Date received: 10/04/2020 / Date reviewed: 09/09/2020 / Date accepted: 22/12/2020

Abstract. The purpose of this study is to analyze the relationship that exists between teacher’s cultural intelligence and intercultural competencies in a High School located in the Northwest area of the United States. The compounded study —completed during 2019— hinges on a quantitive investigation through the applica-tion of the Cultural Intelligence Scale that measures four dimensions —cognitive, metacognitive, motiva-tional and behavioral— of cultural intelligence. This scale was applied to the entire faculty of 75 teachers (43 women and 32 men) in the areas of Mathematics, Science, Social Science, English, Foreign Language and Physical Education. In the same manner, a qualitative investigation was completed to identify inter-cultural competencies. To effectively pinpoint the intercultural competencies of the faculty the devel-opment of 15 in depth interviews were used and completed based on the 3 principals of intercultural education proposed by UNESCO (2006, 2010). The results, warn that teachers have a high moderate level in metacognitive, motivational and behavioral dimensions, but low level in the cognitive dimension of cultural intelligence. Demographic variables contemplate, level of education: all teachers with a Bach-elor’s degree present a superior scale in all dimensions of cultural intelligence compared to teachers with a Master’s degree. However, all teachers present low intercultural competencies.

Keywords: intercultural citizenship, cultural intelligence, intercultural competencies, intercultural education, teachers education, demographic variables.

Resumen. Este estudio tiene como objetivo analizar la relación entre la inteligencia cultural y las competencias interculturales de profesores en una preparatoria localizada en el noreste de los Estados Unidos. El estu-dio mixto —realizado durante 2019— se sustenta en una investigación cuantitativa mediante la aplica-ción de la Escala de Inteligencia Cultural que mide las cuatro dimensiones — cognitiva, metacognitiva, motivacional y conductual—, de la Inteligencia Cultural. Esta escala se aplicó a todo el equipo docente compuesto por 75 profesores (43 mujeres y 32 hombres) de las áreas de matemáticas, ciencias, ciencias sociales, inglés, lenguas extranjeras y deporte. Así mismo, se realizó una investigación cualitativa con el objetivo de identificar las competencias interculturales del profesorado, con el desarrollo de 15 entrevis-tas a profundidad. En el diseño del instrumento se consideró los tres principios de educación intercultural propuestos por la UNESCO (2006, 2010). Los resultados advierten que los profesores presentan un nivel moderadamente alto en las dimensiones metacognitiva, motivacional y conductual, pero bajo en la dimensión cognitiva del nivel de inteligencia cultural. Así, se contempla como variable demográfica, el nivel de estudios: todos los profesores con Licenciatura presentan una escala superior en todas las di-mensiones de la inteligencia cultural comparado con los profesores de maestría. No obstante, todos los profesores poseen bajas competencias interculturales en su desempeño profesional.

Palabras clave: ciudadanía intercultural, inteligencia cultural, competencias interculturales, educación intercultural, for-mación del docente, variables demográficas.

Introduction

This research conceptualizes and systematizes the level of cultural intelligence, which is defined as the ability to function in cultural diversity. It reflects on the rela-tionship between cultural intelligence and the intercultural competences of the teacher, since the latter integrate skills, resources-knowledge and attitudes to establish equitable terms in an environment of diversity, in order to resolve conflicts and interact in harmo-ny. The standardized sample on which this research is drawn includes high school teachers in a school in Sumner, United States where the majority of the population is Caucasian (76.5 percent). In this regard, the survey conducted by the Center for Educa-tional Effectiveness in 2017, generated these results:

The same survey identified the levels of assertiveness of teachers on the subject of diversity and communication with families. Thus, 83% of the teachers are aware of the cultural diversity of the student community, but only 27% would address, in their classes, issues such as diversity in religion, race and / or culture.

Cultural diversity in schools is a reality in the globalized world, it is a conse-quence of the migrations of social groups that seek new opportunities. In this sense, Afolayan (1994), in his article The implication of cultural diversity in American schools, analyzed the factors responsible for cultural diversity in the United States and how they determine the performance of teachers. The author highlights the need for educators who are sensitive to multicultural issues. He even highlights that the success of schools and educators depends on understanding differences in gender, race and culture.

