Songul Dogan Ger: Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes
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10 The Parents’ Views About Their Children’s Development of Cultural Diversity Awareness and Intercultural Communicative Competence – Data Source 6: Interviews with the Parents
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10.3 Findings
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10.3.5 Parents’ Perception of ICC Components

10.3.5 Parents’ Perception of ICC Components

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The participating parents were invited to reflect on their children’s development of ICC components since enrolling in the international school. Their responses revealed growth across several areas — particularly attitudes (openness, acceptance, curiosity), knowledge and understanding of other cultures, and to a lesser extent, skills of interpreting and relating, discovery and interaction, and action. However, this development was predominantly attributed to informal peer interactions rather than school-based instruction.
 
Attitudes: Acceptance, Openness, and Curiosity

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All parents noted that their children had developed acceptance and openness due to daily interactions with classmates from diverse backgrounds. Several emphasised how these attitudes emerged organically, through exposure rather than structured lessons. As Debbie explained, “They always had different coloured friends or teachers… so it was natural for them to see and understand the differences at an early age.” Diana similarly remarked, “For my son, all countries are the same… he has made friends regardless of nationality.”

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Curiosity also featured prominently. Parents described their children’s interest in peers’ customs, clothing, and celebrations. “He always keeps talking about what his friends say, how they grew up… he has developed more acceptance,” said Emma. However, most respondents viewed these developments as contextually induced rather than explicitly taught. A few parents linked empathy and respect to personality or family upbringing, rather than to school influence. As Anna noted, “Respect probably comes from the family, not from the school.”
 
Knowledge and Understanding: Surface-Level but Genuine

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All parents agreed that their children’s understanding of different cultures had improved but again credited this growth to informal interactions or the Internet, not formal education. Debbie explained how visiting friends’ homes offered experiential learning: “They see what they eat or drink, hear the stories… and see what they do at home.” Similarly, Anna highlighted that her children accessed cultural knowledge online: “They’re fluent in English, so they can access information resources on the Internet.”

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Yet, this knowledge often remained at the level of visible, surface culture. Cultural practices like food, dress, and holiday customs were frequently mentioned, but there was little evidence of engagement with deep culture or critical perspectives. One notable exception was Mia’s reflection on how living in Hungary reshaped her child’s understanding of LGBTQ+ rights — a shift she admitted was initially “shocking” but later accepted as a normative part of local culture.
 
Skills of Comparison, Relating, and Interpreting

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When asked about their children’s skills of interpreting and comparing cultures, parents were initially hesitant to label their children’s comments as “comparisons,” perhaps due to the perceived judgement implied by the term. However, their examples demonstrated that such comparisons were indeed occurring, albeit informally and non-judgementally. Debbie recalled her child defending unfamiliar food practices by explaining their historical context: “He did not judge those people, but he defended them.”

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Anna and Shannon noted that their children distinguished between cultural norms around dating or religious expectations, particularly when comparing Hungary with their home countries. Emma clarified, “It’s not in a comparison way but more in a descriptive way, like, they do it this way.”
 
Skills of Discovery and Critical Cultural Awareness

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Many children were said to ask questions about cultural norms, seeking explanations from their parents. This questioning, while not always framed as “critical thinking,” nonetheless demonstrated the children’s interest in understanding difference. As Shannon observed, “They say this is their culture, and it’s strange for us [parents].” Debbie noted that her child avoided asking questions in front of peers to avoid offending them — a sign of both cultural sensitivity and political awareness. Some children went further by trying out practices from their peers’ cultures, such as fasting during Ramadan. These actions suggest an emerging readiness to explore and empathise with alternative worldviews, supporting the development of CDA and discovery skills.
 
Action: A Mixed Picture

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Parental responses to the question of action — standing up against discrimination — revealed varied attitudes. While three parents were confident that their children would intervene, others expressed doubts, citing personality, age, or fear of consequences. Emma recounted an incident in which her son defended an Arab friend during a conversation at home: “He stood up for them… he was like, yes, they are just like that; why do you say that?” However, Anna noted that her daughter had internalised a conflict without reacting, resulting in physical symptoms such as stomach aches.

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When it came to the school’s role, opinions were divided. Some parents praised the school for resolving conflicts and supporting students through dialogue. Diana said, “If something happened… the teacher helped him to see from the other perspective.” Others were more critical. Debbie recounted a situation where a teacher “did nothing” to stop a discriminatory act, stating, “Most of them are just hiding behind the curtain. They could do more.”

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Parents suggested practical ways the school could improve, including classroom discussions on controversial topics, screening documentaries, and encouraging student-led cultural presentations. These recommendations echo the principles of education for democratic citizenship (EDC) and human rights education (HRE), as advocated by Barrett et al. (2014) and the Council of Europe (2001), but it was evident that these frameworks were not being fully implemented at the observed school.

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Overall, the findings indicate that students developed several ICC components — particularly attitudes, curiosity, and surface-level knowledge — through immersion in a culturally diverse environment. However, parents did not attribute these outcomes to school-based strategies, nor did they expect the school to play a formative role in explicitly developing deeper ICC components such as action or critical awareness. The apparent gap between the school’s stated mission of producing global citizens and the implicit, incidental learning reported by parents suggests a missed opportunity for a more structured approach to ICC development. As reflected in earlier teacher and student interviews, much of the development remains informal and personality-driven rather than embedded in the curriculum. Despite this, parents were largely satisfied with their children’s growth, reinforcing the notion that ICC, while valued, is not yet systematically cultivated in the school’s educational model.
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