Abstract:

Cultural and linguistic stereotypes constitute distorted mental images that provide a framework for the constitution of judgements, often generating misinterpretations and prejudice. Although such mechanisms have been used, for ages, by the human mind to process the enormous amount of data received from the environment, they have also generated harmful generalizations and false assumptions that affect whole sociocultural groups. The detrimental effects of operating based on stereotyping can be mitigated by the difficult, but rewarding venture of building cultural awareness and by attempting to deconstruct stereotypes. Numerous studies focused on the negative effects of stereotypes in education, highlighting the impact on academic performance, and providing insights into the importance of addressing and challenging such biases. Efforts such as promoting culturally responsive teaching, fostering a growth mindset, and raising awareness about stereotype threat can help create more inclusive and equitable educational environments.
This study focuses on the dynamics of a multicultural classroom of students and approaches the perception of the Other in such environments. In order to analyze the findings, we employ the Developmental Model of Intercultural Sensitivity (DMIS), a theoretical framework developed by Dr. Milton J. Bennett in the field of intercultural communication. The model is applied in order to establish the stage of intercultural sensitivity before and after a workshop focusing on the deconstruction of stereotypes.

Keywords:

Cultural stereotypes, cross-cultural communication, multilingualism, multiculturalism.