61921Chapter1-2fm.docx

THE INFLUENCE OF CROSS-CULTURAL EXPERIENCE Comment by Dr. Mansur: Chapter One
Combine all components of the proposal on the proposal template
Introduction
The criteria table is not present
The purpose statement is not clearly stated
Background of Study
The problem space is not adequately articulated (Consider the following)
Problem Space/GAP (what is known and what still needed to be known) supported by empirical sources:
Using results from prior studies.
Using recommendations for further study.
Using professional or locally based problems documented in the literature.
Using broader societal areas of research in current empirical articles.
Synthesis of problems and approaches to formulate a unique need or problem that still requires additional study.
Missing Components of Chapter 1
Definition of Terms
Anticipated Limitations
Summary and Organization of the Remainder of the Study
Timeline
Alignment Table
Chapter 2
Missing Components of Chapter 2

Background of Problem
Problem Space

Literature Review
I am unclear with regards to your themes. Initially, your themes included the following:

Theme 4: student leadership skills
Please explain these other areas. Are these sub-themes. Just not clear

Dr. Mansur

ON STUDENT LEADERSHIP CAPACITY DEVELOPMENT
AND ACADEMIC ACHIEVEMENT
Submitted by
Insert Your Full Legal Name (No Titles, Degrees, or Academic Credentials)

Equal Spacing
~2.0” – 2.5”

A Dissertation Presented in Partial Fulfillment
of the Requirements for the Degree
Doctorate of Education
(or) Doctorate of Philosophy
(or) Doctorate of Business Administration

Equal Spacing~2.0” – 2.5”
Grand Canyon University
Phoenix, Arizona
[Insert Current Date Until Date of Dean’s Signature]

© by Your Full Legal Name (No Titles, Degrees, or Academic Credentials),2018
All rights reserved.

GRAND CANYON UNIVERSITY

THE INFLUENCE OF CROSS-CULTURAL EXPERIENCE
ON STUDENT LEADERSHIP CAPACITY DEVELOPMENT
AND ACADEMIC ACHIEVEMENT
by
Insert Your Full Legal Name (No Titles, Degrees, or Academic Credentials)

Approved

[Insert Current Date Until Date of Dean’s Signature]

DISSERTATION COMMITTEE:
Full Legal Name,Ed.D., DBA, or Ph.D., Dissertation Chair
Full Legal Name, Ed.D., DBA, or Ph.D., Committee Member
Full LegalName, Ed.D., DBA, or Ph.D., Committee Member

ACCEPTED AND SIGNED:

________________________________________
Michael R. Berger, Ed.D.
Dean, College of Doctoral Studies

_________________________________________
Date

GRAND CANYON UNIVERSITY

The Dissertation Title Appears in Title Case and is Centered

I verify that my dissertationrepresents original research, is not falsified or plagiarized, and that I accurately reported, cited, and referenced all sources within this manuscript in strict compliance with APA and Grand Canyon University(GCU) guidelines. I also verify my dissertation complies with the approval(s) granted for this research investigation by GCU Institutional Review Board (IRB).

_____________________________________________ ______________________
[Type Doctoral Learner Name Beneath Signature] Date

Abstract

The abstract is required for the dissertation manuscript only. It is not a required page for the proposal.The abstract, typically read first by other researchers, isintended as an accurate, nonevaluative, concise summary, or synopsis of the research study. It is usually the last item completed when writing the dissertation. The purpose of the abstract is to assist future researchers in accessing the research material and other vital information contained in the dissertation. Although few people typically read the full dissertation after publication, the abstract will be read by many scholars and researchers. Consequently, great care must be taken in writing this page of the dissertation. The content of the abstract coversthe purpose of the study, problem statement, theoretical foundation, research questions stated in narrative format, sample, location, methodology, design, data sources, data analysis, results, and a valid conclusion of the research. The most important finding(s) should be stated with actual data/numbers (quantitative) or themes (qualitative) to support the conclusion(s).The abstract does not appear in the table of contents and has no page number. The abstract is double-spaced, fully justified with no indentations or citations, and no longer than one page. Refer to the APA Publication Manual, 6th Edition, for additional guidelines for the development of the dissertation abstract. Make sure to add the keywords at the bottom of the abstract to assist future researchers.

