This thesis aimed to identify and compare the intercultural sensitivity, or IS, of
tertiary American instructors teaching mono-national, non-American student
populations abroad in the UAE and that of American tertiary instructors in multinational, non-American student populations domestically in the US. The study investigated the use of reflexive photography and photo-elicitation interviews methods as both data collection approaches and possible cultivators of IS, as well as any variation in findings between the two participant groups. The study employed a mixed-methods approach involving surveys and semi-structured photo-elicitation interviews following a four-week reflexive photography project. Qualitative data were analyzed through the lens of a developmental framework and inductively through thematic analysis to capture fuller images of participants’ environments. Both groups of participants self-report fairly high IS, with the US-based group’s sensitivity averaging higher than the UAE-based group. Both groups, on average, showed slightly increased IS quantitatively following the reflexive photography project and photo-elicitation interviews, with the UAE-based group experiencing a slightly greater increase. This research involves a small number of participants; findings should be considered for indicative purposes only. Participants’ IS, when observed through the theoretical lens, indicate more progressive sensitivity among US-based
participants. Thematic analysis of interview data reflects distinct teaching
contexts faced by each participant group, with five and six themes emerging
from the UAE- and US-based groups, respectively. This research is the first to
the best of the author’s knowledge to investigate the IS of tertiary American
faculty teaching internationally diverse student populations domestically and is
also the first to compare differences in IS between this group and American