can be said that approaching intercultural sensitivity from the framework of mindfulness will provide a more comprehensive understanding. Acceptance of diversity is one of the variables that are emphasized in the culturally sensitive approach processes. Therefore, it is thought that mindfulness and acceptance-based approaches will positively affect intercultural sensitivity. In this study, it was aimed to reveal the roles of mindfulness and acceptance of diversity variables in predicting the intercultural sensitivity levels of university students. The study is a descriptive research in which the correlational survey model was used and the data were collected with the convenience sampling method. 336 university students participated voluntarily in the study. Acceptance of Diversity Scale (ADS), Adolescent and Adult Mindfulness Scale (AAMS), Intercultural Sensitivity Scale (ISS), participant information form were used as data collection tools. Multiple Linear Regression Analysis and Pearson Product Moment Correlation techniques were used in the analyses. The findings revealed that the sub-dimensions of Adolescent and Adult Mindfulness Scale -focus on the present moment, being non-reactive, non-judgmental, self-accepting- and acceptance of diversity explained 33% of intercultural sensitivity level. As a result, it is a necessity to provide an inclusive and supportive environment free from discrimination for every individual of society and to protect their well-being. In order to foster intercultural sensitivity; it is of great importance to promote mindfulness and acceptance of diversity.

Keywords

Acceptance of diversity, Intercultural sensitivity, Mindfulness

References

• Abaslı, K., & Polat, Ş. (2018). Öğrencilerin yaşam boyu öğrenme eğilimi ve araştırmaya yönelik kaygıya ilişkin görüşleri [Students' views on lifelong learning tendency and research anxiety]. Elm və İnnovativ Texnologiyalar Jurnalı, 6, 68-83.
• Aksoy, Z. (2016). An exploration on students’ self evaluations of intercultural sensitivity development in intercultural communicatıon training. Selçuk İletişim, 9(3), 34-53.
• Allison, P. D. (1999). Multiple regression: A primer. Oaks, California: Pine Forge Press.
• Altan, M. Z. (2018). Intercultural sensitivity. Journal of Intercultural Communication, 46(1), 1-17.
• Alyılmaz, C. (2010). Problems of Turkish teaching. Turkish Studies, 5(3), 728-749.
• Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13(1), 27-45.
• Bakioğlu, F. (2017). Investigation of the relationships among counselor candidates' self-efficacy, cultural sensitivity, gender roles, and mindfulness. (Unpublished doctoral thesis). Anadolu University, Institute of Education Sciences, Eskişehir.
• Banks, J. A. & Banks, C. A. M. G. (2001). Handbook of research on multicultural education. New York: Jossey-Bass Publishers.
• Baştürk, S. (2014). Ölçme araçlarının taşıması gereken nitelikler [Qualifications that measurement tools should have]. In Savaş, B. (Ed.), Eğitimde ölçme ve değerlendirme (pp. 23–56). Ankara: Nobel Yayıncılık.
• Bektaş, Y. (2006). Multicultural counseling competences and the place of multicultural competences in counseling education. Ege Eğitim Dergisi, 7(1), 43-59.
• Bennett, C. I. (1986). Comprehensive multicultural education: Theory and practice. Boston: Allyn and Bacon.
• Bennett, J. M. (1993). Toward ethnorelativism: A developmental model of intercultural sensitivity. In R. M. Paige (Ed.), Education for the intercultural experience (pp. 21-71). Yarmouth: Intercultural Press.
• Bennett, M. J. (2001). Developing intercultural competence for global leadership. Wiesbaden: Gabler Verlag.
• Bennett, M. J. (2017). Development model of intercultural sensitivity. In Y. Kim. Hoboken (Ed.) International encyclopedia of intercultural communication (pp. 1-8). New Jersey: John Wiley & Sons.
