Expert Answer :assignment 750 words


Solved by verified expert: Use the Week One Assignment Template when addressing the following prompts:After viewing the video, describe how being a global citizen in the world of advanced technology can be beneficial to your success in meeting your personal, academic, and professional goals.After reading the article by Reysen and Katzarska-Miller, explain why there has been disagreement between theorists about the definition of global citizenship and develop your own definition of global citizenship.From the article, choose two of the six outcomes of global citizenship (i.e., intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, and the level of responsibility to act for the betterment of this world) as stated in the article, and explain why those two are the most important in becoming a global citizen compared to the others.Describe at least two personal examples or events in your life that illustrate the development of global citizenship based on the two outcomes you chose.Identify two specific general education courses, and explain how they each influenced you to become a global citizen.Your paperMust be 750 – 1,000 words in length (excluding title and reference pages) and formatted according to APA style Must include a separate title page (Links to an external site.)Links to an external site. with the following:Title of paper Student’s name Course name and number, Instructor’s name, Date submitted, Running header with page numbersMust cite the two resources required to complete this assignment and at least one additional scholarly source Must document all sources in APA style Must have no more than 15% quoted material in the body of your essay based on the Turnitin report. Reference list will be excluded from the Turnitin originality score.Must include a separate reference page (Links to an external site.)Links to an external site. that is formatted according to APA style


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International Journal of Psychology, 2013
Vol. 48, No. 5, 858–870,
A model of global citizenship: Antecedents
and outcomes
Stephen Reysen1 and Iva Katzarska-Miller2
Department of Psychology, Texas A&M University–Commerce, Commerce, TX, USA
Department of Psychology, Transylvania University, Lexington, KY, USA
s the world becomes increasingly interconnected, exposure to global cultures affords individuals
opportunities to develop global identities. In two studies, we examine the antecedents and outcomes of
identifying with a superordinate identity—global citizen. Global citizenship is defined as awareness, caring, and
embracing cultural diversity while promoting social justice and sustainability, coupled with a sense of
responsibility to act. Prior theory and research suggest that being aware of one’s connection with others in the
world (global awareness) and embedded in settings that value global citizenship (normative environment) lead to
greater identification with global citizens. Furthermore, theory and research suggest that when global citizen
identity is salient, greater identification is related to adherence to the group’s content (i.e., prosocial values and
behaviors). Results of the present set of studies showed that global awareness (knowledge and interconnectedness
with others) and one’s normative environment (friends and family support global citizenship) predicted
identification with global citizens, and global citizenship predicted prosocial values of intergroup empathy,
valuing diversity, social justice, environmental sustainability, intergroup helping, and a felt responsibility to act
for the betterment of the world. The relationship between antecedents (normative environment and global
awareness) and outcomes (prosocial values) was mediated by identification with global citizens. We discuss the
relationship between the present results and other research findings in psychology, the implications of global
citizenship for other academic domains, and future avenues of research. Global citizenship highlights the unique
effect of taking a global perspective on a multitude of topics relevant to the psychology of everyday actions,
environments, and identity.
Keywords: Global citizenship; Social identity; Normative environment; Global awareness; Prosocial values.
lors que le monde devient de plus en plus interconnecté, l’exposition à des cultures globales offre aux
individus l’opportunité de développer des identités globales. Dans deux études, nous avons examiné les
antécédents et les conséquences de s’identifier à une identité dominante – le citoyen global. La citoyenneté globale
est définie comme la conscience, la bienveillance et l’adhérence à la diversité culturelle, tout en promouvant la
justice sociale et la durabilité, joint à un sens des responsabilités à agir. La théorie et la recherche antérieures
suggèrent que le fait d’être conscient d’être connecté aux autres personnes dans le monde (conscience globale) et
d’être enchâssé dans des milieux qui valorisent la citoyenneté globale (environnement normatif) amène une plus
grande identification aux citoyens globaux. De plus, la théorie et la recherche suggèrent que lorsque l’identité de
citoyen global est saillante, une plus grande identification est reliée à une adhérence au contenu du groupe (c.-à-d.
les valeurs et les comportements prosociaux). Les résultats des présentes études ont montré que la conscience
globale (connaissance et interconnexion avec les autres) et l’environnement normatif d’une personne (les amis et
les membres de la famille qui soutiennent la citoyenneté globale) prédisaient l’identification aux citoyens globaux.
