Аннотация
Введение. Статья посвящена оценке межкультурной компетентности студентов-международников. Цель нашего исследования – определение особенностей межкультурной компетентности в группе российских женщин и мужчин, получающих высшее образование по специальности, связанной с межкультурным взаимодействием. Методы. Исходным материалом для развития актуальности исследований межкультурной компетентности были взяты идеи документа Совета Европы о ключевых компетенциях, лежащих в основе культуры демократии. Нами были опрошены 54 студента-международника в возрасте 17–23 лет по методике М. Барретта, операционализировавшего эту концептуальную модель Совета Европы. Новизна исследования – в сравнении и анализе факторной структуры теоретической и эмпирической моделей межкультурной компетентности российских респондентов (с учетом их гендерной принадлежности) в отношении ценностей, поведенческих установок, практических навыков и необходимых знаний для межкультурного взаимодействия. Результаты. Для российских респондентов была подтверждена гипотеза об отсутствии различий в количестве факторов теоретической и эмпирической моделей межкультурной компетентности. В группе россиянок рейтинг факторов межкультурной компетентности составил: 1 – практические навыки, 2 – толерантность, 3 – сопереживание, 4 – гражданское сознание. В группе российских мужчин рейтинг факторов межкультурной компетентности представлен: 1 – уважением и ответственностью, 2 – адаптивностью, 3 – сопереживанием, 4 – толерантностью. Обсуждение результатов. При сохранении четырехфакторной структуры в теоретической и эмпирической моделях межкультурной компетентности содержание факторов по данным российской выборки существенно отличается от теоретической модели. В нашем исследовании респонденты проявили семантическое и инструментальное разнообразие в компонентах межкультурной компетентности: для женщин успешность межкультурного взаимодействия зависит от практических навыков, самообразования, умения слушать и понимать, готовности к сотрудничеству, толерантности; для мужчин – от уважения и ответственности, адаптивности, знаний и их критического осмысления. Концептуальная модель развития межкультурной компетентности должна совершенствоваться с учетом гендерной и профессиональной специфики и иметь реализацию в образовательных программах.
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