How Americans Think How Americans Think About International About International

EducationEducation

Preliminary Research ResultsPreliminary Research Results

The Research BaseThe Research Base

20 elicitations – hour long, open-ended interviews with adults in CO and CT, summer 2003 (Cultural Logic)

2 focus groups with engaged citizens in Raleigh, NC, October 2003 (Public Knowledge)

4 focus groups with engaged citizens in NM and PA, summer 2003 (RBF)

National opinion survey to come, 2004 (RBF)

““Let me suggest to you a small thought Let me suggest to you a small thought experiment. Speaking as a primate, I experiment. Speaking as a primate, I invite you to picture one of the young, and invite you to picture one of the young, and let’s make it of our own tribe. Picture an let’s make it of our own tribe. Picture an American between 13 and 17. Give this American between 13 and 17. Give this person a gender and an ethnicity. Imagine person a gender and an ethnicity. Imagine some styles of hair and grooming and some styles of hair and grooming and dress, jewelry, and so forth. And put that dress, jewelry, and so forth. And put that child on a street somewhere. Imagine to child on a street somewhere. Imagine to yourself a teenaged child. Not necessarily yourself a teenaged child. Not necessarily someone you know; just make up an someone you know; just make up an adolescent and put that child on a adolescent and put that child on a street….street….

“…“…Now, take that same mental Now, take that same mental image, and give the imaginary image, and give the imaginary adolescent a musical instrument adolescent a musical instrument case.”case.”

The Pictures in our Heads: The Pictures in our Heads: What First Comes to Mind?What First Comes to Mind?

DrugsDrugs TroubleTrouble

RebelliousRebellious

Peer PressurePeer Pressure

SexSexCrimeCrime

The Pictures In Our Heads:The Pictures In Our Heads:The Pictures On Our ScreensThe Pictures On Our Screens

Eight topics make up 60% of TV News:Eight topics make up 60% of TV News:1.1. VictimizationVictimization2.2. AccidentsAccidents3.3. Violent juvenile crimeViolent juvenile crime4.4. Property crimes committed by youthProperty crimes committed by youth5.5. Domestic violence/Sexual abuseDomestic violence/Sexual abuse6.6. Alcohol abuseAlcohol abuse7.7. Other at-risk behaviors (smoking, Other at-risk behaviors (smoking,

suicide)suicide)8.8. Individual health problemsIndividual health problems

Are Unpersuaded by FactsAre Unpersuaded by Facts

When the fact don’t fit the frame, the facts get rejected, When the fact don’t fit the frame, the facts get rejected, not the frame.not the frame.

When confronted with a news story that presented When confronted with a news story that presented positive indicators, focus group participants:positive indicators, focus group participants:

- rejected the story as untrue- rejected the story as untrue - rejected the motive- rejected the motive

(forced community service)(forced community service) - said the progress was not good enough- said the progress was not good enough Statistics (both positive and negative) had no effect on Statistics (both positive and negative) had no effect on

perceptions of teens in the priming survey, though perceptions of teens in the priming survey, though negative statistics were more familiar.negative statistics were more familiar.

The Pictures in Our Heads Are The Pictures in Our Heads Are PrimedPrimed

When primed with:When primed with: youth in youth in

performance arts, performance arts, +14 points jump in +14 points jump in investing in youth.investing in youth.

sports, +10 points.sports, +10 points. volunteer, +9.volunteer, +9. dominant frame,-1dominant frame,-1

The Pictures in Our HeadsThe Pictures in Our Heads

FrameWorks’ PerspectiveFrameWorks’ Perspective

People are not blank slates Communications resonates with people’s deeply

held values and worldviews The incoming information provides cues that

connect to people’s expectations about the world When communications is inadequate, people

default to the “pictures in their heads” When communications is effective, people can

see an issue from a different perspective We are “fast and frugal” cognators, mental

misers

Policymakers Get ItPolicymakers Get ItWhat’s the Problem?What’s the Problem?

Public discourse constrains and propels policymakers’ actions

Policymaker addresses PTA, expects applause, gets concern or backlash from core constituencies

Often the communications gets in the way of potential support by falling into traps

International education gets de-prioritized as other issues “come first”

When advocates fail to understand public thinking, they limit their constituency

When policy gets too far in front of public opinion, you invite opposition

The Communications ChallengeThe Communications Challenge

Understand people’s existing frames of reference or dominant frames

Anticipate the way communications will interact with default frames

Identify alternative frames that may be weaker but have more promise for promoting a policy outcome

Frame intentionally to advance policy conclusions

What is International What is International Education About?Education About?