De plus, la citoyenneté globale prédisait les valeurs prosociales de l’empathie intergroupe, de la mise en valeur de
la diversité, de la justice sociale, de la durabilité environnementale, de l’entraide intergroupe et du sens des
responsabilités à agir pour l’amélioration du monde. L’identification aux citoyens globaux jouait un rôle
médiateur sur la relation entre les antécédents (environnement normatif et conscience globale) et les conséquences
(valeurs prosociales). Nous discutons de la relation entre les présents résultats et les résultats des autres recherches
en psychologie, des implications de la citoyenneté globale pour les autres domaines académiques et des avenues
de recherche futures. La citoyenneté globale met en lumière l’effet unique de la prise de perspective globale sur
Correspondence should be addressed to Stephen Reysen, Department of Psychology, Texas A&M University–Commerce,
Commerce, TX 75429, USA. (E-mail: [email protected]).
© 2013 International Union of Psychological Science
une multitude de sujets liés à la psychologie, sur les plans des actions quotidiennes, de l’environnement et de
medida que el mundo se vuelve cada vez más interconectado, la exposición a las culturas globales les ofrece
a los individuos oportunidades para desarrollar identidades globales. En dos estudios examinamos los
antecedentes y consecuencias de la identificación con una identidad supraordinal —el ciudadano global. La
ciudadanı́a global se define como la conciencia, el cuidado y la aceptación de la diversidad cultural a la vez que se
promueve la justicia social y la sustentabilidad, emparejada con un sentido de responsabilidad de acción. La
teorı́a e investigaciones previas sugieren que el ser consciente de la conexión que uno tiene con otras personas del
mundo (conciencia global) y estar inserto en entornos en que se valora la ciudadanı́a global (entorno normativo)
conduce a una mayor identificación con los ciudadanos globales. Además, la teorı́a e investigación sugieren que
cuando la identidad del ciudadano global es destacada, la mayor identificación se relaciona con la adhesión al
contenido del grupo (por ej., los valores y comportamientos prosociales). Los resultados de la presente serie de
estudios mostraron que la conciencia global (el conocimiento y la interconexión con los demás) y el propio
entorno normativo (los amigos y familia que apoyan la ciudadanı́a global) predijeron la identificación con los
ciudadanos globales, y la ciudadanı́a global predijo los valores prosociales de empatı́a intergrupal, valoración de
la diversidad, justicia social, sustentabilidad ambiental, ayuda intergrupal y una sentida responsabilidad de
actuar para la mejora del mundo. La relación entre los antecedentes (entorno normativo y conciencia global) y
los resultados (valores prosociales) estuvo mediada por la identificación con los ciudadanos globales. Se discuten
la relación entre estos resultados y otros resultados de investigaciones psicológicas, las implicaciones de la
ciudadanı́a global para otros ámbitos académicos y los futuros lineamientos de investigación. La ciudadanı́a
global destaca el efecto único de adoptar una perspectiva global frente a una multitud de temas pertinentes a la
psicologı́a de las acciones cotidianas, los entornos y la identidad.
Spurred by globalization, the concept of global
citizenship identity has become a focus of theorizing across various disciplines (Davies, 2006;
Dower, 2002a). In psychology, with a few exceptions (e.g., immigration, self-construal), little
research has empirically explored the vast effects
of globalization on identity and psychological
functioning. Calls for greater attention to the
effects of cultural (Adams & Markus, 2004) and
global (Arnett, 2002) influences on everyday life
have been relatively ignored. In the present paper
we cross disciplinary boundaries to draw on
theoretical discussions of global citizenship, and
utilize a social identity perspective (Tajfel &
Turner, 1979; Turner, Hogg, Oakes, Reicher, &
Wetherell, 1987) to add conceptual and structural
clarity to the antecedents and outcomes of taking a
globalized perspective of the world.
Clarifying the concept of global citizenship is
difficult due to the use of seemingly synonymous
terms to describe a superordinate global identity,
and the influence of theorists’ disciplinary perspectives in defining the construct. A multitude of
labels are used to describe inclusive forms of
citizenship, such as universal, world, postnational,
and transnational citizenship. While some theorists
use the terms interchangeably, others make clear
distinctions. For example, Golmohamad (2008)
equates global citizenship with international and
world citizenship, while Haugestad (2004) suggests
that a global citizen is concerned about social
justice, a ‘‘world citizen’’ is concerned about trade
and mobility, and an ‘‘earth citizen’’ is concerned
about the environment.