• Bennett, J. M., & Bennett, M. J. (2004). Developing intercultural sensitivity: An integrative approach to global and domestic diversity. In D. Landis, J. Bennett, M. Bennett (Eds.). Handbook of intercultural training (pp. 147-165). New York: Sage Publications.
• Bernstein, J., Zimmerman, T. S., Werner-Wilson, R. J., & Vosburg, J. (2000). Preschool children's classification skills and a multicultural education intervention to promote acceptance of ethnic diversity. Journal of Research in Childhood Education, 14(2), 181-192.
• Bird, A., & Osland, J. S. (2005). Making sense of intercultural collaboration. International Studies of Management & Organization, 35(4), 115-132.
• Bohecker, L., & Doughty Horn, E. A. (2016). Increasing students’ empathy and counseling self-efficacy through a mindfulness experiential small group. The Journal for Specialists in Group Work, 41(4), 312-333.
• Bonder, B. R., Martin, L., & Miracle, A. W. (2004). Culture emergent in occupation. The American Journal of Occupational Therapy, 58(2), 159-168.
• Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822-848.
• Brown, K. W., Ryan, R. M., & Creswell, J. D. (2007). Mindfulness: Theoretical foundations and evidence for its salutary effects. Psychological Inquiry, 18(4), 211-237.
• Bulduk, S., Tosun, H., & Ardıç, E. (2011). Measurement properties of Turkish intercultural sensitivity scale among nursing students. Turkey Clinics, 19(1), 25-31.
• Castro Solano, A. (2013). Predictores de las relaciones interculturales con estudiantes universitarios extranjeros. Acta Psiquiátrica y Psicológica de América Latina, 59(2), 104-113.
• Chen, G. M. (1997, January). A review of the concept of intercultural sensitivity. Paper presented at the Biennial Pacific and Asian Communication Association Congress, University of Rhode Island, Hawai. Retrieved from https://files.eric.ed.gov/fulltext/ED408634.pdf
• Chen, G. M., & Starosta, W. J. (2000, November). The development and validation of the Intercultural Sensitivity Scale. Paper presented at the National Communication Association Annual Meeting. University of Rhode Island, Seattle. Retrieved from https://files.eric.ed.gov/fulltext/ED447525.pdf
• Cheung, R. Y., Jiang, D., Yum, Y. N., & Bhowmik, M. K. (2022). Intercultural sensitivity and prosocial behavior towards South Asians in Hong Kong: Mediating mechanisms of warmth and stigma. International Journal of Intercultural Relations, 86, 56-63.
• Chiner, E., Cardona-Moltó, M. C., & Gómez, J. M. (2015). Creencias del profesorado acerca de la diversidad: Un análisis desde la perspectiva personal y profesional. New Approaches in Educational Research, 4(1), 19-24.
• Chrobot-Mason, D., Ruderman, M. N., & Nishii, L. H. (2013). Leadership in a diverse workplace. In Q. M. Roberson (Ed.), Oxford handbook of diversity and work (pp. 315– 340). Oxford: Oxford University Press.
• Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7, 309-319.
• Crano, W. D., Brewer, M. B., & Lac, A. (2014). Principles and methods of social research. Oxfordshire: Routledge.
• Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik [Multivariate statistics for social sciences]. Ankara: Pegem Akademi.
• Davis, N., & Cho, M. O. (2005). Intercultural competence for future leaders of educational technology and its evaluation. Interactive Educational Multimedia, 10, 1-22.
• Davis, D. M., & Hayes, J. A. (2011). What are the benefits of mindfulness? A practice review of psychotherapy-related research. Psychotherapy, 48(2), 198-208.
• Deardorff, D. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241-266. doi: 10.1177/1028315306287002
• Deniz, L., & Tutgun-Ünal, A. (2019). Development of a set of scales toward the use of social media and values of generations in social media age. OPUS International Journal of Society Researches, 11(18), 1025-1057.
• Djikic, M., Langer, E. J., & Stapleton, S. F. (2008). Reducing stereotyping through mindfulness: Effects on automatic stereotype-activated behaviors. Journal of Adult Development, 15(2), 106-111.
