The Effects of Social Identities on Student Learning Outcome Attainment

Iseminger, Shalyse; Acheson, Kris; Kelly, Colleen R.; Morris, Pamala

doi:10.20429/ijsotl.2020.140112

Cited by 7 publications

(9 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is generally understood that young women tend to demonstrate more egalitarian gender-role attitudes than young men (Fan & Marini, 2000 ). Moreover, evidence from various educational institutions that employ the BEVI has demonstrated that scores of gender traditionalism are lower among female students (e.g., Iseminger et al, 2020 ; Nishitani, 2020 ; Toya & Toma, 2019 ).…”

Section: Resultsmentioning

confidence: 99%

“…For instance, among students who took a multicultural undergraduate course at a midwestern university in the United States, politically conservative and religious males tended to have higher scores on the scale of gender traditionalism. In an analysis by gender at the beginning of the course (T1), male students had much higher scores than females: males were the 56th and females were the 20th percentile (Iseminger et al, 2020 ). Regarding first-year students in Japanese universities, an example from Hiroshima University ( N = 19) showed that the overall average rate was in the 32nd percentile for gender traditionalism.…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

How intercultural experience affects university students’ gender views: potential for transforming higher education in Japan

Uematsu-Ervasti

Kawachi

2022

Asia Pacific Educ. Rev.

View full text Add to dashboard Cite

Reducing gender disparities in Japan is an urgent issue that requires the attention of multilevel stakeholders, including higher education institutions. Under Sustainable Development Goal 4, target 4.7 calls for educational institutions, including universities, to explore innovative approaches to tackle issues such as gender inequality. The transition from student life to adulthood is a crucial time for university students as they face and become aware of gender inequalities in society. This study examines various opportunities in higher education, such as short study-abroad programs and globalization-related coursework, that positively influence university students’ understanding of others and potentially broaden their gender perspectives. Historically, the impacts of studying abroad and intercultural experiences have only been subjectively assessed based on participants’ self-evaluation. However, by using the Beliefs, Events, and Values Inventory, quantified data can be used to evaluate the nature and form of depth-based growth and compare three cases for potential changes before, after, or during educational programs. The study’s findings shed light on opportunities and barriers to transforming students’ views especially on gender issues. The study reveals (1) signs of improvement in students’ gender perspectives after participating in a short study-abroad program, (2) that international students with diverse experiences tend to demonstrate lower gender traditionalism, and (3) that freshmen and sophomores have relatively moderate views on gender norms, indicating that further intervention could improve their gender perspectives. The results showcase the possibility of developing meaningful study-abroad programs and other coursework to drive the positive change in students’ perspectives, especially regarding gender.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

How intercultural experience affects university students’ gender views: potential for transforming higher education in Japan

Uematsu-Ervasti

Kawachi

2022

Asia Pacific Educ. Rev.

View full text Add to dashboard Cite

show abstract

“…Course learning outcomes included 1) identifying values and beliefs and determine how they have shaped their own culture; 2) recognizing differences in common agricultural practices between cultures; 3) demonstrating an understanding of culture, opportunities, and challenges in international agriculture as a means for improving ability to locally address global issues; and 4) demonstrating teamwork by constructing a solution to a concern in the visiting country (Table 1). Standard practice for BEVI score analysis, based on extensive empirical research support, is to assume meaningful differences in longitudinal change or between-groups difference at 5 points or more on the normed scales, which range from 1-100 (Iseminger et al, 2020). While this assumption does not guarantee statistical significance, it provides a way for BEVI administrators to interpret descriptive reports (means and distributions) automatically generated by the BEVI website without seeking special access to identifiable data (which could be ethically problematic for instructors and their current students) and conducting more sophisticated statistical analyses (a moot point with such a small N, anyway).…”

Section: Discussionmentioning

confidence: 99%

“…Real-world meaningful differences are assumed at a longitudinal change or between-groups difference of 5 points or more on the 100-point normed scales (Shealy, 2016). In lieu of statistical analysis (which in this case would not make sense given the small N), 5 point meaningful differences are often used to identify patterns in group and subgroup data (see Iseminger et al, 2020 for an example). As a group, Sociocultural Openness displayed no difference between T1 and T2 (Figure 1A).…”

Section: T1 T2mentioning

confidence: 99%

“…Common assessment tools to measure the effectiveness of internationalization efforts and students' intercultural competence development include the Intercultural Development Inventory (IDI), Global Perspectives Inventory (GPI), and The Global Mindedness Scale (GMS) (Roy et al, 2014). The Beliefs Events and Values Inventory (BEVI) is another empirically validated tool used to evaluate group changes over time, individual and cohort trends, and event impact on subgroups with different social identities (Iseminger, Acheson, Kelly, & Morris, 2020).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Using the BEVI to Assess Individual Experience to Enhance International Programming

2021

View full text Add to dashboard Cite

Success in diverse educational and work environments requires intercultural competence, positive attitudes towards difference, and willingness to interact across cultures. Consequently, study abroad participation has increased as universities aim to internationalize; yet, we lack clear evidence of study abroad providing students with skills and attitudes the programs intend to develop. This case study (n=11) documents the implementation of intercultural learning activities throughout a semester long course and a 9-day trip to Vietnam. Researchers anticipated positive development in critical thinking, openness, and environmental concern measured by the Beliefs, Events, and Values Inventory. Overall the average group scores did not increase; however, in a more detailed analysis interesting patterns emerged within the data in regard to unintended learning outcomes, impact of individual differences in identity, and preparedness for learning. The data suggest potential curriculum changes and additional resources to support student needs.

show abstract

Assessing transformative learning in international education: Critiques and new directions based on a systematic review of literature

Pang

Cox

Acheson

2023

New Dir Adult Contin Educ

View full text Add to dashboard Cite

Using a bibliographic approach that employs a systematic literature review, this paper analyzes the state of the field for assessing transformative learning (TL). Assessing TL has always been challenging. Using the field of international education (IE) as a case study, this article leverages findings from the assessment of TL in IE to illustrate overall strengths and limitations of TL assessment instruments and techniques within the larger arc of TL theory. The field of IE exemplifies the challenges of TL assessment generally. This article reinforces distinctions between TL and “good learning,” recommends better alignment between scholarship and the needs of institutional administrators, considers current uses and limitations of instruments grounded in cognitive approaches, and concludes with new directions possible through the inclusion of extra‐rational perspectives in the assessment of TL.

show abstract

The Effects of Social Identities on Student Learning Outcome Attainment

Cited by 7 publications

References 28 publications

How intercultural experience affects university students’ gender views: potential for transforming higher education in Japan

How intercultural experience affects university students’ gender views: potential for transforming higher education in Japan

Using the BEVI to Assess Individual Experience to Enhance International Programming

Assessing transformative learning in international education: Critiques and new directions based on a systematic review of literature

Contact Info

Product

Resources

About