Bonner Scholar Alumni from 30 Campuses: Civic-Minded Professionals 1990-2009
Documenting Identity of A Civic Minded Graduate
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Transcript of Documenting Identity of A Civic Minded Graduate
DOCUMENTING IDENTITY OF THE CIVIC MINDED GRADUATE
Elizabeth Wall, Ashley Hedgepath, Robert Bringle
Appalachian State University
International Association for Research on Service-Learning and Community
Engagement
In part, because we live more than a vocational l i fe: we live a larger
civic l ife and we have to be educated for it .
“Why do we need more than a vocational
education?”
- D. Mathews
A Fundamental Question:What is educationally-meaningful service?
Working Definition of Civic-Minded Graduate
A civic-minded graduate is one who
a)is formally educated and
b)has the capacity and orientation to work with others
c)in a democratic way
d)to improve the community
Cultural Norms and Social
Context
Civic-Minded Graduates
Identity
Civic Experiences
Educational Experiences
Civic-Minded Graduate (CMG)
1
2
3
Personal Identity
Educational
Experiences
1
Personal Identity
Civic
Experiences
2
Educational
Experiences
Civic
Experiences
3
Personal
Identity
Educational
Experiences
Civic
Experiences
4
Cultural Norms and Social
Context
Personal
IdentityEducatio
nal Experien
ces
Civic
Experiences
Sample Student A
Civic
Experiences
Sample Student B
Personal
IdentityEducational Experiences
Personal
Identity
Educational
Experiences
Civic
Experiences
Sample Student C
Personal
IdentityEducatio
nal Experien
ces
Civic
Experiences
Sample Student D
Service
Learning
w/
Reflections
Norris, 2011
Personal
IdentityEducational Experiences
Civic
Experiences Prior Experiences
Dialogue
Across
Difference
Mentored Relationships
Potential Factors Influencing Civic-Mindedness
Norris, 2011
The Civic-Minded Graduate
• Personal Integration
• Academic Knowledge
and Technical Skills
•Knowledge of Civil
Society Knowledge of
Contemporary Social
Issues
• Listening and
Communication
Skills
•Diversity Skills
• Self-Efficacy
•Behavioral Intentions
→ Civic Behavior
Assessment: CMG Scale
• 30-item self-report scale measuring
knowledge, skills, dispositions, and
behavioral intentions
• Adaptable: course, major, or “My education
at IUPUI” “My education at college”;
depends on the research question
• Paper, online administration
Study 1: Purpose
•Integration of the self with the identity of being a student correlated with CMG
•Integration of the self with civic identity correlated CMG
•Further construct validation of CMG scale
Methods•Participants (n = 132)•Questionnaire• Student Identity• “Many people think of me as being a student”• “It is important to me that I continue my education”
• Civic Identity• “I would feel a loss if I were stop involving myself in the community”• “The people I know think that community involvement is important to me”
Methods (cont.)• Questionnaire• Civic-Minded Graduate Scale• Volunteer Functions Inventory (VFI)—Clary & Snyder: Protective, Values, Career, Social Understanding, Enhancement• Morton Typology: Charity, Programs, Advocacy• Revised Empathic Anger (REA)— 8-item scale: Developed for this research
Reliability
Civic-Minded Graduate .95Revised Empathic Anger
.92
Civic Identity .97Student Identity .86Morton’s Typology:
Advocacy .80Direct Service .80Charity .64
Reliability
VFIProtective .81Values .88Career .85Social .91Understanding .82
Enhancement .86
Bivariate CorrelationsCMG
Service Learning Courses
.26**
Political Activities .00
Campus Organizations .28**Community Organizations
.26** * = p 0.05, ** = p 0.01
Bivariate CorrelationsCMG
Civic Identity .64**
Student Identity .23**
Morton’s Typology:
Direct Service .48**
Programs .57**
Advocacy .60** * = p 0.05, ** = p 0.01
Bivariate Correlations
VFIProtective .50**Values .50**Career .31**Social .40**Understanding .55**
Enhancement .41**
* = p 0.05, ** = p 0.01
Study 2
Reliability
Revised Empathic Anger
.93
Aggression .92Social Dominance Orienta.
