The Individualized Education Program (IEP)

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An important part of a special education teacher’s job is to write effective IEPs for their students. There are many different components involved in the IEP. The special education teacher must be able to write all components of the IEP to be individualized to each student’s unique needs.

Review the “Mock IEP.” Based on the “Present Levels of Academic Achievement and Functional Performance (PLAAFP) Example,” complete the highlighted sections for Lesley’s IEP to include:

  • Additional documentation or consideration of special factors
  • Three measurable IEP goals
  • Accommodations
  • Special education services to be provided
  • Least restrictive environment

In addition, beneath the IEP template write a 500-750 word rationale for your decisions in the highlighted sections of the IEP.

10

 

Special Education Department

Individualized Education Program (IEP)

Student Name: Student Data/Cover Sheet (Form A-1) IEP Meeting Date:

Student ID: DOB:

 

Demographic Information

 
Student Number:

 

 Student Name: Birthdate: Gender: Grade:  
Student Address:

 

 Home Phone:
City, State, Zip:

 
Parent 1 Name:

 

 Parent 1 Relationship:
Parent 1 Address:

 

 Home Phone:
City, State, Zip:

 

 Work Phone:
Parent 1 Email:

 
Parent 2 Name:

 

 Parent 2 Relationship:
Parent 2 Address:

 

 Home Phone:
City, State, Zip:

 

 Work Phone:
Parent 2 Email:

 
Primary Language of Home:

 

 Primary Language Survey Date:

Primary Language Survey Results:

 Language of Instruction:
Home District:

Attendance District:

 Service Coordinator:
Home School: Attending School:
Vision Screened On: Results: Hearing Screened On: Results:
Meeting Date: Anticipated Duration of IEP:

To

 Re-evaluation Due:

Current Evaluation:
Special Education Primary Category #1:
Special Education Eligibility Category #2:
Special Education Eligibility Category #3:
For Students with SLD only, the following area(s) of eligibility was/were previously determined:

 
Level of Services: (A)
Type: of Meeting:

 
Date Meeting Notice Sent to the Parent(s): Date Procedural Safeguards given to the Parent(s):  

Special Education Department

Individualized Education Program (IEP)

 

The following persons participated in the conference and/or the development of the IEP. Additionally, parents have been given a copy of their rights regarding the student’s placement in special education and understand that they have the right to request a review of their child’s IEP at any time.

 

Position/Relation to Student Participant Date (MM/DD/YY)
 
 
 
 
 
 
 
 
 

 

*If during the IEP year the student turns 16, if the student is not present at the IEP meeting, the service coordinator must review the IEP with the student and obtain the student’s signature and the date of this review.

 

Special Education Department

Individualized Education Program (IEP)

PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

 

Section 1: Current IEP Information

 

Goal Number Written:

 

Summarize special education services the student is receiving:

 

Section 2: Evaluation Information

 

 

Areas of Eligibility

 

Special Education Primary Category:

Special Education Eligibility Category #2:

Special Education Eligibility Category #3:

For students with SLD only, the following area(s) of eligibility was previously determined:

 

Section 3: Present Level of Academic Achievement

READING

 

 

WRITING

 

 

MATH

 

 

 

Parent’s Input on Student’s Current Academic Achievement:

 

Current Classroom-Based Data:

 

State and District Assessments:

 

Section 4: Functional Performance

Social Emotional and Behavior:

 

 

 

 

 

 

 

 

 

Parent’s Input and Student’s Current Functional Achievement:

 

Summary of Work Habits:

 

 

Section 5: Summary of Educational Needs

 

Special Education Department

Individualized Education Program (IEP)

 

ADDITIONAL DOCUMENTATION/CONSIDERATION OF SPECIAL FACTORS

 

Considered Not Included

Needed

 

Individual Transition Plan

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Statement of Transfer of Parental Rights at Age of Majority

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For a student whose behavior impedes his/her learning, or that of

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others, positive behavior interventions, strategies, and supports have

been considered.