Keywords: Abstract, assist future researchers, 150 to 250 words, vital information

Criterion

*(Score = 0, 1, 2, or 3)

Learner Score

Chair Score

Methodologist Score

Content ExpertScore

ABSTRACT

(Dissertation Only—Not Required for the Proposal)

The abstract is typically read first by other researchers and is an accurate, non-evaluative, concise summary or synopsis of the research study. The abstract provides a succinct summary of the study and MUST include the purpose of the study, theoretical foundation, research questions (stated in narrative format), sample, location, methodology, design, data analysis, and results, as well as, a valid conclusion of the research. Abstracts must be double-spaced, fully justified with no indentions. (one page)

The abstract provides a succinct summary of the study and MUST include:the purpose of the study, theoretical foundation, research questions stated in narrative format, sample, location, methodology, design, data sources, data analysis, results, and a valid conclusion of the research. Note:
The most important finding(s) should be stated with actual data/numbers (quantitative) ~or~ themes (qualitative) to support the conclusion(s).

3

The abstract is written in APA format, one paragraph fully justified with no indentations, double-spaced with no citations, and includes key search words. Keywords are on a new line and indented.

2

The abstract is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.

2

*Score each requirement listed in the criteria table using the following scale:

0 = Item Not Present or Unacceptable. Substantial Revisions are Required.
1 = Item is Present. Does Not Meet Expectations. Revisions are Required.
2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required.
3 = Item ExceedsExpectations. No Revisions are Required.

Reviewer Comments:

Dedication

An optional dedication may be included here. While a dissertation is an objective, scientific document, this is the place to use the first person and to be subjective. The dedication page is numberedwith a Roman numeral, but the page numberdoes not appear in the Table of Contents. It is only included in the final dissertation and is not part of the proposal. If this page is not to be included, delete the heading, the body text, and the page break below.

Acknowledgments

An optional acknowledgementspage can be included here. This is another place to use the first person. If applicable, acknowledge and identify grants and other means of financial support. Also acknowledge supportive colleagues who rendered assistance. The acknowledgments page is numbered with a Roman numeral, but the page numberdoes not appear in the table of contents. This pageprovides a formal opportunity to thank family, friends, and faculty members who have been helpful and supportive. The acknowledgements page is only included in the final dissertation and is not part of the proposal. If this page is not to be included, delete the heading, the body text, and the page break below.

Table of Contents

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List of Tables

Table 1. Correct Formatting for a Multiple Line Table Title is Single Spacing and
Should Look Like this Example 36
Table 2. Equality of Emotional Intelligence Mean Scores by Gender 66

Note: Single space multiple-line table titles; double space between entries per example above. The List of Tables and List of Figures (styled as Table of Figures) have been formatted as such in this template.Update the List of Tables in the following manner: [Right click Update Field Update Entire Table], and the table title and subtitle will show up with the in-text formatting.After you update your List of Tables, you will need to manually remove the italicsfrom each of your table titles per the example above.

List of Figures

Figure 1. Correlation for SAT composite score and time spent on Facebook. 69
Figure 2. IRB alert. 73

Note: single-space multiple line figure titles; double-space between entries per example in List of Tables on previous page. Use sentence case for figure titles. After you update your List of Figures, you will need to manually remove the italics per the example above. Comment by Dr. Mansur: You need to incorporate all components of the proposal into the proposal template as previously mentioned.

Chapter 1: Introduction to the Study

Introduction

This chapter introduces the study by including a background study of the issue under discussion and discusses the statement of the problem. In addition, it discusses the purpose of the study and its significance, lists the research questions, and discusses the rationale for research methodology. It also includes the nature of the research design, the definition of terms, and the study’s assumptions and limitations. It concludes with a summary of the chapter and the remaining parts of the study.

