A peer mentoring social learning perspective of cross-cultural adjustment: The rapid-acculturation mateship program

One of the persisting challenges facing societies and organizations is to socially integrate sojourners, expatriates, including migrants into the host culture whilst leveraging reciprocal cross-cultural learning experiences. In a quasi-experimental field study, using an embedded unequal design, inco...

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Bibliographic Details
Published inInternational journal of intercultural relations Vol. 84; pp. 276 - 299
Main Authors Pekerti, Andre A., van de Vijver, Fons J.R., Moeller, Miriam, Okimoto, Tyler G., Edwards, Martin R.
Format Journal Article
LanguageEnglish
Published New Brunswick Elsevier Ltd 01.09.2021
Elsevier Science Ltd
Subjects
Acculturation
Adjustment
Communication
Cross-cultural adjustment
Expatriates
Foreign students
Intercultural communication
Life skills
Mentoring
Mentors
Migrants
Peer mentoring
Quasi-experimental methods
Skills
Social learning
Social learning theory
Social skills
Sociocultural factors
Well being
Social learning theory
Cross-cultural adjustment
Acculturation
Peer mentoring
Social skills
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Summary:One of the persisting challenges facing societies and organizations is to socially integrate sojourners, expatriates, including migrants into the host culture whilst leveraging reciprocal cross-cultural learning experiences. In a quasi-experimental field study, using an embedded unequal design, incoming international students’ (i-Students’) adjustment processes were investigated via a comprehensive 18/19-week peer mentoring social learning cross-cultural adjustment program. Forty-three local mentors were paired with 126 i-Student mentees, and 238 i-Students served as a control group. Quantitative and complementary qualitative data were collected from mentees, mentors, and controls at three time-points. Results showed effects in intercultural communication, cultural adjustment, life skills, and well-being domains. Mentors’ 360-degree synchronous evaluation of mentees showed increases in all skills measured. Post-program responses from participants confirmed the increase in communication and life skills, supporting the social learning hypothesis. Theoretical and practical implications are presented to assist individuals studying and/or working with their acculturation in foreign nations.
ISSN:0147-1767
1873-7552
DOI:10.1016/j.ijintrel.2021.08.010