 

Statement of Language Needs in the Case of a Child with Limited English

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Proficiency

 

Statement of Provisions of Instruction in Braille & User of Braille for a

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Visually Impaired Child

 

Statement of the Language of Needs, Opportunities for Direct Communication

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with Peers in the Child’s Language and Communication Mode

 

Statement of Required Assistive Technology Devices and Services

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Statement of Communication Needs for a Child with a Disability

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Statement of Health Concerns

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Special Education Department

Individualized Education Program (IEP)

 

 

Skill Area:

Standard:

 

Annual Goal:

 

 

Baseline Level of Mastery:

Service Provider(s) for this goal:

 

 

Standard:

 

Annual Goal:

 

 

Baseline Level of Mastery:

Service Provider(s) for this goal:

 

 

Skill Area:

Standard:

 

Annual Goal:

 

 

Baseline Level of Mastery:

Service Provider(s) for this goal:

 

 

Skill Area:

Standard:

 

Annual Goal:

 

 

Baseline Level of Mastery:

Service Provider(s) for this goal:

 

 

 

 

 

 

 

 

 

Special Education Department

Individualized Education Program (IEP)

ACCOMODATIONS

Date given to Genera Ed. Teacher: Service Coordinator:

 

Accommodations do not change now much of the curriculum the student is expected to learn. It only changes how students access and express knowledge on a daily basis. Accommodations are changes in how a student accesses information and demonstrates learning. Accommodations do not substantially change the instructional level, content, or performance criteria. The changes are made in order to provide a student with equal access to learning and equal opportunity to show what he or she knows and can do. Students with disabilities who qualify in one academic area are eligible for accommodations in other areas to the extent that their disability would affect performance in those areas.

 

Accommodations Type Location
     
     
     
     
     
     
     
     
     
Legend for Type and Location Fields
Type:

1 = Class work / assignments 2 = Assessments / tests 3 = Both class work / assignments / assessments.
Location:

A = All Subjects B = Language Arts / English C = Reading D = Spelling E = Math

F = Science G = Social Studies H = Health I = Electives J = Physical Ed.

K = Lunch L = Transition / Vocation M = Library N = Title 1 Special / Exploratory

 

 

 

Parental Communication

 

How will the parent be informed of their child’s academic progress and the extent to which that profess is sufficient to enable the child to achieve annual goals by the end of the year?

 

IEP Team Consideration for Extended School Year

Consideration for eligibility: IEP team considered ESY eligibility in the areas of regression and recoupment factors and essential skills at a critical stage of development.

 

Eligible for ESY:

 

Written explanation as to why ESY is or is not needed:

 

Special Education Department

Individualized Education Program (IEP)

 

ASSESSMENT

 

Rationale: Students with disabilities will participate in usual district assessments unless indicated by this form. Only those accommodations that are provided for instruction and are required by the IEP should be provided for assessment. All students will be assessed at grade level, other than the few who must be provided alternative assessments.

 

 

 

State Assessments

 

Standard Accommodation(s):

 

 

 

District Assessments

 

Standard Accommodation(s):

 

 

 

CURRENT STATE STANDARDIZED TEST (i.e., AIMS, PSSA) RESULTS

 

Testing Area Test Results Grade Semester Year
Reading        
Writing        
Math        
Science        

 

Special Education Department

Individualized Education Program (IEP)

 

SPECIAL EDUCATION SERVICES TO BE PROVIDED

Special Education Program(s) Necessary to Meet Special Education Goals and Objectives during the school calendar year.
**The child is in need of specially designed instruction in the following areas:
Special Education Services Instructional Setting / Location Start Date Frequency Provider Duration / End Date
           
 
           
 
           
 
RELATED SERVICES

Educationally Relevant Related Services Are Listed Below
Special Education Services Instructional Setting / Location Start Date Frequency Provider Duration / End Date
           
 
           
 
Clarification:
SUPPLEMENTARY AIDS / ASSISTIVE TECHNOLOGY AND SERVICE FOR STUDENTS

Educationally Relevant Supplementary Aides / Assistive Technology and Services Are Listed Below.
           