Therefore, teachers can be intercultural assemblers, and develop skills and ca-pacities in students that allow them to understand their cultural context and respect it (Gordon, 2007). Thus, this research prioritizes the need for teachers capable of address-ing these issues, especially in the social and political circumstances of the United States between years 2015-2017 mainly according to the policies that have been developed in recent years in the matter of migratory flows (Costello, 2017; Uddin, 2018).

For its part, the Southern Poverty Law Center, dedicated to the fight against prejudice and hatred in Montgomery, Alabama, in its After Election Day study; The impact of the 2016 Presidential Election in our Nation’s Schools surveyed more than 10,000 educators, counselors, and administrators in the US. The most relevant results are:

• 90% of educators considered a negative impact on the school climate.
• 80% described high levels of anxiety and worry about the future of families represent-ing minorities.
• 50% of the teaching staff declared an increase in ethnic insults.
• Although 65% of the teachers stated that the administration shows willingness to solve it, 40% affirm that they do not have action plans in the event of incidents.
• 25% of the teachers described the incidents as related to the political rhetoric of the president-elect.

As a consequence of the Southern Poverty Law Center research, Costello (2017) developed the work: Teaching the 2016 Election: The Trump Effect, which de-scribes the emotional consequences of immigrant students in the classroom. Anxiety, fear, and discouragement were the most common. However, Costello points out that 43% of teachers and administrators think that it is a political situation that should not be discussed in class.

Teacher characteristics

Although cultural identity is not represented only by ethnic-racial origin, it is one of the most outstanding cultural characteristics in the United States. As a starting point, we will consider the scenario in which the future teacher is trained. For example, in the universities where they study, they are optional subjects: cultural diversity in the classroom, social and racial justice in the classroom, cultural differences and other simi-lar subjects. Another sample is the ethnic / racial profile of the teacher and students de-scribed in the following table.

Regarding the academic training of the teacher

Irvine (2003, p. 79), in his work Diversity in Teacher Education, notes: “Afri-can Americans, Hispanics, Asians, Native Americans, poor white students and working class students often bring to school a distinctive set of cultural values, beliefs and norms that are not coherent with the cultural norms of the middle class, nor with the guidelines and behavior of the schools”.

In addition to this proposal by Irvine, Gay (2000), in his research work Cultur-ally Responsive Teaching: Theory, research and practice, establishes as a characteristic of culturally sensitive teachers. Because the academic performance of ethnically diverse students will improve when taught through diverse cultural and ethnic filters (Au and Kawakami, 1994; Gay, 2000).

Yuan (2018), in his study Preparing Teachers for Diversity, highlights the im-portance of a reform to traditional teacher training programs. It is recommended to cul-tivate collaboration and mutual responsibility for teaching-learning between students and teachers (Gay, 2010). Thus, as we have seen, the scientific literature in the last dec-ade has focused on the need for cultural intelligence in teacher training.

Cultural intelligence, essential in the classroom

Indeed, cultural intelligence does not imply knowledge of each culture but ra-ther requires that teachers develop skills such as the ability to listen, reflect on the mean-ing of behavior, seek relevant information and advice that allow adaptation to the multi-cultural context.

Cultural intelligence promotes a learning model in which each student contrib-utes their own culture and abilities. In this way, they develop more confidence in their abilities, no one is belittled for approaching the circumstances from different cultural paradigms and, even, learning improves (Elboj Saso et. Al., 2004).

People of different ethnic and cultural backgrounds enrich the learning process in different ways. Earley and Ang (2003) considered that intelligence goes beyond cog-nitive abilities; For this reason, inspired by the concepts of Sternberg and Letterman -developed in the eighties-, they formed the concept of cultural intelligence with four dimensions: metacognitive, cognitive, motivational and behavioral.

The metacognitive dimension refers to the level of cultural awareness that is formed during interactions with people from different cultures, it uses a consolidated level of knowledge to investigate interaction rules in multicultural environments. Thus, people with a high level in the cultural dimension can question their beliefs and adjust their behavior.