• Dirzyte, A., Patapas, A., & Perminas, A. (2022). Associations between leisure preferences, mindfulness, psychological capital, and life satisfaction. International Journal of Environmental Research and Public Health, 19(7), 1-26.
• Doğan, S. (2005, September). 21. yüzyılda psikolojik danışma alanının değişen dünya görüşü [The changing worldview of counseling in the 21st century]. Paper presented at the VIII. National Psychological Counseling and Guidance Congress. Marmara University, İstanbul.
• Droutman, V., Golub, I., Oganesyan, A., & Read, S. (2018). Development and initial validation of the Adolescent and Adult Mindfulness Scale (AAMS). Personality and Individual Differences, 123, 34-43.
• Eğinli, A., & Yalçın, M. (2016). Developing intercultural competence and intercultural adjustment. Global Media Journal TR Edition, 7(13), 6-27.
• Emami, A., & Safipour, J. (2013). Constructing a questionnaire for assessment of awareness and acceptance of diversity in healthcare institutions. BMC Health Services Research, 13(1), 1-10.
• Enyeart Smith, T. M., Wessel, M. T., & Polacek, G. N. (2017). Perceptions of cultural competency and acceptance among college students: Implications for diversity awareness in higher education. Association of Black Nursing Faculty Journal, 28(2), 25-33.
• Fantini, A. E. (2000). A central concern: Developing intercultural competence. School for International Training Occasional Papers Series, 1, 25-42.
• Faubl, N., Poto, Z., Marek, E., Birkas, B., Füzesi, Z., & Nemeth, T. (2021). Accepting cultural differences in the integration of foreign medical students. Orvosi Hetilap, 162(25), 978-987.
• Fowers, B. J., & Davidov, B. J. (2006). The virtue of multiculturalism: Personal transformation, character, and openness to the other. American Psychologist, 61(6), 581-594.
• Fritz, W., Mollenberg, A., & Chen, G. M. (2001, July). Measuring intercultural sensitivity in different cultural context. Paper presented at the 2001 International Association for Intercultural Communication Studies (IAICS) Annual Meeting. Hong Kong. Retrieved from https://files.eric.ed.gov/fulltext/ED456491.pdf
• Fuchs, C., Lee, J. K., Roemer, L., & Orsillo, S. M. (2013). Using mindfulness-and acceptance-based treatments with clients from nondominant cultural and/or marginalized backgrounds: Clinical considerations, meta-analysis findings, and introduction to the special series: Clinical considerations in using acceptance-and mindfulness-based treatments with diverse populations. Cognitive and Behavioral Practice, 20(1), 1-12.
• Fujimura, C. K. (2022). Optimizing 3C with key ingredients: Empathy, mindfulness and reflexivity. In Joseph J. Thomas & Clementine K. Fujimura (Eds.), Developing cross-cultural competence for leaders (pp. 99-117). Oxfordshire: Routledge.
• Gardner, H. (1995). Multiple intelligences as a catalyst. The English Journal, 84(8), 16-18.
• Gay, D. P. (2000). In praise of bureaucracy: Weber-organization-ethics. New York: Sage Publications Ltd.
• Gemalmaz, E. (2010). Türkçenin derin yapısı [Deep structure of Turkish]. Ankara: Belen Yayıncılık.
• Gervais, S. J., & Hoffman, L. (2013). Just think about it: Mindfulness, sexism, and prejudice toward feminists. Sex Roles, 68(5), 283-295.
• Ghahremanlou, H., Khorrami, M., Shokhmzar, S., Zahra, S., & Ashrafifard, S. (2021). Effectiveness of mindfulness-based cognitive therapy on attachment styles and coping strategies among mothers of children with mental retardation and motor disability. Journal of Clinical Psychology, 13(3), 69-78.
• Glazer, N. (1997). We are all multiculturalists now. Cambridge: Harvard University Press.
