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2004-2005 National Pilot Project Research Findings

Our research proves the founding premise that film can be a powerful ingredient in a middle school curriculum.

This first wave of research on the launch of the Journeys in Film curriculum indicates that the goal of increasing cross-cultural understanding among middle school students through the use of a film-based curriculum has been effective in the areas of:

• Increasing positive opinion of other countries
• Increasing willingness to meet people from other countries
• Broadening an understanding of the quality of children’s lives in other countries
• Shifting perceptions that American customs are superior to those of other countries

2007 Albuquerque Pilot Project Research Findings

Results Overview:

• The percentage of the students who were willing to accept Iranians and Tibetans in various relational settings increased after watching the films.
  
  
• In 6th grade, regarding attitudes toward Iranians, there was a statistically significant increase in one item measuring Openness; students reported becoming more open to Iranian culture after watching the film. Students’ attitudes toward Tibetan culture became more open after watching the film.
  
  
• In 7th grade, there was a significant increase in the overall score of Respect (measured by multiple items). Students reported that they were more likely to respect other cultures after watching the films.
  
  
• Students reported that they were less likely to avoid intercultural interactions after watching the films.

Focus Groups with Teachers

The focus group conversations with the teachers provided valuable contextual information and insight about the students and the teachers’ beliefs about what they thought the students were learning from the films and discussions. Teachers expressed their views that the JiF program was beneficial to their students; reported student gains in “compassion,” “acceptance,” and tolerance” for others different from them; and progressive increase in “curiosity” about the world beyond their own cultural groups as well as the ability to make distinctions that are more refined e.g., not confusing Iran for Iraq.

The enthusiasm that teachers as well as students shared for developing intercultural competency is undeniable. They have the motivation for learning about the cultures of others, but they lack the necessary knowledge and skills to fulfill the ideals of their motivation. 

Key Recommendation:

The teachers would benefit from greater training in intercultural communication to ensure that negative impacts are not created nor maintained.