No Vivid PictureNo Vivid Picture

Q: If you had asked adults 50 years ago, “Do you Q: If you had asked adults 50 years ago, “Do you think your kids would like to learn about think your kids would like to learn about ecology?” they probably would have said, “no, I ecology?” they probably would have said, “no, I don’t think so. I don’t think you’d get a kid don’t think so. I don’t think you’d get a kid interested in ecology.” But it happened.interested in ecology.” But it happened.A: Right, sure.A: Right, sure.Q: So do you feel that maybe a similar change Q: So do you feel that maybe a similar change could happen and kids could learn about the rest could happen and kids could learn about the rest of the world?of the world?A: Yeah. It’s not as colorful a subject in my A: Yeah. It’s not as colorful a subject in my thought process, but yeah, I think so.thought process, but yeah, I think so.(CT man, elicitations)(CT man, elicitations)

Travel, Broaden Yourself

Respect = Stay OutHeavy Lifter

America in WorldBack off

Getting toKnow You

PersonalEnrichment

Buttinsky

Very ComplicatedWait till College

Only for professionals

SchoolsBasics, then the worldEnglish, Wisconsin

Pen Pals

Languages, maps

If International Education is If International Education is About EducationAbout Education

……then it’s about:then it’s about: Languages and particular facts Infinite, not foundational or core More exotic than practical or critical Things specialists need to know, not

ordinary people Adding, not infusing Advanced courses

If International Education is If International Education is About EducationAbout Education

……then it connects to the public’s then it connects to the public’s highly developed education frames:highly developed education frames:

Johnny can’t read (English) Fix the basics first (script) Learn local then global (script) Schools are already broken (fix the

solution) Schools are already overburdened (if

you add, you must take away)

Listening In…Listening In… “You can’t teach every culture…there is no time

to even teach the ABC’s. So I don’t know how you do that.”

“You can’t learn Arabic in public school…You’ve got to be realistic. That is not realistic. In college, if you have an interest in it yeah, you can study Russian or Chinese or whatever that is offered..”

“A lot of them need to know about the state they live in and the country we live in first…I mean it’s appalling what they don’t know. And if they don’t know that, why the heck would you expect them to know about the rest of the world?”(NC focus groups)

If International Education is If International Education is About International IssuesAbout International Issues

……then it’s about:then it’s about: Us vs. them (security and economy) Fear of the unknown other (not Getting to

Know You) Americans’ deep discomfort

over bullying other nations Americans’ sense that we are

paying more than our fair share Local first, then global (a script)

If International Education is If International Education is About International IssuesAbout International Issues

……then it connects to the public’s highly then it connects to the public’s highly developed international frames:developed international frames:

“Take care of us and then help other countries, if we can, because there are a lot of children in our country right now that are starving that don't have clothes, that don't have one pair of shoes and I'm sorry. I think we should take care of our children first before we take care of somebody else's. Let their country take care of their children.” (PA woman, faith)

“I would say that we'd try to be a peace maker but it's more for opportunistic motives and so it's not really about making peace but about what we gain from it -- attention and like somebody who is doing it just to be in the spotlight.” (NM woman, ethnic)

“I hate to say it but it feels like right now we're a bully. It makes me sick to think that, but it feels like that to me.” (NM woman, faith)

Respect(stay out)

InternationalIssues

InternationalEducation

InternationalEducation

Education

Priorities(basics first)1

2

3

Framing and ReframingFraming and Reframing

When communications is inadequate, people default to the “pictures in their heads”

When communications is effective, people can see an issue from a different perspective

Therefore…persuasive communications cannot depend on simply putting information in front of people

It must change the lens through which they see the issue.

Frame ExperimentsFrame Experiments

Problematic FramesProblematic Frames Knowledge GapKnowledge Gap Security FrameSecurity Frame American Society American Society

FrameFrame

Promising FramesPromising Frames System GapSystem Gap Understanding and Understanding and

RespectRespect Interdependence Interdependence

and Teamworkand Teamwork School CompetitionSchool Competition Economy FrameEconomy Frame

The Knowledge Gap FrameThe Knowledge Gap Frame

Americans Less Knowledgeable of World

AffairsAmericans’ dismal knowledge of the world is a source of international embarrassment. Despite the United States’ attack on Afghanistan to drive out the Taliban, 83% of young Americans could not find that country on the world atlas. Even when the US was preparing to invade Iraq, most Americans didn't know where the country is. A survey…

Already know American students are in trouble

Reminds them of domestic gaps in knowledge

Defines domestic as basic, international as exotic add-on

Sequences domestic first, then advanced course

Reminds them the education system is broken

Stimulates their desire to protect system from more burdens, add-ons

The Security FrameThe Security FrameDeveloping Skills for Homeland

Security  The United States and the world

face a variety of threats -- the spread of weapons of mass destruction, terrorism, health crises, environmental degradation, and managing world conflict – that require that students have a greater knowledge of regions, cultures and languages. For example, after September 11th, the State Department issued urgent calls for speakers of Arabic, and it became clear that we don't have enough national capacity in the major world languages to meet the needs of homeland security or for effective partnership with our allies. In all, some 80 plus Federal agencies need …

