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Cultural distance, mindfulness and passive xenophobia: Using Integrated Threat Theory to explore home higher education students’ perspectives on ‘internationalisation at home’
Author(s) -
Harrison Neil,
Peacock Nicola
Publication year - 2010
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/01411920903191047
Subject(s) - xenophobia , internationalization , taboo , mindfulness , identity (music) , sociology , international education , psychology , ingroups and outgroups , social identity theory , social psychology , pedagogy , public relations , higher education , political science , social group , gender studies , physics , anthropology , acoustics , law , psychotherapist , racism , microeconomics , economics
This paper addresses the question of interaction between home and international students using qualitative data from 100 home students at two ‘teaching intensive’ universities in the southwest of England. Stephan and Stephan's Integrated Threat Theory is used to analyse the data, finding evidence for all four types of threat that they predict when outgroups interact. It is found that home students perceive threats to their academic success and group identity from the presence of international students on the campus and in the classroom. These are linked to anxieties around ‘mindful’ forms of interaction and a taboo around the discussion of difference, leading to a ‘passive xenophobia’ for the majority. The paper concludes that Integrated Threat Theory is a useful tool in critiquing the ‘internationalisation at home’ agenda, making suggestions for policies and practices that may alleviate perceived threats, thereby improving the quality and outcomes of intercultural interaction.