SUPPORTS FOR SCHOOL PERSONNEL

Supports For School Personnel Are Listed Below
           
Clarification:

 

 

LEAST RESTRICTIVE ENVIRONMENT

 

Provide an explanation of the extent, if any, to which the student will NOT participate with non-disabled students in the general curricular, extracurricular and nonacademic activities, and program options. §300.347(a)(4):

 

Consider any potential harmful effects of this placement for the child or on the quality of services that he or she needs §300.552 (a-b):

 

Reason for Different Services School:

 

Rationale

Alternative Gender Roles Or Rites Of Passage

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Choose either Option A or Option B. Formulate an initial post in which you address the points noted in the prompt for your chos

5.3 Supernumerary Genders

Although all cultures recognize at least two genders, there are some cultures in which  supernumerary genders—third or fourth genders—exist.These typically involve a change of the usual association of men’s roles with the male sex  and of women’s roles with the female sex. Two examples of third and fourth genders are the North American Indian Two Spirits (formerly  known as berdache) and the hijra of India.

Indian person with ambiguous male features has a painted face and wears a head-dress.

Eye Ubiquitous/SuperStock

The hijra are considered genderless but perform roles of both genders.

Two Spirits

A number of indigenous North American societies had a social status that has come to be known as a Two Spirits (formerly called a berdache inanthropological literature): a female, male, or intersexed person who had adopted gender roles that mixed the characteristics of the two other genders. Two Spirits were particularly common among men of Plains Indians tribes where warfare was an almost sacred preoccupation and where the male role placed strong emphasis on demonstrations of pride, bravery, and daring. This led some early anthropologists to erroneously interpret the Two Spirits role as a cultural alternative for men who lacked the skill for orinterest in the aggressive pursuits of the  traditional male role (Hoebel, 1949).They assumed that such a man might instead opt for the  life of a Two Spiritsby adopting the dress, work, and mannerisms of a woman. More recent research suggests that this interpretation reflects colonial gender constructs rather than indigenous models and over simplifies a complex and highlyvariable social reality. Most individuals who became Two Spirits did so not to avoid unpleasant aspects of their assigned gender roles but to resolve their gender dysphoria, or profound sense of mismatch between their birth sex and  their gender identity. In his survey of the literature and his own research among the Lakota, Walter Williams (1992, 2010) found that most Native  American societies with Two Spirits provide some sort of social or spiritual acknowledgement or legitimation of their gender role.

Far from being ridiculed or shunned by other members of their community, Two Spirits held a  sacred status in many Native American societies. Often they played important ceremonial roles, and in some cases all shamans were required to be Two Spirits. A female who became a Two Spirits actually moved up the status hierarchy and might achieve wealth and social prominence by doing so, as the change allowed her to participate in what were considered the more advantageous male pursuits such as trade. A Two Spirits “man” might marry and even rear children by having another man impregnate his wife, or a Two Spirits “woman” might hire  another woman as a surrogate mother. For anillustration see Figure 5.1.

The Hijra

Serena Nanda (1985, 1990) has described the hijra, a socially recognized third gender in India.  The hijra, most of whom live in cities in north India, are regarded as neither male nor female, but their roles include elements of both. Like  the Two Spirits of the North American Indians, the hijra gender also includes religious roles. As devotees of the Mother Goddess Bahuchara Mata, the hijra are expected to undergo a surgical removal of their external genitalia and to live an asexual life. Their sexual abstinence is believed to be a source of sacredness that allows the hijra to give blessings of fertility, prosperity, and health or to cause infertility through their  curses. The hijra perform as musicians and dancers atchristenings and at weddings. In these  roles, the hijra are spiritually identified with the Hindu god Shiva, who also plays the roles of  singer,dancer, eunuch, and transvestite. However, much like the Native American Two Spirits,  colonial influences have transformed the hijra gender roleand degraded the status of hijras in  modern Indian society. Hijras still perform many important social and religious functions, but  outside of those contexts they face ridicule, discrimination, and sometimes violence. Some remain on  good terms with their families, while others have been ostracized. Most live in communal hijra households headed by senior hijras called gurus.  Earning a living can be extremely difficult for ahijra, leading many to resort to panhandling and prostitution to generate income, much of which they must hand over to their hijra guru to support the household.