• Goenka, S. N. (1993). Moral conduct, concentration, and wisdom. In S. Bercholz & S. C. Kohn (Eds.), The Buddha and his teachings (pp. 96– 121). Boston: Shambhala Publications Home.
• Greason, P. B., & Cashwell, C. S. (2009). Mindfulness and counseling self‐efficacy: The mediating role of attention and empathy. Counselor Education and Supervision, 49(1), 2-19.
• Haas, A. S., & Langer, E. J. (2014). Mindful attraction and synchronization: Mindfulness and regulation of interpersonal synchronicity. NeuroQuantology, 12(1), 21-34.
• Hammer, M. R., Bennett, M. J., & Wiseman, R. (2003). Measuring intercultural sensitivity: The intercultural development inventory. International Journal of Intercultural Relations, 27(4), 421-443.
• Irvine, J. J. (2003). Educating teachers for diversity: Seeing with a cultural eye (15.th). Columbia: Teachers College Press.
• Ivers, N. N., Johnson, D. A., Clarke, P. B., Newsome, D. W., & Berry, R. A. (2016). The relationship between mindfulness and multicultural counseling competence. Journal of Counseling & Development, 94(1), 72-82.
• Kabat-Zinn, J. (2005). Coming to our senses: Healing ourselves and the world through mindfulness. New York: Hachette Book Group.
• Kahl, K. G., Winter, L. ve Schweiger, U. (2012). The third wave of cognitive behavioural therapies: What is new and what is effective?. Current Opinion in Psychiatry, 25(6), 522-528.
• Kahraman, B. D. (2020). Çocuklarda bilinçli farkındalık temelli öz-yeterlik, öz-şefkat ve mn mutluluk düzeyleri arasındaki ilişkinin incelenmesi [Investigation of the relationship between mindfulness-based self-efficacy, self-compassion, and happiness levels in children]. (Unpublished masters’ thesis). İstanbul University, Institute of Education, İstanbul.
• Karasar, N. (2009). Bilimsel araştırma yöntemi [Scientific research method] (19th Edition). (19.th). Ankara: Nobel Yayıncılık.
• Kartarı, A. (2014). Kültür, farklılık ve iletişim: Kültürlerarası iletişimin kavramsal dayanakları [Culture, difference and communication: Conceptual underpinnings of intercultural communication]. İstanbul: İletişim Yayıncılık.
• Kaufman, T. M. L., Baams, L., & Dubas, J. S. (2017). Microaggressions and depressive symptoms in sexual minority youth: The roles of rumination and social support. Psychology of Sexual Orientation and Gender Diversity, 4(2), 184–192. doi: 10.1037/sgd0000219
• Khukhlaev, O., Novikova, I., & Chernaya, A. (2022). Interpersonal mindfulness, intergroup anxiety, and intercultural communication effectiveness among international students studying in Russia. Frontiers in Psychology, 2614, 1-7.
• Kneller, G. F. (1965). Educational anthropology: An introduction. New Jersey: Wiley & Sons.
• Köse, A. & Yılmaz, Y. (2011, September). Öğretmen adaylarının okuma tutumlarının farklı değişkenlere göre değerlendirilmesi [Evaluation of teacher candidates' reading attitudes according to different variables]. Paper presented at the 1st International Turkish Education Student Congress, Gazi University, Ankara. Retrieved from https://www.yumpu.com/tr/document/read/10487576/-uluslararas-turkce-egitimi ogrenci-kongresi-bildirileri
• Kucsera, J. V. (2009). Racial mindfulness: Exploring the influence of mindfulness on racial biases. (Unpublished doctoral thesis). The University of Texas, Texas.
• Kymlicka, W. (1995). Multicultural citizenship: A liberal theory of minority rights. Oxford: Oxford University Press.
• Lampe, L. C., & Müller-Hilke, B. (2021). Mindfulness-based intervention helps preclinical medical students to contain stress, maintain mindfulness and improve academic success. BMC Medical Education, 21(1), 1-8.
