Heightened Cognitive Empathy through Ethnic Identity and Intercultural Competence for Individuals with Historically Marginalized Identities

Janelle S. Peifer, Gita Taasoobshirazi
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Abstract


This study examines, using structural equation modeling, the mediating effects of ethnic identity and intercultural competence on historically marginalized identities (HMIs) and cognitive empathy. Participants received an Identity Scale score summing each identity marker for groups that have experienced systemic, historic marginalization (i.e., domestic/international student status, race/ethnicity, gender identity, income, and sexual orientation), with an individual being able to attain a score ranging from 0 (no HMI) to 5 (all HMIs present). Information about participants’ ethnic identity, cognitive empathy, and intercultural competence was also collected. The sample included a diverse, representative sample of 623 participants from three higher education institutions in the United States. Our tested model showed significant direct and indirect effects among all the variables with the exception of one relationship. The paper discusses the model results and the implications of our findings for inclusive education. 


Keywords


Ethnicidentity, Cognitive empathy, Intercultural competence, Structural equation modeling, Intersectionality

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References


Peifer, J. S., & Taasoobshirazi, G. (2022). Heightened cognitive empathy through ethnic identity and intercultural competence for individuals with historically marginalized identities. International Journal on Social and Education Sciences (IJonSES), 4(2), 290-306. https://doi.org/10.46328/ijonses.324




DOI: https://doi.org/10.46328/ijonses.324

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International Journal on Social and Education Sciences (IJonSES) - ISSN: 2688-7061


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International Society for Technology, Education and Science (ISTES)

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Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.