The confusion regarding global citizenship is
exacerbated as theorists draw from diverse disciplines and perspectives (e.g., political, theological, developmental, educational) to define the
construct. For example, theorists in philosophy
may highlight morality and ethics, education
theorists may highlight global awareness, while
others may eschew the concept altogether as
idealist and untenable because there is no concrete
legal recognition of global group membership (for
a review of competing conceptions of global
identity see Delanty, 2000; Dower, 2002a). In an
effort to integrate the various disciplinary framings
and highlight the commonalities in prior discussions of global citizenship, Reysen, Pierce,
Spencer, and Katzarska-Miller (2012b) reviewed
global education literature and interviews with
self-described global citizens, and indeed found
consistent themes regarding the antecedents
(global awareness, normative environment) and
values posited to be outcomes of global citizenship
(intergroup empathy, valuing diversity, social
justice, environmental sustainability, intergroup
helping, and a felt responsibility to act for the
betterment of the world).
For the purpose of the present research, we
define global citizenship, as well as the related
constructs identified by Reysen and colleagues
(2012b), by drawing from prior interdisciplinary
theoretical discussions. Global awareness is defined
as knowledge of the world and one’s interconnectedness with others (Dower, 2002a; Oxfam, 1997).
Normative environment is defined as people and
settings (e.g., friends, family, school) that are
infused with global citizen related cultural patterns
and values (Pike, 2008). Intergroup empathy is
defined as a felt connection and concern for people
outside one’s ingroup (Golmohamad, 2008;
Oxfam, 1997). Valuing diversity is defined as an
interest in and appreciation for the diverse cultures
of the world (Dower 2002b; Golmohamad, 2008).
Social justice is defined as attitudes concerning
human rights and equitable and fair treatment of
all humans (Dower, 2002a, 2002b; Heater, 2000).
Environmental sustainability is defined as the belief
that humans and nature are connected, combined
with a felt obligation to protect of the natural
environment (Heater, 2000). Intergroup helping is
defined as aid to others outside one’s group, and is
enacted through behaviors such as donating to
charity, volunteering locally, and working with
transnational organizations to help others globally
(Dower, 2002a). Responsibility to act is defined as
an acceptance of a moral duty or obligation to act
for the betterment of the world (Dower, 2002a,
2002b). In line with themes found in prior
theorizing, we adopt the definition of global
citizenship as awareness, caring, and embracing
cultural diversity while promoting social justice
and sustainability, coupled with a sense of
responsibility to act (Snider, Reysen, &
Katzarska-Miller, in press).
To empirically examine the antecedents and outcomes of global citizenship, we utilize a social
identity perspective (Hogg & Smith, 2007; Tajfel &
Turner, 1979; Turner et al., 1987). Individuals feel
different levels of identification (i.e., felt connection) with social groups (Tajfel & Turner, 1979).
Each group has a prototype or set of interrelated
attributes (i.e., group content), that are specific to
that group (Hogg & Smith, 2007). When a
particular group membership is salient, the more
strongly one identifies with the group the more
depersonalization and self-stereotyping occur in
line with the group’s content such as norms,
beliefs, values, attitudes, behaviors (Turner et al.,
1987), and personality (Jenkins, Reysen, &
Katzarska-Miller, 2012). In effect, when an identity is salient, one’s degree of identification with
the group predicts adherence to the group’s
normative content (Hogg & Smith, 2007; Turner
et al., 1987).
Following a social identity perspective, we argue
that membership in the group ‘‘global citizen’’ is
psychological in nature. As suggested by
Golmohamad (2008), global citizenship is a mindset or attitude one takes. In effect, individuals
perceive themselves to be global citizens and can
feel a psychological connection with global citizens
as a group. Consequently, greater identification
with global citizens should predict endorsement of
the group content (i.e., norms, values, behaviors)
that differs from the content of other groups (e.g.,
American). To test this notion, Reysen and
colleagues (2012b) asked participants to rate
endorsement of prosocial values (e.g., intergroup
helping), and identification with global citizens,
cosmopolitans, world citizens, international citizens, and humans. Global citizenship identification predicted endorsement of intergroup
empathy, valuing diversity, environmental sustainability, intergroup helping, and felt responsibility
to act, beyond identification with the other superordinate categories.