• Li, S. (2022). Chinese English as a foreign language teachers’ immunity and mindfulness as predictors of their work engagement. Frontiers in Psychology, 13, 874356.
• Lillis, J., & Hayes, S. C. (2007). Measuring avoidance and inflexibility in weight related problems. International Journal of Behavioral Consultation and Therapy, 4(1), 30–40. doi: 10.1037/h0100829
• Liu, M., & Zhang, Y. (2022). Relations among and predictive effects of Chinese-learning motivation, use of Chinese and proficiency in Chinese on international students’ intercultural sensitivity. Journal of International and Intercultural Communication, 1-21. doi: 10.1080/17513057.2022.2086993
• Lupano Peruginni, M. L., & Castro Solano, A. (2011). Intergroup anxiety, cultural sensitivity and socio-cultural diverse leaders' effectiveness. International Journal of Psychological Research, 8(1), 36-45.
• Manusov, V., Stofleth, D., Harvey, J. A., & Crowley, J. P. (2020). Conditions and consequences of listening well for interpersonal relationships: Modeling active-empathic listening, social-emotional skills, trait mindfulness, and relational quality. International Journal of Listening, 34(2), 110-126.
• Marx, H., & Moss, D. M. (2011). Please mind the culture gap: Intercultural development during a teacher education study abroad program. Journal of Teacher Education, 62(1), 35-47.
• Matveev, A. V., & Yamazaki Merz, M. (2014). Intercultural competence assessment: What are its key dimensions across assessment tools?. In L. T. B. Jackson, D. Meiring, F. J. R. Van de Vijver, E. S. Idemoudia, & W. K. Gabrenya Jr. (Eds.), Toward sustainable development through nurturing diversity (pp. 123-135). Guelph: International Association for Cross-Cultural Psychology Proceedings.
• Medina–López–Portillo, A. (2004). Intercultural learning assessment: The link between program duration and the development of intercultural sensitivity. Frontiers: The Interdisciplinary Journal of Study Abroad, 10(1), 179-200.
• Menardo, D. A. (2017). Mindfulness, empathy, and intercultural sensitivity amongst undergraduate students. (Unpublished doctoral thesis). Alliant International University, Alhambra.
• Mert, O. (2002). Kutadgu Bilig’de hâl kategorisi. (Unpublished doctoral thesis). Atatürk University, Institute of Social Sciences, Erzurum.
• Moosmüller, A., & Schönhut, M. (2009). Intercultural competence in German discourse. In D. K. Deardorff (Ed.), The SAGE handbook of intercultural competence (pp. 209-232). New York: Sage Publications Ltd.
• Nadal, K. L., Wong, Y., Griffin, K. E., Davidoff, K., & Sriken, J. (2014). The adverse impact of racial microaggressions on college students' self-esteem. Journal of College Student Development, 55(5), 461-474.
• Napoli, M., & Bonifas, R. (2011). From theory toward empathic self-care: Creating a mindful classroom for social work students. Social Work Education, 30(6), 635-649.
• Niemiec, C. P., Brown, K. W., Kashdan, T. B., Cozzolino, P. J., Breen, W. E., Levesque-Bristol, C., et al. (2010). Being present in the face of existential threat: The role of trait mindfulness in reducing defensive responses to mortality salience. Journal of Personality and Social Psychology, 99(2), 344–365. doi:10.1037/a0019388
• Ong, A. D., Burrow, A. L., Fuller-Rowell, T. E., Ja, N. M., & Sue, D. W. (2013). Racial microaggressions and daily well-being among Asian Americans. Journal of Counseling Psychology, 60(2), 188-199.
• Öğüt, N. (2017). Kültürlerarası duyarlılık düzeyi ile etnikmerkezcilik, yaşam doyumu ve mutluluk düzeyleri arasındaki ilişkinin incelenmesi [Investigation of the relationship between intercultural sensitivity level and ethnocentrism, life satisfaction and happiness levels]. (Unpublished doctoral thesis). Selçuk University, Institute of Social Sciences, Konya.