Background of the Study

From the beginning, the United States education system was not developed for all races; African Americans were initially alienated from formal education. When they were finally allowed to access formal education, it was through segregated and inadequate means. Indian Natives and other minorities also experienced such segregation in education. Early in the United States history, women could only access basic education and were discouraged to seek advanced education unless it focused on domestic arts, music, and dancing. Even this was applicable to those of upper-class members of the society. When the government finally decided to offer education to Native Americans, formal education meant transporting learners to boarding institutions to erase their cultural beliefs and practices (Urban, Wagoner & Gaither, 2019).
The government forcibly removed children from their families and forced them to abandon their native language. White learners also experienced discrimination in the country’s education system. For instance, in the early 19th century, the government established common schools for all students irrespective of social class. This universality of common learning institutions excluded African Americans and white children who believed in strange religious beliefs including Irish Catholics. With time, the purpose of the American education system was to socialize immigrants into the country’s ‘superior’ culture. While inequality could be less overt in the current educational system, it still exists in many learning institutions. African American students still lag behind their White colleagues on all standard measures of success or achievement. They are more likely to drop out of and be suspended from schools compared to their White counterparts. Apart from African Americans, other minority groups also experience such inequality in learning institutions (Urban, Wagoner & Gaither, 2019). According to Jackson and Addison (2018), students in high-poverty learning institutions had lower achievement in math compared to those in low-poverty schools. Moreover, Miksic (2014) found achievement gaps in math and reading between Latino students and their white counterparts.
Communities are becoming culturally diverse and soon the increase in immigrant numbers will result in the minority groups in the United States. The rapid change in the United States demographics is evident in schools. Goddard (2010) asserted that urban learning institutions in the 21st century western countries deal with more ethnocultural diverse students than ever before. Grothaus, Crum, and James (2010), in their support, indicated that students of color will account for a bigger percentage of the United States’ total student population in 2020. These changes in demography have already happened in some areas in the United States. Currently, minority students constitute the biggest percentage of learners in the southern part of the country.
These demographic changes imply that the United States must start offering equal education to all children if it aspires to change the existing inequality in society. To so, schools and educators must understand that learning institutions reflect the country’s dominant culture, which can put learners from other cultures at disadvantage. Generally, white, middle-class values are considered the dominant culture in the United States. It also includes values held by the male, non-disabled, as well as heterosexual persons. Diller and Moule (2012) discussed the values held by members from dominant groups. They include an emphasis on long-term goal setting, belief in internal locus of control, and self-disclosure. It is the consideration of these values as the dominant ones and differing values as the inferior ones that lead to differences in leadership performance and academic achievement between white students and those from minority groups.
The answer to the problem is the development of culturally competent students and teachers. Culturally competent individuals strive at understanding their own biases as well as patterns of discrimination. Diller and Moule (2012) define cultural competence as a set of congruent attitudes and beliefs that converge in a system or agency and enable that agency or system to operate effectively in a cross-cultural environment. Thus, culturally competent individuals can function successfully with those from different cultural backgrounds such as race, culture, gender, sexual orientation, religious orientation, or culture. Being culturally competent is a daunting task because culture manifests itself in visible and hidden manners. Visible aspects such as clothing, food, and artifacts are obvious as well as easy to understand compared to hidden cultural elements such as beliefs and values (Kochan, 2012). Cultural competence comprises the knowledge, skills, behaviors, and attitudes that are vital for students to respond to other people’s needs. The ability of a student to operate in a cross-cultural environment is an asset.
The current lack of studies on cross-cultural competence among learners is a matter of great concern. It is high time that researchers looked for ways to customize curricular and co-curricular activities to promote student leadership in culturally diverse learning institutions (Boberg & Borgeois, 2016). Cultural competence empowers students to commence a lifelong commitment to self-critique as well as self-awareness. Cultural awareness allows students to assess their multicultural backgrounds, to assess determinants of prejudice, and to acknowledge their inherent power as well as privilege. It also allows students to use this awareness to mitigate discriminatory practices for equity. Moreover, cultural competence empowers students to assess and critique power structures as well as imbalance in society. In doing so, learners develop an awareness of their society as individuals and their abilities in collaborative spaces. Third, cultural competence equips learners with the ability to establish mutually beneficial relationships with individuals. Student’s awareness of cross-cultural differences also enhances their communication and leadership capabilities (Diller & Moule, 2012). In essence, developing intercultural knowledge allows students to improve their ability to engage and interact with diverse groups.
Apart from leadership skills, results from past studies show that promoting cultural competence enhances students’ academic performance (Triggs, 2021). Many researchers have studied the differences in academic achievement existing between White American students and those from racial minority groups and provided possible reasons for the gap. One major explanation for the difference in academic achievement among students from different racial backgrounds is the dissonance between the culture of the home of minority students and the culture of learning institutions (Miksic, 2012). American schools, like other social systems, reflect the dominant culture’s values and beliefs. Thus, the United States’ education system reflects the values of white, middle-class Americans. While the system seeks to benefit many students, it does not benefit all learners. Many students do not grow up in the white, middle-class culture thereby not benefiting in schools.
Many researchers have studied diversity issues among learners in culturally diverse k-12 schools. However, most of these studies that focus on leadership in culturally diverse k-12 learning institutions have concentrated on leadership concerning school heads and administrators, educational stakeholders, and teachers instead of leadership issues among students in culturally diverse k-12 learning institutions (Genao, 2016). Only a limited number of studies have explored the impacts of cross-cultural factors on learners’ leadership development and academic performance (Bartel-Radic & Giannelloni, 2017). Comment by Dr. Mansur: If this is part of the GAP/Problem Space more development is required.