Additional studies showed that global citizenship identification predicted participants’ degree of
endorsement of prosocial values and related
behaviors (e.g., community service, recycling,
attending cultural events) beyond identification
with subgroup identities (e.g., nation, state,
occupation). Across the studies, global citizenship
content (i.e., prosocial values) was shown to differ
from the content of other social identities. In
effect, there is converging evidence that the content
of global citizenship is related to the prosocial
values (e.g., social justice, environmentalism)
posited in the literature, and global citizenship
identification predicts these prosocial values
beyond identification with other superordinate
and subgroup identities.
As the world has become increasingly connected,
exposure to global cultures affords individuals
opportunities to develop global identities (Norris,
2000). To examine the influence of cultural context
on global citizenship identity, Katzarska-Miller,
Reysen, Kamble, and Vithoji (in press) assessed
participants’ perception of their normative environment (i.e., friends and family express an
injunctive norm that one ought to be a global
citizen), global citizenship identification, and
endorsement of prosocial values in samples from
Bulgaria, India, and the United States.
Participants sampled in the US rated their
normative environment and global citizenship
identification lower than participants sampled in
the other two countries. Mediation analyses
showed that the relationship between cultural
comparisons (US vs. Bulgaria, US vs. India) and
global citizenship identification was mediated by
participants’ perception that others in their normative environment valued global citizenship (i.e.,
participants’ environment contained an injunctive
norm that prescribes being a global citizen).
Further analyses showed that global citizenship
identification mediated the relationship between
cultural comparison and social justice, intergroup
empathy and helping, and concern for the environment. In other words, one’s normative environment is a strong predictor of global citizenship
identification, and global citizenship identification
mediates the relationship between cultural setting
and prosocial values.
Global awareness represents knowledge of
global issues and one’s interconnectedness with
others. Gibson, Reysen, and Katzarska-Miller
(2011) randomly assigned participants to write
about meaningful relationships (interdependent
self-construal prime) or not (control) prior to
rating their degree of global citizenship identification and prosocial values. Participants primed with
interdependence to others showed greater global
citizenship identification and prosocial values
compared to participants in the control condition.
The relationship between priming interdependence
(vs. no prime) and global citizenship identification
was mediated by students’ perception of their
normative environment. Furthermore, global citizenship identification mediated the relationship
between the interdependence prime (vs. no prime)
and endorsement of prosocial values. In effect,
raising participants’ awareness of interconnectedness with others led to greater endorsement of
prosocial values through a greater connection with
global citizens.
Conversely, raising the saliency of global competition (related to an independent self-construal)
can reduce identification with global citizens.
Snider and colleagues (in press) randomly assigned
college students to read and respond about
globalization leading to the job market becoming
more culturally diverse, more competitive, or did
not read a vignette. Participants in the competition
condition rated global citizenship identification,
academic motivation, valuing diversity, intergroup
helping, and willingness to protest unethical
corporations lower than participants in the
Furthermore, participants exposed to the competition vignette were more willing to reject outgroups
than those in the diversity framed condition.
Students’ degree of global citizenship identification
mediated the relationship between globalization
message framing and academic motivation, valuing diversity, intergroup helping, and willingness
to protest unethical corporations.
To summarize, past research has shown that
one’s normative environment (friends, family) and
global awareness (knowledge and interconnectedness with others) predict global citizenship identification. Global citizenship identification is
consistently found to mediate the relationship
between normative environment and global awareness, and degree of endorsement of the group’s
content (i.e., prosocial values). Therefore, there is
considerable evidence to suggest a model of global
citizenship in which normative environment and
global awareness predict global citizenship, and
global citizenship predicts endorsement of prosocial values.
In the present paper we test a model of the
antecedents and outcomes of global citizenship
identity. Following past theorizing (Davies, 2006;
Dower, 2002a, 2002b; Oxfam, 1997; Pike, 2008;
Schattle, 2008) and research (Gibson et al., 2011;
Katzarska-Miller et al., in press; Reysen et al.,
2012b; Snider et al., in press) we hypothesize a
structural model of global citizenship with one’s
normative environment (i.e., close others endorse
being a global citizen) and global awareness
(knowledge and interconnectedness with others)
predicting identification with global citizens, and
global citizenship identification predicting endorsement of prosocial values that represent the
group’s content (i.e., intergroup empathy, valuing
diversity, social justice, environmental sustainability, intergroup helping, and felt responsibility to
act). In Study 1 w …
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