The cognitive dimension is based on a high cognitive process. As well as in the knowledge of norms, practices and interpretations of different cultures, acquired in per-sonal and educational experiences. It should be noted that cultural norms and values are different, since you have to consider age, the relationship of power and influence, the relationships between individuals. The cognitive dimension influences people's thoughts and actions.

For its part, the motivational dimension is the resource that moves individuals to act or not at specific times. In the concept called: cultural intelligence, motivation is constituted by the product of values, personal goals and self-confidence.

However, all the knowledge acquired and developed by the metacognitive and cognitive dimensions does not guarantee the adaptation of the individual inserted in a different cultural context; however, all knowledge is useful if the person is motivated for integration. In this sense, the scientific literature takes into consideration that educa-tion for interculturality must expressly value students in their cultural environment in order to build their education towards interculturality from this point of view.

Finally, the behavioral dimension is the individual's verbal and non-verbal abil-ity to interact with people from other cultures, especially when communication is face-to-face. It also includes the right flexibility in the dialogues.

Interculturality and its impact on the classroom

Interculturality is a permanent process of relationship, communication and learning between people and groups with different knowledge, values and traditions. It is aimed at generating, building and fostering mutual respect, for the full development of the capabilities of individuals, over and above their cultural and social differences.

It is clear that diverse cultures seek to defend and strengthen their identity, re-lationships, beliefs and worldview. However, his vision will not necessarily be shared by another group, in the face of that an education that helps conciliation and respect is re-quired.

Leiva (2011) in her work Intercultural education: An educational commitment to build a school without exclusions, mentioned the constant increase in students of im-migrant origin. She indicated the need for schools to face the challenge of intercultural coexistence. Leiva even considered that intercultural education promotes school inclu-siveness. Let us remember that in 2002, among the conclusions offered by the mono-graph on Inclusive Education of the Revista de Educación, we specifically want to bring up the experience of the school mediator in Quebec (Llevot, 2002). As well as the ob-servations that Xavier Besalú proposed to us, that same year, in Cuadernos de Peda-gogía on the success and failure of different students when he insisted on the direct relationship between the school, social and personal failure of the “different” student and the necessary communication intercultural in the classroom (2002).

In recent years, Peñalva and López-Goñi (2014) considered in their study Citi-zen Competencies in teacher-students education, that initial teacher training should de-velop intercultural competence, taking into account a combination of capacities such as: a positive attitude towards cultural diversity, the communicative capacity to handle con-flicts in intercultural situations, and how both the vision and the interpretation of reality influence to achieve intercultural citizen competence.

In this regard, in 2002 UNESCO specified in its normative instruments as a re-sult of the events of September 11, 2001. This declaration reaffirmed the conviction that intercultural dialogue is the guarantee of peace. that culture is the center of social cohe-sion. Its conclusions are the result of the work: UNESCO Guidelines on Intercultural Education. Speaking of Competences (2006, 2017), these three principles were recurrent during the investigations, since they were considered in the development of the qualita-tive instrument.

About this study

It was from 2017 when the migration of people from other states - such as Cal-ifornia and Florida - headed to the city of Sumner, in Washington. According to the Sumner Statistics (2015), the ethnic groups of this city located in the northwest of the country are made up of: 86% Caucasian, 9.7% Hispanic, 2.6% declare having more than two races, 1.1% Asian.

The guiding question for this research was:

What is the level of Cultural Intelligence of the teachers and the relationship with their intercultural competencies that allow addressing cultural diversity in the class-room?

Underlying the following questions:

1. What is the level of Cultural Intelligence of the teachers at Sumner High School?
2. What is the relationship between the teacher's demographic variables and the dimensions of the cultural intelligence scale?
3. What is the relationship between the level of Cultural Intelligence and the teacher's in-tercultural competencies?
4. What are the strategies that would help increase the level of Cultural intelligence of teachers to strengthen their intercultural competencies?

