Gibson, Shonda; Reysen, Stephen
September 2013
International Journal of Education Research;Fall2013, Vol. 8 Issue 1, p116
Academic Journal
This study examine instructors' awareness and attitudes regarding global citizenship and the influence of message framing on students' antecedents, identification, and outcomes of global citizenship. In Study 1, college instructors reported less knowledge and motivation to include global citizenship compared to other topics (e.g., diversity, culture). Faculty who indicated lacking awareness of global citizen identity rated their degree of normative environment (valued others prescribe the identity), global awareness (perceived knowledge of and connection to the world), and global citizenship identification significantly lower than faculty who indicated awareness of global citizen identity. In Study 2, descriptions of global citizenship (based on faculty responses from Study 1) as being globally aware or framed with a disparaging connotation were presented to students. Students exposed to the awareness framed description of global citizenship (vs. disparaging connotation) reported significantly greater global citizenship identification and academic motivation. A structural equation model analysis showed that framing global citizenship in terms of global awareness predicted viewing valued others as prescribing the identity, which then predicted global citizenship identification, which led to endorsement of prosocial values (e.g., intergroup empathy, social justice). Overall, the results highlight instructors' influence to engender global citizen identity in students.


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