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The purpose of this study was to explore what cultural mentoring looks like in practice in shortterm study abroad courses, how frequently instructors engage in cultural mentoring, and what demographic and background variables might predict the extent to which faculty members engage in cultural mentoring. Using data from a survey of 473 faculty members from 72 U.S. colleges and universities who had recently taught short-term study abroad courses, we identified four types of cultural mentoring behaviours: Expectation Setting, Explaining the Host Culture, Exploring Self in Culture, and Facilitating Connections. We also identified key predictors of the frequency with which participants engaged in cultural mentoring, including rank, race/ethnicity, and discipline. In 2005, the U.S. Congressionally-appointed Commission on the Abraham Lincoln Study Abroad Fellowship Program set a goal of sending one million U.S. students on study abroad experiences annually, stating that “engagement of American undergraduates with the world around them is vital to the nation’s well-being” (p. v). Although still far short of the Lincoln Commission’s goal, since 2005 the number of U.S. college students participating in study abroad experiences has increased by nearly 50 percent (Institute of International Education [IIE], 2015). Much of this increase comes from the rise of short-term abroad experiences (defined by IIE as eight weeks or fewer), which now outnumber traditional semesteror year-long study abroad programs (Gutiérrez, Auerbach, & Bhandari, 2009; Obst, Bhandar, & Witherell, 2007). One of the main rationales for promoting study abroad in the U.S. is the development of intercultural competence, an increasingly valued skill in today’s global society. Approximately 79% of all American Association of Colleges & Universities (AACU) institutions consider intercultural skills a learning outcome for all students (AACU, 2011). Study abroad experiences can provide students the opportunity to develop their intercultural competence by immersing themselves in new cultures, learning from others of diverse backgrounds, and developing a set of skills for an increasingly interconnected world (Anderson, Lawton, Rexeisen, & Hubbard, 2006; Keese & O'Brien, 2011). Elizabeth Niehaus et al. ©2018 Elizabeth Niehaus et al. 78 Although study abroad can promote intercultural competence, simply going abroad is not necessarily sufficient to do so (Bennet, 2008; Jackson, 2008); the research on whether short-term study abroad programs can facilitate intercultural competence development is mixed. Some studies have found that short-term study abroad can lead to positive gains in intercultural competence (e.g., Anderson et al., 2006; Chieffo & Griffiths, 2004), while others have found either no gains from short-term study abroad (Medina-López-Portillo, 2004), or that longer-term programs lead to significantly greater gains (Kehl & Morris, 2007). One way faculty members who teach short-term study abroad courses may be able to maximize the potential of these experiences to facilitate students’ intercultural learning is through focusing on cultural mentoring. Paige and Goode (2009) defined cultural mentoring as “the role of international professionals in facilitating the development of intercultural competence among their students” (p. 333). Stier (2003) identified mentoring as one of the four main roles of international educators and highlighted the importance of mentoring students and serving as a role model and discussion partner. By acting as what other researchers call a cultural development guide (Marx & Moss, 2011), cultural mentors can assist students through their growth in intercultural competence. Despite the importance of cultural mentoring, little is known about if and how faculty members who teach short-term study abroad engage in cultural mentoring. The purpose of this study was to explore what cultural mentoring looks like in practice in short-term study abroad courses, how frequently instructors engage in cultural mentoring, and what demographic and background variables might predict the extent to which faculty members engage in cultural mentoring. Theoretical Framework and Review of the Literature The role of faculty members as cultural mentors in short-term study abroad is grounded in theories of intercultural development. The assumption that studying abroad can facilitate intercultural development is based in Allport’s (1954) contact hypothesis, which posited that contact between different groups of people could lead to greater understanding of group differences. Although research suggests intergroup contact can have beneficial outcomes (e.g., Pettigrew & Tropp, 2005), simply going abroad does not necessarily lead to increased intercultural competence (Bennet, 2008; Jackson, 2008; Vande Berg, Paige, & Lou, 2012), in part due to the psychological challenges that often occur on study abroad programs. Stier (2003) called going abroad an emotional journey, citing feelings