The High Sensitivity–Low Effectiveness Paradox in Intercultural Competence

Dynamic Modeling and Pathway Optimization for Foreign Language Majors at Ethnic Minority Universities

DOI

10.2991/978-2-38476-597-3_46How to use a DOI?

Keywords

Intercultural Sensitivity-Effectiveness Paradox; Dynamic Modeling of Intercultural Sensitivity and Effectiveness; Foreign Language Majors in Universities for Ethnic Minorities; Intervention Strategies

Abstract

This study systematically investigates the developmental characteristics and interactive mechanisms of intercultural sensitivity and effectiveness among foreign language majors in universities for ethnic minorities. Data analysis yields the following findings: Intercultural sensitivity (M=3.78) significantly outperforms intercultural effectiveness (M=3.15), indicating a developmental asynchrony between cognitive and behavioral dimensions. While Respect for Cultural Differences (M =4.27) and Interactant Respect (M=4.19) emerge as the most pronounced attributes, practical competencies including Interaction Confidence (M=3.09) and Message Skills (M=2.73) necessitate pedagogical prioritization. Grade-level comparisons reveal an inverted U-shaped developmental trajectory, peaking at the sophomore stage before experiencing substantial decline (amplitude: 18.7%-22.4%) attributable to curricular reduction (from 6 to 2 weekly hours) and practicum intensity (internships accounting for 32%). Gender analysis demonstrates marginal advantages for females in sensitivity (Δ=0.05) and males in effectiveness (Δ=0.08), though effect sizes remain constrained (F<1.5). Correlation analysis confirms a robust cascading effect between sensitivity and effectiveness (r=0.618), with pivotal pathways including Interactant Respect-Interaction Engagement (r=0.716) and Interaction Management-Interaction Confidence (r=0.597). Notably, excessive Interactant Respect demonstrates potential constraints on strategic flexibility (r=-0.275), revealing a nuanced trade-off mechanism. Based on these empirical insights, a three-tiered intervention framework is proposed: cognitive construction for junior cohorts, context-embedded training for senior cohorts, and an integrated mechanism aligning curriculum, practice, and assessment. This investigation contributes empirical evidence and practical pathways for intercultural competence cultivation among foreign language majors in ethnic minority higher education contexts.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Ying Hua
PY  - 2026
DA  - 2026/07/13
TI  - The High Sensitivity–Low Effectiveness Paradox in Intercultural Competence
BT  - Proceedings of the 4th International Conference on Language and Cultural Communication (ICLCC 2026)
PB  - Atlantis Press
SP  - 425
EP  - 440
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-597-3_46
DO  - 10.2991/978-2-38476-597-3_46
ID  - Hua2026
ER  -