Problem Statement

It is not known how cross-cultural experience influences students’ leadership capacity development and academic achievement. There is no clear information about the correlation between cross-cultural curricular and co-curricular activities, as well as student leadership and academic performance. Nonetheless, co-curricular and curricular activities tend to influence a learner’s leadership behaviors as well as academic performance in diverse k-12 schools. This study will focus on students in a high school in central Florida, with the sample of 16 -24 teachers who provide data including girls and boys from different grade levels. The preferred learning institutions are those offering cross-cultural enrichment programs including, summer and winter exchange programs as well as immersion programs.
Many studies have not explored the issue of cultural competence among students (Litts et al., 2020). Boberg and Borgeois (2016) admit the lack of focus by researchers on cultural competencies among learners, and how curricular as well as co-curricular activities can be customized to foster student leadership in culturally diverse learning institutions. Engagement gaps, including the inequality and alienation among foreign as well as minority learners, have only been examined within administrative leadership (Mawhinney, 2018).
With the demographic make-up of the United States quickly changing and minority learners are becoming the majority in learning institutions (Grothaus, Crumm & James, 2010), there is a need to focus on cross-cultural competence among students. Multiple researches have demonstrated the difference in academic achievement and leadership development between white American students and their counterparts from minority groups (Miksic, 2012). This issue becomes more important in the face of the current demographic composition of the United States compared to the country’s teaching force. The United States is increasingly turning into a diverse nation more than ever.
In 1980, white Americans comprised 80 percent of the national population with African Americans accounting for only 11.5 percent, Hispanics at 6.5 percent, and Asian Americans at 1.8 percent. By 2000, white Americans accounted for 69.1 percent, Hispanics at 12.6 percent, African Americans at 12.1 percent, and Asian Americans at 3.8 percent. In 2019, white Americans accounted for 60.1 percent, Latinos at 18.5 percent, African Americans at 12.1 percent, and Asian Americans at 6 percent (Frey, 2020). In 2050, white Americans will constitute 47 percent of the entire country’s population. Hispanics, African Americans, and Asian Americans will account for 29 percent, 13 percent, and 9 percent of the entire population, respectively (Passel & Cohn, 2008).
While the country has made significant advancement in student enrollment across different racial groups, white American students record better academic performances than their counterparts from other racial minorities. Between 2000 and 2017, the proportion of white students attending public schools declined from 61 percent to 48 percent, and the proportion of African American students also declined from 17 percent to 15 percent over the same period. On the contrary, the percentage of Hispanic students attending public schools increased from 16 percent to 27 percent during the same period (NCES, 2021). However, white American students still perform better than their counterparts, especially in math and reading (Carnoy & Garcia, 2017). In the United Kingdom, a report by the Higher Education Council for England found that 72 percent of white students who scored grades BBB at A-level gained first or upper second class degree honors compared with 56 percent of Asian students and 53 percent of black students (Adams, 2014).
The above statistics show the need for cultural competence among students to enhance their leadership skills and academic achievements. Studies on how to promote student leadership as well as academic achievement in culturally diverse k-12 learning institutions must be given significant attention. The gap of the need to apply both curricular and co-curricular activities to foster student leadership in k-12 learning institutions has received less attention in favor of other areas of concern considered to be more significant such as educational attainment.
Student academic performance and leadership development in culturally diverse learning institutions are vital indicators of effective culture in k-12 learning environments. Student leaders in culturally diverse learning institutions encounter different diversity challenges such as contempt and intimidation. These issues can negatively affect a person’s mental, emotional, as well as social well-being apart from academic performance (Allen, 2017). Thus, it is important to develop culturally inclusive curricular and co-curricular activities to foster social cohesion among students. This cohesion will help in improving their leadership behaviors and academic outcome (Allen, 2017). Hence, it will be important to explore how cultural inclusivity and the development of appropriate curricular as well as co-curricular activities affect student’s academic performance and leadership behaviors.

