Reducing the cultural divide among U.S. and Mexican students through application of the contact hypothesis

Abstract

Mexico and the U.S. are closely associated by commerce, culture and family ties. Despite the geographical proximity and the long-standing socio-political history between the two countries, there is limited understanding of cultural differences and similarities. A unique study abroad programme for U.S. and Mexican students was developed based on the contact hypothesis for reducing prejudice and creating stronger intergroup relationships. Students were recruited from a Mexican and a U.S. university for this project. Based on key principles inherent in intercultural education, students were provided with lectures, group projects and opportunities for shared living. They were merged for cultural experiences both in the U.S. and Mexico, including a three-week service learning project in two impoverished Mexican communities. Participants gained practical language skills and a more comprehensive understanding of Mexican migration. The programme also helped reduce cultural stereotypes and demonstrated the benefits of working toward collective goals. Shared experiences for students from diverse cultures hold promise for creating meaningful social integration and fostering international partnerships opportunities for higher education institutions.

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