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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

Documenting Identity of A Civic Minded Graduate

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Page 1: 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

Page 2: Documenting Identity of A Civic Minded Graduate

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

Page 3: Documenting Identity of A Civic Minded Graduate

A Fundamental Question:What is educationally-meaningful service?

Page 4: Documenting Identity of A Civic Minded Graduate

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

Page 5: Documenting Identity of A Civic Minded Graduate

Cultural Norms and Social

Context

Civic-Minded Graduates

Identity

Civic Experiences

Educational Experiences

Civic-Minded Graduate (CMG)

1

2

3

Page 6: Documenting Identity of A Civic Minded Graduate

Personal Identity

Educational

Experiences

1

Page 7: Documenting Identity of A Civic Minded Graduate

Personal Identity

Civic

Experiences

2

Page 8: Documenting Identity of A Civic Minded Graduate

Educational

Experiences

Civic

Experiences

3

Page 9: Documenting Identity of A Civic Minded Graduate

Personal

Identity

Educational

Experiences

Civic

Experiences

4

Cultural Norms and Social

Context

Page 10: Documenting Identity of A Civic Minded Graduate

Personal

IdentityEducatio

nal Experien

ces

Civic

Experiences

Sample Student A

Page 11: Documenting Identity of A Civic Minded Graduate

Civic

Experiences

Sample Student B

Personal

IdentityEducational Experiences

Page 12: Documenting Identity of A Civic Minded Graduate

Personal

Identity

Educational

Experiences

Civic

Experiences

Sample Student C

Page 13: Documenting Identity of A Civic Minded Graduate

Personal

IdentityEducatio

nal Experien

ces

Civic

Experiences

Sample Student D

Page 14: Documenting Identity of A Civic Minded Graduate

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

Page 15: Documenting Identity of A Civic Minded Graduate

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

Page 16: Documenting Identity of A Civic Minded Graduate

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

Page 17: Documenting Identity of A Civic Minded Graduate

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

Page 18: Documenting Identity of A Civic Minded Graduate

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”

Page 19: Documenting Identity of A Civic Minded Graduate

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

Page 20: Documenting Identity of A Civic Minded Graduate

Reliability

Civic-Minded Graduate .95Revised Empathic Anger

.92

Civic Identity .97Student Identity .86Morton’s Typology:

Advocacy .80Direct Service .80Charity .64

Page 21: Documenting Identity of A Civic Minded Graduate

Reliability

VFIProtective .81Values .88Career .85Social .91Understanding .82

Enhancement .86

Page 22: Documenting Identity of A Civic Minded Graduate

Bivariate CorrelationsCMG

Service Learning Courses

.26**

Political Activities .00

Campus Organizations .28**Community Organizations

.26** * = p 0.05, ** = p 0.01

Page 23: Documenting Identity of A Civic Minded Graduate

Bivariate CorrelationsCMG

Civic Identity .64**

Student Identity .23**

Morton’s Typology:

Direct Service .48** 

Programs .57**

Advocacy .60** * = p 0.05, ** = p 0.01

Page 24: Documenting Identity of A Civic Minded Graduate

Bivariate Correlations

VFIProtective .50**Values .50**Career .31**Social .40**Understanding .55**

Enhancement .41**

* = p 0.05, ** = p 0.01

Page 25: Documenting Identity of A Civic Minded Graduate

Study 2

Page 26: Documenting Identity of A Civic Minded Graduate

Reliability

Revised Empathic Anger

.93

Aggression .92Social Dominance Orienta.

.89

Empathy-Distress .80Empathy-Concern .88

Empathy-Fantasy .84

Empathy-Perspective .78

Motive-Value .95

Page 27: Documenting Identity of A Civic Minded Graduate

Empathic Anger: Hoffman (1989)Empathy:

an affective response more appropriate to another's situation than one's own

Page 28: Documenting Identity of A Civic Minded Graduate

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

Page 29: Documenting Identity of A Civic Minded Graduate

Study 2: Purpose

•Develop a new measure of empathic anger as a basis of prosocial behavior

•Convergent & discriminant validity of the REA scale

Page 30: Documenting Identity of A Civic Minded Graduate

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.”

Page 31: Documenting Identity of A Civic Minded Graduate

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

Page 32: Documenting Identity of A Civic Minded Graduate

Bivariate CorrelationsREA

Service Learning Courses

.08

Political Activities .07

Campus Organizations .09Community Organizations

.43** * = p 0.05, ** = p 0.01

Page 33: Documenting Identity of A Civic Minded Graduate

Bivariate Correlations

REA

Aggression -.25**

Social Dominance

Orientat.-.47**

Motive-Value .52**

* = p 0.05, ** = p 0.01

Page 34: Documenting Identity of A Civic Minded Graduate

Bivariate CorrelationsREA

Interpersonal Reactivity Index  

Empathy-Distress .18*

Empathy-Perspective .30*

Empathy-Fantasy .33*

Empathy-Concern .45*

* = p 0.05, ** = p 0.01

Page 35: Documenting Identity of A Civic Minded Graduate

Stepwise Multiple Regression

Motive-ValueR = .52**

Involvement with Community Organizationscum R = .60**

Empathy-Distresscum R = .64**

* = p 0.05, ** = p 0.01

Page 36: Documenting Identity of A Civic Minded Graduate

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**

Page 38: Documenting Identity of A Civic Minded Graduate

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

Page 39: Documenting Identity of A Civic Minded Graduate

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)

Page 41: Documenting Identity of A Civic Minded Graduate

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?

Page 45: Documenting Identity of A Civic Minded Graduate

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