Purpose of the Study

The purpose of this qualitative descriptive study is to understand how cross-cultural experiences influence student leadership capacity development and academic achievement, located at a high school in Central Florida. It will investigate issues of student academic performances and leadership behaviors in culturally diverse learning institutions. It will do so by examining the relationship between culturally inclusive co-curricular activities and curriculum initiatives and student leadership as well as the academic outcome. The study can be used in communities as well as communities that have individuals from culturally diverse backgrounds for the promotion of social cohesion in communities and effective student leadership behaviors. It can also be applied for the improvement of student social as well as learning outcomes in schools (Oplatka & Arar, 2016).
Studies on cross-cultural experience show a direct relationship between cultural competence and effective leadership. In schools, culturally competent teachers develop a caring community for all students irrespective of race and ethnicity. Culturally competent teachers also develop their background knowledge on institutional as well as structural racism. They read different perspectives about cultural competence and emerge with a broader view of the concept. Moreover, they collaborate with others and are more patient as well as comfortable in their vulnerability (Pope, Reynolds & Mueller, 2014).
In organizations, culturally competent leaders treat all employees equally and utilize their knowledge, skills, and abilities to the fullest irrespective of their background. By doing so, they increase staff morale across the organization. Cross-cultural leaders can also handle conflicts among employees without bias and determine how to utilize conflicts as a means of enhancing workplace communication and as a method to foster innovative approaches to businesses. A leader also shows cultural competency by recruiting people from diverse groups such as race, ethnicity, disability, religious orientation, gender, age, and sexual orientation (Pope, Reynolds & Mueller, 2014).
The Boundary-Breaking Leadership Development Model will be used to promote education across multicultural settings because of its ability to overcome issues associated with gender, ethnicity, and/or nationality. The model focuses on numerous factors within the educational context such as leadership development and the creation of discussion forums that foster diversity, responsibility, and a sense for the community. The model also focuses on generative learning, ethical and collaborative spirit, as well as cultivation of respect. The Boundary-Breaking Leadership Development Model can be used to create unity through collaboration among learners with diverse features (Tomlinson, 2013).

Research Questions and/or Hypotheses

A research question is a question that a particular study seeks to answer. It addresses an issue, through data analysis and interpretation, which is answered in the conclusion part of a study. As the name suggests, a research question is grounded on research. Cross-cultural awareness is closely linked with positive student leadership qualities and behavior. Hence, this study will be guided by two questions.
RQ1: How does cross-cultural experience affect student leadership capacity development?
RQ2: How does cross-cultural experience influence student academic achievement?

Advancing Scientific Knowledge and Significance of the Study

This study is significant in the sense that there is little research examining the relationship between cross-cultural experience and students’ academic achievement as well as leadership development. It seeks to understand how cross-cultural experiences influence student leadership capacity development and academic achievement, thereby adding an updated qualitative aspect to cultural competence studies as it relates to student leadership development and academic achievement. Much of the study conducted on leadership in culturally diverse k-12 learning institutions tend to focus on leadership regarding school heads and administrators, educational stakeholders, and teachers instead of leadership issues among students in culturally diverse k-12 learning environments (Genao, 2016).
Bartel-Radic and Giannelloni (2017) acknowledge that there is a scarcity of scholarly materials exploring the impacts of cross-cultural issues on students’ academic performance and leadership development. On the contrary, this study investigates the relationship between cross-cultural experience and students’ academic performance as well as leadership development. This is crucial because cultural competence involves the development of internal knowledge, skills, and abilities that students bring to the school environment daily rather than the strategies they use in classrooms with their colleagues.
Several studies explore the impact of cultural competence on school heads and instructors (Genao, 2016), but this study is more directed on the effect on students. Other studies on the field of education have focused on how to develop cultural awareness and competence in healthcare students (Forsyth et al., 2019). Some have discussed the importance of developing cross-cultural experience among nursing students (Cruz et al., 2018). Moreover, there are many studies on issues related to cross-cultural awareness such as culturally relevant pedagogy (Ladson-Billings, 2014), culturally responsive teaching (Hernandez, Morales & Shroyer, 2013), and cultural congruence (Bayanova et al., 2016). Yet, there is a scarcity of studies on the topic being explored. The meaning of cultural competence implies that this asset is vital for effective leadership skills and good academic performance. In essence, a student must develop a higher cultural competence to become an all-round person in life. This study aims to fill the existing gap in literature such as the need to explore the impact of cultural competence on students’ academic performance and the need to investigate the influence of cultural competence on students’ leadership development.

Rationale for Methodology

This study will use the descriptive qualitative method of research design because it aims at understanding how cross-cultural experiences influence students’ academic performance and leadership development. This study is more concerned with what …