Method

The opportunity offered by the development of this research is the characteris-tics of the teachers, since they work in a classroom with minimal cultural diversity. It is also essential for this research to understand the relationship between the dimensions that make up cultural intelligence with the intercultural competencies of teachers who work in contexts with little student cultural diversity.

The research used a mixed methodology, in the quantitative area it was a non-experimental cross-correlational design, with the measurement of the dimensions of Cultural Intelligence, and the relationship between each of the dimensions: metacognitive, cognitive, motivational, and behavioral. by applying the Scale of Cultural intelligence, which includes 31 items.

The scale was applied to 75 teachers who make up the entire teaching staff of the school and represent the areas of Mathematics, English, Science, Social Sciences, Foreign Languages, Leadership, Technical Subjects, Arts, Physical Education and Special Education for students with disabilities.

Regarding the demographic characteristics, the following were identified: years of experience as a teacher, gender, educational level and ethnicity. In the qualitative study, 15 in-depth interviews were conducted and a minimum interview time of 60 minutes and a maximum of 90 minutes was estimated. The interviews were recorded on audio and video.

The design of the qualitative study was based on the experiences of the teachers to address the issue of diversity in their classroom and their intercultural capacities. This made it possible to compare the reality in his classroom with the Guidelines on intercultural education proposed by UNESCO, which were considered for the design of the interview guide (See Table 3).

The in-depth interviews were conducted 12 weeks after the application of the quantitative instrument, in order not to vitiate the results and obtain data subject to the reality of the interviewee.

The categories were the reflection of the reality of the interviewee, since at all times a reflection was made on the pedagogical strategies developed in his class. The categories represent the maximum validity, since the meaning associated with the statement of the problem was captured through the review and complete transcription of the 15 interviews carried out.

Results

From the quantitative study

Considering the average scores of the four dimensions of the intelligence scale, the re-sults are presented in Figure 1, where the lowest level in the cognitive dimension and the highest in the motivational dimension stand out.

Figure 1. Average scores of the four Dimensions of the Teachers Cultural Intelligence Scale. (Own elaboration)

In Table 5, the results are concentrated considering the demographic variables, such as the level of studies, age, work experience, sex and ethnic group of the teacher.

The most significant demographic data was the one referring to the level of studies. As can be seen in Table 5 and Figure 2, it is that teachers with a Bachelor's degree have better average scores than those with a Master's degree. With the exception of the cognitive dimension, it can be said that both groups have a slightly high metacognitive, motivational and behavioral ability and a slightly low cognitive ability.

Figure 2. Average scores of the four Dimensions of the Teachers Cultural Intelligence Scale, and educational level.

Analysis and discussion of the results of the qualitative study

According to the UNESCO guidelines regarding Intercultural Education, which are broken down into three principles, the results of this research are:

Principle I. Intercultural education respects the cultural identity of the learner. Therefore, education must be of quality, and adapted to their culture.

Teaching and learning strategies will be developed to consolidate respect for cultural identities; involving languages and values other than those used. Therefore, the teachers expressed that they do develop at least one of them in the form of an interview and carry it out at the beginning of the school year. They indicate that they do not have enough training on the subject.

In addition, teachers who implement strategies of integration or intercultural openness when listening to music from another part of the world; or, by saying their students' names in their original language, they share that students feel intimidated or made fun of every time they use these strategies. This expresses a low level of cultural and emotional intelligence on the part of the students.

In terms of activities that promote collaboration with cultural institutions, most teachers do not carry them out unless the study program so determines. And when stu-dents do not speak English as their mother tongue, teachers do not work in the student's native language. This shows little flexibility and ability to adapt content to the needs of minority groups.

Regarding training related to the curriculum and with students representing a cultural minority, the majority of the teachers declared that they had not taken any teacher training course. Only teachers who hold representative positions, within the campus, are required to train to improve their skills in adapting methods, content and materials for minority groups (example: Native Americans) and special education stu-dents.

Against this background, most of the teachers expressed that they create an environment of respect in the classroom. It is important to note that two responses were aimed at emphasizing that they do not teach cultural diversity as a topic, due to its dif-ficulty and, for them, it is better to avoid it. On the other hand, a teacher stated that by hearing “taunts” or inappropriate comments in the classroom, he/she avoids to continu-ing and evades situation. These cases make palpable a lack of social competences, a weakness of coexistence between students from diverse cultural contexts.