.89
Empathy-Distress .80Empathy-Concern .88
Empathy-Fantasy .84
Empathy-Perspective .78
Motive-Value .95
Empathic Anger: Hoffman (1989)Empathy:
an affective response more appropriate to another's situation than one's own
Empathic Anger: Vitaglione and Bernett (2003)
Trait Empathic Anger
(TEA) Scale
• “I get angry when a friend of mine is hurt by someone else.”
• “I feel angry for other people when they have been victimized by others.”
Findings:
• Empathic anger is
unique from
empathy as sadness
• Reliable effects of
empathic anger on
prosocial desires
Study 2: Purpose
•Develop a new measure of empathic anger as a basis of prosocial behavior
•Convergent & discriminant validity of the REA scale
Assessment: Revised Empathic Anger (REA) Scale
•8-item self-report scale• “My anger towards inequality has motivated me to take action against it.”
• “I have involved myself in the community because I felt driven by my anger towards inequality or injustice.
• “Problems like social injustice make me mad, so I volunteer to help resolve them.”
Methods
• Participants: N = 152 students
•Questionnaire:
• Volunteer Functions Inventory: Values subscale
only – Clary & Snyder
• REA—Developed for this research
• Interpersonal Reactivity Index (Empathy) – Davis
• Social Dominance Orientation – Pratto et al.
• Aggression questionnaire – Beck & Perry
Bivariate CorrelationsREA
Service Learning Courses
.08
Political Activities .07
Campus Organizations .09Community Organizations
.43** * = p 0.05, ** = p 0.01
Bivariate Correlations
REA
Aggression -.25**
Social Dominance
Orientat.-.47**
Motive-Value .52**
* = p 0.05, ** = p 0.01
Bivariate CorrelationsREA
Interpersonal Reactivity Index
Empathy-Distress .18*
Empathy-Perspective .30*
Empathy-Fantasy .33*
Empathy-Concern .45*
* = p 0.05, ** = p 0.01
Stepwise Multiple Regression
Motive-ValueR = .52**
Involvement with Community Organizationscum R = .60**
Empathy-Distresscum R = .64**
* = p 0.05, ** = p 0.01
Results: REA Validity Study
•Overall, REA scale showed good reliability
•REA negatively correlated with Aggression and SDO
•REA moderately correlated with all four empathy subscales
Study 1• Correlations of REA with CMG: .34**
• Correlations of REA with • Student Identity: .02• Civic Identity: .21*
• Correlations of REA with Morton’s Types• Direct Service: .14• Programs: .26*• Advocacy: .53**
Implications of Research
Study 1• Demonstrates that both identity as
a student and civic identity are associated with CMG
• Civic identity is more salient that student identity
• First evidence that we have of this type that relates CMG to identity
• Need to better understand origins of the process that results in this
Developmental Models
•Deci and Ryan’s Self-Determination Theory
• Intergroup Contact Hypothesis
•Baxter-Magolda’s Self-Authorship and Learning Partnerships Models
-Steinberg, Hatcher, & Bringle, MJCSL, 2011
Integration
The importance of interpersonal
relationships to civic development
and particular relationship qualities
that are important (e.g., the
importance of norms and
expectations about the nature of the
relationships; connections;
cooperative relationships that have
common goals)
Study 1•Provides additional construct validity evidence about the nature of CMG•CMG related to a broad range of motives for service, functions of service, types of community involvement•CMG becomes a unifying goal across curricular (service learning) and co-curricular community engagement programs•CMG provides a basis for assessing outcomes
Empathic Anger•A new perspective on a motive for service that has not been in the service learning literature.•Although based on anger, it is distinct from aggressive responses•Empathic anger is clearly aligned with concern for others•Study 1: Suggests that empathic anger is more closely aligned with advocacy, social change, and social justice orientation to service than to a charity model of service
Empathic Anger
•Empathic anger warrants more attention as a motive base for community involvement•Who displays it?•Why?•How does it develop?• Should it be fostered in service learning?•How?
Empathic Anger
•Should empathic anger be an educational goal? What are its learning outcomes?•How should reflection be structured for empathic anger?•How is empathic anger related to Morton’s view of integrity?
Save the Date!Connecting Campuses with Communities
Events Indianapolis, IN
May 12-16th, 2014
Begin accepting applications Monday, December 2nd, 2013
• Service Learning Institute (May 12-14): Designing service learning courses
• Research Academy (May 14-16): Designing and strengthening research on service learning and community engagement