• Öksüz, Y., & Öztürk, M. B. (2016). The relationship between teachers’ educational beliefs and their perceptions of multicultural competence. International Journal of Innovative Research in Education, 3(4), 210-220.
• Pallant, J. (2015). SPSS kullanma kılavuzu, SPSS ile adım adım veri analizi [SPSS survival manual, step-by-step data analysis with SPSS]. (6.th), Balcı S., & Ahi B. (Eds.). Ankara: Anı Yayıncılık.
• Pierce, C. M., Carew, J. V., Pierce-Gonzalez, D., & Wills, D. (1977). An experiment in racism: TV commercials. Education and Urban Society, 10(1), 61-87.
• Rathje, S. (2007). Intercultural competence: The status and future of a controversial concept. Language and Intercultural Communication, 7(4), 254-266.
• Rengi, Ö., & Polat, S. (2014). Sınıf öğretmenlerinin kültürel farklılık algıları ve kültürlerarası duyarlılıkları [Primary teachers’ perception of cultural diversity and intercultural sensitivity]. Journal of World of Turks/Zeitschrift für die Welt der Türken, 6(3), 135-156.
• Rodríguez-Izquierdo, R. M. (2022). Experiencias internacionales y desarrollo de la sensibilidad intercultural de los estudiantes universitarios. Educación XX1, 25(1), 93-117. doi: 10.5944/educXX1.30143
• Rybak, C. (2013). Nurturing positive mental health: Mindfulness for wellbeing in counseling. International Journal for the Advancement of Counselling, 35(2), 110-119.
• Ryu, E. J. (2022). Predictors of intercultural sensitivity and cultural empathy on multicultural acceptance in nursing students. Journal of the Korean Society of Integrative Medicine, 10(2), 125-134.
• Sanders, K., & Downer, J. (2012). Predicting acceptance of diversity in pre-kindergarten classrooms. Early Childhood Research Quarterly, 27(3), 503-511.
• Sarıçam, H., & Çelik, İ. (2018, May). Ergen ve Yetişkin Bilinçli Farkındalık Ölçeği (EYBFÖ) Türkçe formunun psikometrik özellikleri [Psychometric Properties of the Turkish Version of the Adolescent and Adult Mindfulness Scale (EYBFS)]. Paper presented at the VIII. International Congress on Research in Education, Celal Bayar University, Manisa. Retrieved from http://ulead2018.ulead.org.tr/files/14/editor/files/ulead_2018_tam_metin_kitab_(9).pdf
• Scheuerman, W. (2010). Globalization. Stanford: Stanford Encyclopedia of Philosophy.
• Shapiro, S. L., Brown, K. W., Thoresen, C., & Plante, T. G. (2011). The moderation of mindfulness‐based stress reduction effects by trait mindfulness: results from a randomized controlled trial. Journal of Clinical Psychology, 67(3), 267-277.
• Simmons, S. J., Wittig, M. A., & Grant, S. K. (2010). A mutual acculturation model of multicultural campus climate and acceptance of diversity. Cultural Diversity and Ethnic Minority Psychology, 16(4), 468-475. doi: 10.1037/a0020237
• Sipahi, B., Yurtkoru, E.S. ve Çinko, M. (2008). Sosyal bilimlerde SPSS’le veri analizi. [Data analysis with SPSS in social sciences] (2.nd). İstanbul: Beta Yayıncılık.
• Song, S. (2010). Multiculturalism. Stanford: Stanford Encyclopedia of Philosophy.
• Stewart, E.A., Schreck, C., & Simons, R. (2006). I ain't gonna let no one disrespect me: Does the code of the street reduce or increase violent victimization among African American adolescents? Journal of Research in Crime and Delinquency, 43, 427-458.
