Academic Civic Mindedness and Model Citizenship in the International Baccalaureate Diploma Programme

Saavedra, Anna Rosefsky

doi:10.1080/00377996.2015.1094722

Cited by 12 publications

(24 citation statements)

References 10 publications

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“…This profile is made up of a list of attributes, which include capacities, abilities, and skills that are expected of students upon completing the International Baccalaureate Diploma Program (Organización del Bachillerato Internacional, 2020b). The purpose of Service is to make the students contribute to society and to identify their responsibilities as members of a community (Saavedra, 2016).…”

Section: Impact Of Casmentioning

confidence: 99%

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CAS, its contribution to the development of civic competence

Cañiza¹,

Ibarrola²,

Sobrino³

2021

Rev. Iberoam. ApS

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Nowadays, the world has made education rethink its goals and propose new horizons for students in the 21 st century. The violence observed in homes and streets, society, social problems, and inequalities have forced education to reconsider its moral function. It has also had to take a good look at affective education, the development of virtues and skills that contribute to a harmonious coexistence that aims for the common good and the construction of a peaceful world. Therefore, the acquisition of civic competence becomes a central topic to consider in current educational systems. The objective of this article is to identify the contribution made by the CAS (Creativity, Activity and Service) program to the development of civic competence. The evidence comes from a case study carried out in three Spanish educational centres that offer the International Baccalaureate Diploma Program. The sample indicated that the program has fostered the development of civic competence in students through a commitment to and participation in their communities and through interesting experiences and projects.

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Section: Impact Of Casmentioning

confidence: 99%

“…They also attribute the development of leadership skills and positive civic attitudes to CAS (Billig, 2017). (Saavedra and Opfer, 2012;Saavedra, 2016).…”

Section: Impact Of Casmentioning

confidence: 99%

CAS, its contribution to the development of civic competence

Cañiza¹,

Ibarrola²,

Sobrino³

2021

Rev. Iberoam. ApS

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“…For example, Diploma Program alumni in the United States enrolled in higher education immediately after Grade 12 more regularly than non-Diploma Program peers (Bergeron, 2015). Matched demographically with non-Diploma Program peers in the same U.S. district, Diploma Program alumni exceeded higher-education enrollment rates overall and at institutions with higher admissions standards (Coca et al, 2012;Saavedra, 2014). Upon entering higher education, Diploma Program alumni posted higher grade-point averages than their non-Diploma Program peers at flagship universities in California (Shah et al, 2010) and Virginia (Inkelas et al, 2013), even after accounting for student characteristics.…”

Section: Ib and The Opportunity To Learn International-mindednessmentioning

confidence: 99%

“…The proliferation of IB's newer programs align both with efforts to educate a wider distribution of students for international-mindedness (Hill, 2012;Padula, 2017) and demand for research designs that would enable studies of its continuum. For all four programs, IB evaluates the extent to which schools develop curricular expectations (Hacking et al, 2017;Medwell et al, 2017), enact pedagogy (Saavedra, 2014), and endorse commitments among teachers and students (Bergeron & Dean, 2013;Hacking et al, 2017) that yield opportunities to learn international-mindedness (Gardner-McTaggart, 2016). Program-specific or curriculum-focused studies connect IB participation to international-mindedness, highlighting student outcomes such as:…”

Section: Ib and The Opportunity To Learn International-mindednessmentioning

confidence: 99%

“…International Baccalaureate (IB) offers four educational programs that can confer several benefits to its participating students ages 3 to 19 (Bunnell, 2010a;Gardner-McTaggart, 2016;Tarc, 2009). Such benefits can include boosting one's postsecondary success (Coca et al, 2012;Saavedra, 2014) and deepening one's international-mindedness (Medwell et al, 2017), which incorporates aspects such as multilingualism, intercultural understanding, and global engagement (Castro et al, 2015). However, internationalmindedness garners far less attention in IB research than postsecondary success, likely because the latter might be a more direct conduit to enhancing students' applications to prestigious universities and later for desirable professions (Sriprakash et al, 2014;Stevenson et al, 2017).…”

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confidence: 99%

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Still Where, Not If, You’re Poor: International Baccalaureate Opportunities to Learn International-Mindedness and Proximity to U.S. Cities

Thier

Beach

2020

Journal of Advanced Academics

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By matching International Baccalaureate (IB) and non-IB U.S. public schools based on state, grade span, and enrollment, we used recent public data to confirm relations among a hierarchy of school characteristics and whether schools made available any of IB’s four programs. We fortified prior claims regarding how poverty, minority concentration, and geographic locale as a function of proximity to cities relate to IB availability, a proxy for opportunity to learn international-mindedness. Our proximity approach to data from public schools and a descriptive look at data from private schools highlighted the unique importance of proximity to cities in identifying where IB opportunities do and do not exist. We conclude by specifying recommendations for decision-makers who might need resources to make IB implementation viable or to win local hearts and minds before doing so.

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The role of valuing cultural diversity in children's endorsements of rights

Ozeto,

Russell,

Barrett

et al. 2024

Euro J Social Psych

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Support for children's rights is greater among children raised in democratic environments. The present two studies examined children's endorsements and predictors of children's rights. Five democratic competences taken from the Council of Europe's Reference Framework of Competences for Democratic Culture served as predictors. We tested the models in a sample of children raised in five European countries and a sample raised in an African country, seeking to extend our model beyond the Global North. In Study 1, we found four of these five competences, namely, higher valuing of cultural diversity, civic‐mindedness, cultural openness and empathy significantly predicted higher endorsements of rights in children from Bulgaria, Italy, Norway, Romania and Spain (7–11‐year‐olds; N = 292). In Study 2, we found higher valuing of cultural diversity significantly predicted higher endorsements of rights in Nigerian children (7–14‐year‐olds; N = 84). Supporting Social Cognitive Domain Theory, children in both studies endorsed nurturance rights more than self‐determination rights. Inclusion of children from the Global North and South enabled us to determine whether patterns of rights endorsements were similar for children from both samples. Overall, this research presents novel findings on the salience of valuing cultural diversity in support for children's rights.

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Academic Civic Mindedness and Model Citizenship in the International Baccalaureate Diploma Programme

Cited by 12 publications

References 10 publications

CAS, its contribution to the development of civic competence

CAS, its contribution to the development of civic competence

Still Where, Not If, You’re Poor: International Baccalaureate Opportunities to Learn International-Mindedness and Proximity to U.S. Cities

The role of valuing cultural diversity in children's endorsements of rights

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