of loss, insecurity, and uncertainty experienced by those traveling abroad. Other research studies highlighted feelings of anxiety (Lucas, 2009), culture shock (Buffington, 2014), and the need for emotional support (Doyle et al., 2010). Not all students are able to successfully navigate the new cultural environment or manage the identity renegotiation process that may occur as a result of exposure to a different culture. These challenges encountered in study abroad experiences are not in themselves a detriment. The disequilibrium experienced on a study abroad trip can lead to teachable moments to help students learn more deeply about the host culture as well as their own beliefs and values (Bennet, 2008; Buffington, 2014). These trigger events can be a catalyst for turning culture shock into cultural learning, providing the process is “well facilitated” (Bennet, 2008, p. 17). Having guidance for Frontiers: The Interdisciplinary Journal of Study Abroad Volume XXX, Issue 2, Spring 2018 ©2018 Elizabeth Niehaus et al. 79 students as they experience these challenges then becomes an important part of the intercultural competence development process; cultural mentoring can provide this guidance. Cultural Mentoring in Education Abroad According to Paige and Vande Berg (2012), cultural mentoring includes “engaging learners in ongoing discourse about their experiences, helping them better understand the intercultural nature of those encounters, and providing them with feedback relevant to their level of intercultural development” (p. 53). Cultural mentoring helps students to become more culturally self-aware and suspend hasty judgments before responding to people and events (Vande Berg et al., 2012). Cultural mentoring, then, stands as the vehicle by which students are able to find meaning in their study abroad experiences and transfer the competencies gained from the experience into their interactions with others. In a review of relevant theoretical frameworks of intercultural competence, Paige and Goode (2009) identified a number of behaviors that may fall under the umbrella of “cultural mentoring”: Pre-departure sessions addressing intercultural competence; examine student’s expectations for the study abroad experience, themselves, and the host culture; allow students to discuss how their own individual identities (e.g., race, ability, gender, etc.) may be perceived by members of the host culture; and explore differences between the home and host culture; On-site reflection on cultural differences between the home and host culture; General discussions about culture, how to recognize dimensions of culture, and the process of adapting to a different culture; Discussions about students’ own culture(s) and cultural assumptions; Providing specific information and challenging students’ assumptions about the host culture; Structured “breaks” from deep cultural immersion, including time for students to interact with people from their own home cultural group; Giving students ideas about how to explore the host culture; Providing advice about navigating cultural issues and practical matters (e.g., making a phone call, using public transportation, etc.) in the host culture; and/or Considering students’ individual levels of intercultural sensitivity and adapting teaching and mentoring accordingly. Additionally, Paige and Goode asserted that cultural mentors must pay attention to their own levels of intercultural competence and how this may influence their mentoring. The Need for Cultural Mentoring Research from around the world points to the need for cultural mentoring in international education. As Jackson (2008) found in a study of Chinese students studying in England, students do not always recognize the need to develop their intercultural competence. Participants in Jackson’s Elizabeth Niehaus et al. ©2018 Elizabeth Niehaus et al. 80 study had inflated perceptions of their own intercultural sensitivity, perhaps impeding their growth. Other researchers have pointed to the detrimental effects of a lack of cultural mentoring and support in education abroad. Koskinen and Tossavainen (2004) found that Finnish nursing students on an exchange program in the United Kingdom had trouble finding cultural meaning in their experiences due to poorly facilitated orientation and re-entry programs. Doyle et al. (2010) similarly found one of the obstacles for New Zealand students studying abroad was a perceived lack of emotional support in a new cultural environment. When cultural mentoring is present, research on study abroad generally has demonstrated its value in developing students’ intercultural competence. In the Georgetown Consortium Project researchers found U.S. students studying abroad who met with a mentor to work on intercultural learning made greater gains in intercultural competence than those who did not (Vande Berg, Connor-Linton, & Paige, 2009). Lou and Bosley (2012) found students who received

Faculty Engagement in Cultural Mentoring as Instructors of Short-Term and Semester Study Abroad Programs