documenting identity of a civic minded graduate
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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
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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
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A Fundamental Question:What is educationally-meaningful service?
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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
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Cultural Norms and Social
Context
Civic-Minded Graduates
Identity
Civic Experiences
Educational Experiences
Civic-Minded Graduate (CMG)
1
2
3
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Personal Identity
Educational
Experiences
1
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Personal Identity
Civic
Experiences
2
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Educational
Experiences
Civic
Experiences
3
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Personal
Identity
Educational
Experiences
Civic
Experiences
4
Cultural Norms and Social
Context
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Personal
IdentityEducatio
nal Experien
ces
Civic
Experiences
Sample Student A
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Civic
Experiences
Sample Student B
Personal
IdentityEducational Experiences
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Personal
Identity
Educational
Experiences
Civic
Experiences
Sample Student C
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Personal
IdentityEducatio
nal Experien
ces
Civic
Experiences
Sample Student D
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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
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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
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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
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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
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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”
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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
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Reliability
Civic-Minded Graduate .95Revised Empathic Anger
.92
Civic Identity .97Student Identity .86Morton’s Typology:
Advocacy .80Direct Service .80Charity .64
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Reliability
VFIProtective .81Values .88Career .85Social .91Understanding .82
Enhancement .86
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Bivariate CorrelationsCMG
Service Learning Courses
.26**
Political Activities .00
Campus Organizations .28**Community Organizations
.26** * = p 0.05, ** = p 0.01
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Bivariate CorrelationsCMG
Civic Identity .64**
Student Identity .23**
Morton’s Typology:
Direct Service .48**
Programs .57**
Advocacy .60** * = p 0.05, ** = p 0.01
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Bivariate Correlations
VFIProtective .50**Values .50**Career .31**Social .40**Understanding .55**
Enhancement .41**
* = p 0.05, ** = p 0.01
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Study 2
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Reliability
Revised Empathic Anger
.93
Aggression .92Social Dominance Orienta.
.89
Empathy-Distress .80Empathy-Concern .88
Empathy-Fantasy .84
Empathy-Perspective .78
Motive-Value .95
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Empathic Anger: Hoffman (1989)Empathy:
an affective response more appropriate to another's situation than one's own
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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
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Study 2: Purpose
•Develop a new measure of empathic anger as a basis of prosocial behavior
•Convergent & discriminant validity of the REA scale
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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.”
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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
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Bivariate CorrelationsREA
Service Learning Courses
.08
Political Activities .07
Campus Organizations .09Community Organizations
.43** * = p 0.05, ** = p 0.01
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Bivariate Correlations
REA
Aggression -.25**
Social Dominance
Orientat.-.47**
Motive-Value .52**
* = p 0.05, ** = p 0.01
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Bivariate CorrelationsREA
Interpersonal Reactivity Index
Empathy-Distress .18*
Empathy-Perspective .30*
Empathy-Fantasy .33*
Empathy-Concern .45*
* = p 0.05, ** = p 0.01
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Stepwise Multiple Regression
Motive-ValueR = .52**
Involvement with Community Organizationscum R = .60**
Empathy-Distresscum R = .64**
* = p 0.05, ** = p 0.01
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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
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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**
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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
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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
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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)
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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
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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
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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?
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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?
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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