Principle II. Intercultural education teaches each learner the knowledge, atti-tudes and cultural competencies necessary to participate fully and actively in society.

Social and English teachers teach: minority history, traditions, language or cul-ture only when they are included in their school program. On the other hand, the Pho-tography teacher designs his own school program and integrates or not integrates cultur-al diversity in each unit.

The rest of the teachers, from seven different areas, emphasize that if it is not part of the program, there is no reason to include those topics. Teachers of English, Sci-ence and Mathematics as well as Sports do not believe intercultural education is neces-sary. On the other hand, the Social Sciences teachers do, except for one who considered that this is not necessary, which denotes a disparity in accordance with their team work.

The participants acknowledge their poor understanding of the intercultural par-adigm and ask for more training on the subject. The only two teachers who express hav-ing extensive knowledge in the intercultural paradigm are from the English area, who have 21 years of experience as a teacher, and ten as a teacher and administrator. The other teacher is from the area of physical education, who has been a teacher for nine years and he/she mentions that being African-American is his strength.

There is the intention of the teacher to talk about these issues, but there is no formality or evidence of planning against racism and discrimination. On the other hand, five teachers representing four different areas stated that if it is not part of the curricu-lum they do not have to include it in their classes.

When defining intercultural competences, the UNESCO proposal (2006) was considered as a reference concept, which includes: respect for valuing others, self-awareness / identity, seeing the world from other perspectives, listening and participat-ing in an authentic intercultural dialogue, as well as the capacity to adapt, the construc-tion of lasting intercultural links and cultural humbleness.

In none of the responses did they include aspects such as: participating in an authentic intercultural dialogue, adaptability, building lasting intercultural links, and cultural humbleness.

On how to incorporate students from non-dominant cultures into the learning process, teachers say they do not apply strategies, but they speak of incorporating stu-dents - minorities - into the class by working with them individually, integrating them with groups of people to do them feel comfortable.

Principle III Intercultural education teaches students cultural knowledge, atti-tudes and competencies, which allow them to contribute to respect, understanding and solidarity between individuals, between ethnic, social, cultural and / or religious groups and between nations.

Regarding the autonomous development of study plans that contribute to the discovery of cultural diversity and respect for cultural heritage, only the area of Social Sciences does so. All other teachers in this area assumed that they do not modify the content of the program based on the needs of the students, but instead follow the pro-gram dictated by the School District. The areas of English, Science, Mathematics, Spe-cial Education, Technical Classes, Arts and Sports indicate that if the subjects are not included in the program, they do not have to teach it or allocate time to address it.

The same situation occurs in other responses to Principles I and II. The lack of time during the course or the non-existence of the topics in the study programs are suf-ficient justification for the teacher not to include them in their regular classes.

According to the development of study plans that address the fight against rac-ism and discrimination, the Social Sciences area is the only one that addresses them be-cause it is part of the study program. Some teachers of English, Science, Mathematics, Special Education, Technical Classes and Sports even declared that if it is not part of the program there would be no reason to include it. It is noteworthy that the teachers of Foreign Languages, Technical Classes and Art speak about the issues of racism and dis-crimination existing in other parts of the world but not that exercised by the United States.

In addition, the development of a curriculum that addresses the awareness of cultural values that underlies the interpretation of situations and problems, as well as the ability to reflect and review information enriched by the knowledge of different cultural perspectives; the area of Social Sciences does it, because it is related to its central themes. The area of English and Foreign Languages say they address it superficially, the rest of the areas interviewed affirm that if it is not part of the curriculum there is no rea-son or time to address it.

So how does the teaching of the diversity of other cultures integrate American culture; Virtually all Social Sciences teachers speak of different cultures, one in particu-lar and the Foreign Languages teacher emphasized his personal criticism of the advanta-geous participation that the United States has had in other cultures and countries.