• Straub, J., Weidemann, A., & Weidemann, D. (2007). Und kompetenz. Sociology, 18(4), 643-657.
• Struppert, A., Guo, Q., & Waniganayake, M. (2010). Promoting intercultural competence through technology-based play. In M. Ebbeck & M. Waniganayake (Eds.) Play in early childhood education: Learning in diverse contexts (pp. 270-287). Oxford: Oxford University Press.
• Sue, D. W., Arredondo, P., & McDavis, R. J. (1992). Multicultural counseling competencies and standards: A call to the profession. Journal of Counseling & Development, 70(4), 477-486.
• Sue, D. W., & Sue, D. (2008). Counseling the culturally diverse: Theory and practice. New Jersey: John Wiley & Sons.
• Tabachnick, B. G., & Fidell, L.S. (2013). Using multivariate statistics (6.th). London: Pearson.
• Tadlock-Marlo, R. L. (2011). Making minds matter: Infusing mindfulness into school counseling. Journal of Creativity in Mental Health, 6(3), 220-233.
• Teper, R., Segal, Z. V., & Inzlicht, M. (2013). Inside the mindful mind: How mindfulness enhances emotion regulation through improvements in executive control. Current Directions in Psychological Science, 22(6), 449-454.
• Thomas, D. C. (2006). Domain and development of cultural intelligence: The importance of mindfulness. Group and Organization Management, 31(1), 78-99.
• Tourek, S. C. (2014). A case for mindfulness practice in fostering multicultural competence in counseling. (Unpublished doctoral thesis). University of Minnesota, Minnesota.
• Trang, N. T. M., Barrett, N. J., & Tho, N. D. (2003, September). Cultural sensitivity and its impact on business relationship quality. Paper presented at the 19th Annual IMP Conference, University of Technology, Lugano. Retrieved from https://www.impgroup.org/uploads/papers/4291.pdf
• Ulukaya Öteleş, Ü. (2021). The view of the multicultural global world in social studies education: Intercultural sensitivity. Inonu University Journal of the Faculty of Education, 22(3), 2559-2581.
• Ügeöz, P. (2003). Kültürlerarası iletişim [Intercultural communication]. İstanbul: Üstün Eserler Neşriyatevi.
• Ünal, R., & Gedik, M. (2022). Evaluation of migration management and social work in Turkey from the point of view. Turkish Journal of Social Policy, 3(1), 52-70.
• Üstün, E. (2011). Factors affecting teacher candidates' intercultural sensitivity and ethnocentrism levels. (Unpublished masters’ thesis). Yıldız Teknik University Institute of Social Sciences, İstanbul.
• Yenphech, C., & Intanoo, K. (2022). Intercultural sensitivity and social intelligence: The Case of EFL internship undergraduate learners. Journal of Language and Linguistic Studies, 18(2), 860-876.
• Yılmaz, M., Yeni, C., Avcı, E., & Uluk, N. (2019). Investigation of cultural sensitivity and cultural skills of nurse / midwives working in family health centers. e-Journal of Dokuz Eylül University Nursing Faculty, 12(3), 170-178.
• Yükseköğretim Kurulu (2019, 6 May). Yök’ten yabancı kontenjanı müjdesi [Good news of foreign quota from the Council of Higher Education. Retrieved September 2, 2022, from https://www.yok.gov.tr/Sayfalar/Haberler/yok-ten-yabanci-kontenjani-mujdesi.aspx
• Zakaria, N. (2000). The effects of cross‐cultural training on the acculturation process of the global workforce. International Journal of Manpower, 21(6), 492-510.
• Zegarac, V., Spencer-Oatey, H., & Ushioda, E. (2014). Conceptualizing mindfulness–mindlessness in intercultural interaction. International Journal of Language and Culture, 1(1), 75-97.
• Zhu, H. (2011). From intercultural awaraness to intercultural empathy. English Language Teaching, 4(1), 116-119.