Reply to Hammer, M.R. A Response to Punti and Dingel’s Critique of the Validity of the Intercultural Development Inventory for BIPOC Students. Comment on “Punti, G.; Dingel, M. Rethinking Race, Ethnicity, and the Assessment of Intercultural Competence in Higher Education. Educ. Sci. 2021, 11, 110”

Gemma Punti; Molly Dingel

doi:10.3390/educsci12030180

Reply to Hammer, M.R. A Response to Punti and Dingel’s Critique of the Validity of the Intercultural Development Inventory for BIPOC Students. Comment on “Punti, G.; Dingel, M. Rethinking Race, Ethnicity, and the Assessment of Intercultural Competence in Higher Education. Educ. Sci. 2021, 11, 110”

Research output: Contribution to journal › Letter › peer-review

Abstract

Hammer claims that the IDI has been validated for BIPOC in the US, but after careful re-examination of the data we presented, we reiterate that there is no evidence of this validation. The studies provided by Hammer reveals how the development of the IDI instrument and its validation focused on international cultural experiences not on cultural diversity within the US. There was no validity testing done on a racially diverse sample of U.S. Americans, and our qualitative data questions the validity for BIPOC individuals from the US.

Original language	English (US)
Article number	180
Journal	Education Sciences
Volume	12
Issue number	3
DOIs	https://doi.org/10.3390/educsci12030180
State	Published - Mar 2022
Externally published	Yes

Bibliographical note

Publisher Copyright:
© 2022 by the authors. Licensee MDPI, Basel, Switzerland.

Keywords

BIPOC
Higher education
IDI
Intercultural competence
Structural inequality
Validity

Publisher link

10.3390/educsci12030180

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Punti, G., & Dingel, M. (2022). Reply to Hammer, M.R. A Response to Punti and Dingel’s Critique of the Validity of the Intercultural Development Inventory for BIPOC Students. Comment on “Punti, G.; Dingel, M. Rethinking Race, Ethnicity, and the Assessment of Intercultural Competence in Higher Education. Educ. Sci. 2021, 11, 110”. Education Sciences, 12(3), [180]. https://doi.org/10.3390/educsci12030180

Reply to Hammer, M.R. A Response to Punti and Dingel’s Critique of the Validity of the Intercultural Development Inventory for BIPOC Students. Comment on “Punti, G.; Dingel, M. Rethinking Race, Ethnicity, and the Assessment of Intercultural Competence in Higher Education. Educ. Sci. 2021, 11, 110”. / Punti, Gemma; Dingel, Molly.

In: Education Sciences, Vol. 12, No. 3, 180, 03.2022.

Research output: Contribution to journal › Letter › peer-review

Punti, G & Dingel, M 2022, 'Reply to Hammer, M.R. A Response to Punti and Dingel’s Critique of the Validity of the Intercultural Development Inventory for BIPOC Students. Comment on “Punti, G.; Dingel, M. Rethinking Race, Ethnicity, and the Assessment of Intercultural Competence in Higher Education. Educ. Sci. 2021, 11, 110”', Education Sciences, vol. 12, no. 3, 180. https://doi.org/10.3390/educsci12030180

Punti G, Dingel M. Reply to Hammer, M.R. A Response to Punti and Dingel’s Critique of the Validity of the Intercultural Development Inventory for BIPOC Students. Comment on “Punti, G.; Dingel, M. Rethinking Race, Ethnicity, and the Assessment of Intercultural Competence in Higher Education. Educ. Sci. 2021, 11, 110”. Education Sciences. 2022 Mar;12(3):180. doi: 10.3390/educsci12030180

Punti, Gemma ; Dingel, Molly. / Reply to Hammer, M.R. A Response to Punti and Dingel’s Critique of the Validity of the Intercultural Development Inventory for BIPOC Students. Comment on “Punti, G.; Dingel, M. Rethinking Race, Ethnicity, and the Assessment of Intercultural Competence in Higher Education. Educ. Sci. 2021, 11, 110”. In: Education Sciences. 2022 ; Vol. 12, No. 3.

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