Answers about using the U.S. example as the "melting pot" they were men-tioned only by a professor of Social Sciences and one of English. Even three of the fif-teen teachers who defended the "American" culture as the most important because they are 100% American. The above denotes a low critical awareness about the role that local and social communities play in the learning process and in the construction of societies.

Most teachers develop study plans considering respect for different patterns of thought, they use different teaching-learning strategies, modifying them according to the class and the period of their classes.

Regarding the teaching methods taking into account the heritage, experience and contributions of different ethnic groups, only the Social Science and Foreign Languages teachers talk about the African American culture and the different political positions. More than half of the teachers interviewed consider only the study program and since it does not contemplate it, they also do not design methods that address different ethical groups.

Only four interviewees carry out interdisciplinary work, coordinating activities and projects with other areas, but they mention the lack of time and do not know how to do it well. The teachers' responses stand out when they comment that the topics are so different between the areas that there is nothing in common. They also mention the difficulty of coordinating activities in their own areas, but doing interdisciplinary work, they say, would increase the problems.

The results of qualitative research make sense when considering the degree of training that teachers have on issues related to cultural diversity, human rights, equity, and intercultural competencies. Thus, it is shown that only teachers who have a position or activity added to that of teacher have at least one of the trainings.

Discussion and Conclusions

By way of conclusion, once the relationship between cultural intelligence and the intercultural competencies of teachers in a high school has been analyzed. According to the arguments extracted from the quantitative research of the Cultural Intelligence Scale from the dimensions that comprise it, these are: cognitive, metacognitive, motivational and behavioral. Based on the results obtained from the sample designed and described, standardized, on a total of 75 teachers, 43 women and 32 men, from the areas of math-ematics, science, social sciences, English, foreign languages and sports, all active in a high school in the northeastern United States of America in 2019. Assessing the results of the 15 interviews answered by this teaching team. We can conclude that high school teachers in the northeastern United States of America show a cultural intelligence of a moderately high level in the metacognitive, motivational and behavioral dimensions, but low in the cognitive dimension. A second conclusion drawn from the demographic vari-able, educational level, observes that all teachers with a Bachelor's degree present a higher scale in the four dimensions of cultural intelligence. However, all teachers offer low intercultural competencies in their professional performance. Therefore, our research adds to the conclusions offered for the Spanish context by Peñalva and López-Goñi (2014), we propose for the case of high school teacher training in the United States of America that intercultural intelligence be integrated into training in professional, social and personal competencies of the high school teacher. The teacher training in competen-cies for the development of cultural intelligence has been offered, in accordance with the social and political context of the United States of America since the last five years, an improvement that will optimize social coexistence in the classroom (classroom) as in the social and citizen context. To substantiate the conclusions presented, the results ob-tained in this research are detailed, extracted from the four dimensions that categorize cultural intelligence: metacognitive, cognitive, motivational and behavioral.

The metacognitive dimension shows that between the different teaching areas there are no statistically significant differences in the level of consciousness, in cultural knowledge and interaction with different cultural origins. Nor in being aware of inter-cultural interactions, in developing action plans before interacting with people from dif-ferent cultures.

The teachers in the leadership area presented a moderately low level; and the rest of the teaching areas presented a moderately high level, but it is not considered sig-nificant.

The second dimension, the properly cognitive one, indicates that the teachers of the different areas showed the same level in this dimension, which constitutes the ability to know the legal and economic system of other cultures, to know some vocabu-lary in other languages; distinguish diverse religious values and beliefs, as well as habits, practices and forms of leadership from other cultures. This dimension is moderately low overall.

Third, the motivational dimension allows us to affirm that all teachers stated that they had a moderately high level in the dimension that includes the taste for inter-acting with people from different cultures, they feel safe when interacting with people who belong to a culture that is not familiar; they also value the status they would obtain by living or working in a different culture.

Finally, the fourth dimension of cultural intelligence, the behavioral one, shows that all the teachers in the different areas state that they have a change in their behavior when the intercultural interaction requires it, that they adapt to intercultural situations; that their verbal and non-verbal communication change to improve the interaction be-tween different cultural groups adjusting to the cultural environment at all times. In general, this dimension is moderately high.

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