 

Figure 5.1: The hijras and their patron goddess Drawing of a Hijra goddess riding on the back of a chicken.

Hijras worship the Hindu goddess Bahuchara Mata. She was from the Charanfamily, w

en option.

 

Option A: Supernumerary Genders

According to the textbook, gender is the social construct that is assigned and learned based on cultural concepts about the nature of sex differences and their place in social life. Pick one of the supernumerary genders discussed in the textbook (e.g., Two Spirits or hijra as discussed in section 5.3), and explain how these genders function within their respective societies.

 

 

Option B: Rites of Passage

A rite of passage is a ritual that helps mark a person’s transition from one status to another. All cultures have rites of passage to mark these important transitions. With that in mind, choose a rite of passage either from the textbook (see section 6.4) or from your own research. What is the function of this rite within the particular society? How do American rites of passage, such as those you have experienced personally, differ from other rites of passage (see section 6.4, Puberty Rituals)?

 

 

 

Your initial post should be at least 250 words in length. Support your claims with examples from the required materials and/or other scholarly sources, and properly cite any sources. Cite your sources in the body of your post and provide a complete reference for each source used at the end of it.

 

 

I have attached the sections of the text book that is needed for this assigenment.Section 5.3 is for option A   Section 6.4 is for option B

Theoretical Knowledge And Professional Practice Week 1

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To prepare for this discussion, read the Week One Instructor Guidance.From theory to practice provides an overview of the main theories relevant to child development. Remember that the topic of child development can be applied to multiple disciplines – from play therapists, to educators, to social workers. Theorists such as Freud, Piaget, Vygotsky, and Erikson, have been studying child development for decades. These notable figures have contributed significantly to the study of child development. Understanding the basic theoretical tenants will deepen your professional knowledge of how young children develop and how that relates to your work with children.

 

 

Initial Post –Reference two scholarly resources in addition to the textbook to support your explanations and evaluations for the prompts that follow:

 

  1. Describe how understanding theories of child development can assist you in your chosen profession. Use specific examples and evidence from the textbook and additional research.
  2. Explain the theories that most closely align with your personal philosophy or approach to child development. Use specific examples to illustrate your perspective.
  3. In a graphic organizer of your choice, describe the major differences and similarities of each of the leading child development theories discussed in the textbook. Attach your organizer to your initial discussion post. You can use an MS Word table, a graphic organizer from Holt Interactive Graphic Organizers, a mind map (e.g., using Bubble.Us or Coggle), or any other creative software choice that suits your needs for illustrating the comparison. See Attachment sample

Importance of Becoming a Global Citizen

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Importance of Becoming a Global Citizen

Prepare: View the Globalization: What is Happening to Us? video and read the article A Model of Global Citizenship: Antecedents and Outcomes by Stephen Reysen and Iva Katzarska-Miller (2013). Go to the Ashford Library and locate one additional source on global citizenship that will help support your viewpoint.

Reflect: Please take some time to reflect on how the concept of global citizenship has shaped your identity, and think about how being a global citizen has made you a better person in your community

Write: 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 paper

  • Must be 750 – 1,000 words in length (excluding title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center.
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
    • Running header with page numbers
  • Must cite the two resources required to complete this assignment and at least one additional scholarly source from the Ashford University Library. Be sure to integrate your research rather than simply inserting it.
  • Must document all sources in APA style as outlined here and here.
  • 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 that is formatted according to APA style as outlined in the Ashford Writing Center.

    Before you submit your written assignment, you are encouraged to review the The Grammarly Guide: How to Set Up & Use Grammarly tutorial, set up a Grammarly account (if you have not already done so), and use Grammarly to review a rough draft of your assignment. Then carefully review all issues identified by Grammarly and revise your work as needed.

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Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

A model of global citizenship: Antecedents and outcomes

Stephen Reysen1 and Iva Katzarska-Miller2

1 Department of Psychology, Texas A&M University–Commerce, Commerce, TX, USA 2 Department of Psychology, Transylvania University, Lexington, KY, USA

A s the world becomes increasingly interconnected, exposure to global cultures affords individualsopportunities 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.

