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Discrimination may also be influenced by cultural differences in the participants. It has been shown that a categorical approach to prejudice leads to greater agreement among Americans than among German students. Specifically, a majority of Americans (76%) agreed with the statement that individuals belonging to out-group categories, such as Muslims or African Americans, are more likely to be morally flawed than individuals belonging to the in-group category63. Conversely, a less categorical approach to prejudice among Germans lead to an increased understanding of the origins of prejudice (e.g. ethnic differences in genetic inheritance) that has been associated with greater IWTC. Thus, it seems that American participants may be more inclined to see a categorical approach to prejudice as superior and to be preferred when interacting on an intercultural level, which leads to limited motivation to communicate with ethnic and cultural out-groups. To avoid the throes of ethnocentrism and reduce the unawareness of other cultures, it may be helpful for college students to take a more universal approach to intercultural understanding, even though the reasoning would not necessarily be given in the same way that an American or an Indian would be expected to reason.
Aside from possible psychological influences, intercultural communication may also be limited by a shortage of resources available to a non-English major student or by inadequate instruction in the non-English major student’s language science. Through international experiences, learning an intercultural from a non-English major student based on language should be possible, especially for cultural adaptation in the second term of a degree program. The use of language proficiency tests would aid the assessment of whether a non-English major student is ready for an international experience, and if not, prevent complications and delays in the direction of the program. This may not be the case, however, for language science intercultural communication training, in which experiencing an intercultural interaction in one of the foreign languages taught by professors at the university may be more practical than experiencing intercultural interactions in a non-English major student’s language. In this case, language science training may be more advantageous if lessons are grounded in real intercultural experiences, not just textbooks and handouts on intercultural topics.
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