Defining the Role of Personal & Societal

Attitudes as a Barrier to Students’ Educational

Choices

Katherine N.YngveYngve Associates Consulting

Intent to Study Abroad

Assumes that:

Individuals make rational decisions based on the information available to them, and

They consider the possible outcomes of a decision before choosing whether to act or not.

Theory of Reasoned Action

Attitudes & subjective norms influence

individual intention to perform an action or behavior

Attitudes towards a behavior are formed by the individual’s:1. Evaluation of its positive outcome(s)2. Personal beliefs about a specific behavior3. Normative beliefs about a specific behavior4. Motivation to comply with normative behavior

Key Theory Components

Personal Factors Perceived Outcomes Perceived Obstacles Personal Characteristics OPPORTUNITY COST Motivation and Drive

Social Factors Perceived Social Pressures Primary Sources of Information INTENTION {ACTION} Influence of Peers, Parents, etc ‘Coolness’ Quotient

Institutional Factors Types of Program Requirements Advising Resources Funding Sources Faculty Attitudes

Model of SA decision-making

Attitude & Learning

Coleman, J.A. (1996). Scientists studying languages:

their overall profile in Ireland and in the United Kingdom. In F. Royall and J.E. Conacher (Eds.), Issues in Languages for Specific Purposes: Theoretical approaches and practical applications, (pp. 59-68). Limerick: University of Limerick Press.

Vande Berg, M., Connor-Linton, J., & Paige, R. M. (2009) The Georgetown Consortium Project: Intervening in Student Learning Abroad, Frontiers: The Interdisciplinary Journal of Education Abroad. No significant correlation between major & language-learning Correlation between gender & intercultural competence gains Correlation between major and intercultural competence gains

What the Research Says

Attitudes & subjective norms influence

individual intention to perform an action or behavior

Attitudes towards a behavior are formed by the individual’s:1. Evaluation of its positive outcome(s)2. Personal beliefs about a specific behavior3. Normative beliefs about a specific behavior4. Motivation to comply with normative behavior

Key Theory Components

Senior Class Survey

Prior global perspectives/experience Attitudes towards Language Learning Attitudes towards Intercultural Learning Social Influences Barriers

Freshman Focus Groups Perceived Key STEM competencies Attitudes towards Soft Skills Attitudes towards global learning opportunities

Study Design

STEM students not averse to global learning STEM students place highest emphasis on technical

competence STEM students believe study abroad is difficult

Those who enter with global competencies s often et them aside

3 types of STEM student Young Indiana Jones Well-Rounded & Undecided Proud to be a Geek

Preliminary Findings

Raise the value proposition by

Influencing the Influencers Make it Cooler Make it Career-Relevant Individual Approach Focus on Success Stories Make it a requirement

Celebrate existing global competencies

Suggestions

Katherine@yngveassoc.com