Problem is overwhelming Problem is complex and

literal (language learning) Too many languages, too

many priorities, open-ended (never get there)

Not something Americans do well

Important for some, not for all

Does not make people feel competitive or competent

Depresses engagement

The Economy FrameThe Economy FrameCompeting in the Global Economy

The United States and global economies have become increasingly intertwined, so growing the nation's economy for the long-term will require a more international perspective. In the near future, knowledge of other countries and an ability to work with people from other cultures is going to be needed in an increasing number of jobs and professions including business, government, health care, service industries, law enforcement, and architecture. Today, 1 in 6 US jobs is tied to international trade and investment, and over the past decade exports accounted for about 25% of US economic growth. Trade with Asia has surpassed trade with Europe, and now exceeds $800 billion per year. Yet American students lack even rudimentary knowledge of Asia and other regions.

Competing in the global economy is a strong priority

Strong attraction for men Problem is lack of

manufacturing jobs, jobs going overseas

Idea of a global economy is underdeveloped

Can’t link languages and literal learning to this problem for most students

Distracts people toward job loss, away from education as category of concern

The System Gap FrameThe System Gap FrameBring Education into the 21st Century

The American education system is outdated. It remains very inward looking, focusing primarily on developments within our borders and very little on the rest of the world. So it is no wonder that American students have less knowledge of world affairs than students in many other industrialized nations. More than 60% of public school students in the United States do not have the chance to study any foreign language at all…Most language arts classes continue to focus solely on American and English authors, even though books from other countries that describe the lives and struggles of children and their families all over the world can capture students’ attention early on while introducing them to other cultures. Curriculums need to change to keep up with the world. We need to shift the perspective in the education system outward to include a global perspective.

Need to update is readily understood and accepted

Results in robust conversation about what kids need to learn (world perspective)

Defines problem as curriculum transformation, not addition

Places blame on the system, not the students

Believe schools are already doing this

Not sure exactly how to do it Defaults to language learning Defaults to other, more

important priorities

The Understanding/Respect FrameThe Understanding/Respect FrameRespecting Cultural Values

People from around the world share common values and aspirations regardless of differences in language and culture. Stereotypes can be dangerous, they can stand in the way of mutual understanding and progress. Common misperceptions that many Americans hold of other cultures -- starving Africans in huts, angry flag burning Muslims, arrogant French – prevent us from respecting and valuing other cultures. In fact, we have seen that misunderstanding based on a lack of knowledge can lead to avoidable conflicts—here at home and abroad. We need to get beyond the stereotypes and the politics to promote a real understanding of cultures and human values if we are to create a better world for future generations. This goal to form strong connections with peers in other parts of the world needs to start in the earliest years in the school system, and continue throughout our adult lives.

Defines the problem as a deficit in perspective

Defines the solution as contact and connection

Resonates with people’s deep desire to make the world a better place, not by bullying

Aligns international education with values people already hold for schools

Makes global perspective a core, not exotic, curriculum focus

Does not supply sufficient vividness to address “how do you do that?”

Strategic Frame ChoicesStrategic Frame Choices

What is the problem? Inadequate education v. updating Inadequate education v. updating

educationeducationWhat is the solution? Expand the curriculum v. infuse the Expand the curriculum v. infuse the

curriculumcurriculumWho is responsible? Students themselves, the schools v. Students themselves, the schools v.

the school systemthe school system

Reorganize Your StoryReorganize Your Story

Define international education by example (vision/solutions)

Define what international education is “about” (values, perspective)

Help people see how some schools are transforming themselves (success stories, curricular solutions)

Define the problem (limitations in current curriculum; analogy to ecology)

Assign responsibility (not blame but opportunity to update and correct)

What Should International What Should International Education Be About?Education Be About?

Opportunities, not requirements and mandates Values and experiences, not factual knowledge Updating education for today’s world, not adding

a new priority Defeating stereotypes and respecting cultures,

not only language, geography Preparing for a global economy but with a

broader vision than manufacturing job loss A positive vision of the future, not crisis and fear International interdependence, not winning and

competition

What Should International What Should International Education Be About?Education Be About?Don’t

Make international education appear a separate area of study

Use language and geography as proxies

Talk about adding courses to curriculum

Make self-interest the primary reason to engage in the world through competition

Do Align international education

with what people already want from schools: inspiring curiosity, learning values

Give more definition to cross-cultural learning – show examples

Talk about improving quality of teaching and faculty development to infuse world learning

Appeal to people’s desires to make world a better place through understanding, cooperation

Make global education vividMake global education vivid

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© FrameWorks Institute, 2003© FrameWorks Institute, 2003