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This paper aims to examine the relationship between individual bicultural identity and attitudes toward diversity. The authors also theorize and test the mechanism through which individual bicultural identity will be more likely to result in positive attitudes toward diversity.

The authors collected survey data drawing from two different samples and two different measures of attitudes toward diversity. To test the hypotheses, the authors conducted structural equation modeling analyses.

The authors found that individual bicultural identity increases positive attitudes toward diversity and cultural intelligence partially mediates this relationship. Individual bicultural identity increases positive attitudes to others not necessarily known to us.

The authors integrate the cultural intelligence framework and the common in-group identity model in assessing the role of cultural intelligence in both individual bicultural identity and attitudes toward diversity.

Analizamos la relación entre la identidad individual bicultural y las actitudes hacia la diversidad. También discutimos y probamos los mecanismos a través de los cuales, es más probable que una identidad individual bicultural se asocie con una actitud positiva respecto a la diversidad.

Recopilamos encuestas con dos muestras distintas y usando dos medidas diferentes de actitudes en torno a la diversidad. Para probar las hipótesis, llevamos a cabo un análisis del modelo de ecuaciones estructurales.

Encontramos que la identidad individual bicultural aumenta las actitudes positivas hacia la diversidad y que la inteligencia cultural parcialmente media esta relación. La identidad individual bicultural aumenta las actitudes positivas hacia las demás personas, que no necesariamente conocemos.

Integramos el marco de la inteligencia cultural y el modelo de identidad común en grupo para evaluar el rol de la inteligencia cultural tanto en la identidad individual bicultural como en las actitudes en torno a la diversidad.

Examinamos a relação entre a identidade bicultural individual e as atitudes em relação à diversidade. Além disto, teorizamos e testamos o mecanismo através do qual a identidade bicultural individual terá maior probabilidade de levar a atitudes positivas em relação à diversidade.

Coletámos dados de pesquisa a partir de duas amostras diferentes e duas medidas diferentes de atitudes em relação à diversidade. A fim de testar as hipóteses, realizamos análises de modelagem de equações estruturais.

Descobrimos que a identidade bicultural individual acrescenta as atitudes positivas em relação à diversidade, e que a inteligência cultural medeia parcialmente esta relação. A identidade bicultural individual acrescenta as atitudes positivas em relação aos outros não necessariamente conhecidos por nós.

Integramos o quadro da inteligência cultural e o modelo de identidade intragrupo comum na avaliação do papel da inteligência cultural tanto na identidade bicultural individual como nas atitudes em relação à diversidade.

In this chapter, we analyze and reflect on how our cultural identities and educational experiences as international students who pursued a doctoral degree in the United States affected and influenced our teaching philosophy and praxis as professors and educators. In this sense, we examine how our cultural identities and experiences help us define and shape our teaching praxis in the contexts in which we teach. We both are professors of color – Latino and Latino-Japanese – who graduated from doctoral programs in the United States. Currently, we work and serve culturally and linguistically diverse students, including first-generation students, in public higher education settings in Chile and the United States. We used a collection of narratives to delve into the significance of these events in our praxis. As theoretical lenses, we analyze these narratives using cultural identity and the reflecting teacher to examine our practices and identities as educators. We both conclude that our reflections, experiences, and cultural identities have been instrumental in the process of developing a professional identity that guides our teaching praxis in ways that are critical and social justice oriented.