A lors que le monde devient de plus en plus interconnecté, l’exposition à des cultures globales offre auxindividus 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: stephen.reysen@tamuc.edu).

International Journal of Psychology, 2013 Vol. 48, No. 5, 858–870, http://dx.doi.org/10.1080/00207594.2012.701749

© 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 l’identité.

A medida que el mundo se vuelve cada vez más interconectado, la exposición a las culturas globales les ofrecea 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 theoriz- ing across various disciplines (Davies, 2006; Dower, 2002a). In psychology, with a few excep- tions (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 per- spectives 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 dis- ciplines and perspectives (e.g., political, theologi- cal, 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 discus- sions 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

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as knowledge of the world and one’s interconnect- edness 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).

SOCIAL IDENTITY PERSPECTIVE

To empirically examine the antecedents and out- comes 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 connec- tion) 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 iden- tity 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).

EVIDENCE OF GLOBAL CITIZENSHIP CONTENT

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 mind- set 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 citi- zens, and humans. Global citizenship identifica- tion predicted endorsement of intergroup empathy, valuing diversity, environmental sustain- ability, intergroup helping, and felt responsibility to act, beyond identification with the other super- ordinate categories. Additional studies showed that global citizen-

ship 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.

EVIDENCE OF ANTECEDENTS TO GLOBAL CITIZENSHIP

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 envir- onment (i.e., friends and family express an injunctive norm that one ought to be a global citizen), global citizenship identification, and

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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 nor- mative 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 envir- onment. In other words, one’s normative environ- ment 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 identifica- tion 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 citi- zenship identification mediated the relationship between the interdependence prime (vs. no prime) and endorsement of prosocial values. In effect, raising participants’ awareness of interconnected- ness with others led to greater endorsement of prosocial values through a greater connection with global citizens. Conversely, raising the saliency of global com-

petition (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

culturally diverse framing condition. Furthermore, participants exposed to the competi- tion 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, valu- ing 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 interconnected- ness with others) predict global citizenship identi- fication. Global citizenship identification is consistently found to mediate the relationship between normative environment and global aware- ness, 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 proso- cial values.

OVERVIEW OF CURRENT RESEARCH

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 endor- sement of prosocial values that represent the group’s content (i.e., intergroup empathy, valuing diversity, social justice, environmental sustainabil- ity, intergroup helping, and felt responsibility to act). In Study 1 we test the proposed structural model, and in Study 2 we replicate the model with a second sample of participants.

STUDY 1

The purpose of Study 1 is to test the predicted model of global citizenship. Past theory and research suggest that one’s normative environment and global awareness predict greater global citizenship identification, and identification with global citizens predicts prosocial value outcomes.

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In effect, global citizenship is expected to mediate the relationship between antecedents (normative environment and global awareness) and outcomes (prosocial values).

Method

Participants and procedure

Undergraduate college participants (N ¼ 726, 57.6% women) completed the survey for either course credit toward a psychology class or extra credit in a nonpsychology class. Their mean age was 28.90 years (SD ¼ 9.98). Participants rated items assessing normative environment, global awareness, global citizenship identification, inter- group empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, felt responsibility to act, and demographic infor- mation. All items used a seven-point Likert-type scale, from 1 ¼ strongly disagree to 7 ¼ strongly agree.

Materials

Normative environment. Two items (‘‘Most people who are important to me think that being a global citizen is desirable,’’ ‘‘If I called myself a global citizen most people who are important to me would approve’’) were combined to assess the perception that others in one’s environment believe that people ought to identify as global citizens (injunctive norm) (a ¼ .82).

Global awareness. Four items (‘‘I understand how the various cultures of this world interact socially,’’ ‘‘I am aware that my actions in my local environment may affect people in other countries,’’ ‘‘I try to stay informed of current issues that impact international relations,’’ ‘‘I believe that I am connected to people in other countries, and my actions can affect them’’) were combined to form a global awareness index (a ¼ .80).

Global citizenship identification. Two items (‘‘I would describe myself as a global citizen,’’ ‘‘I strongly identify with global citizens’’) were adapted from prior research (see Reysen, Pierce, Katzarska-Miller, & Nesbit, 2012a) to assess global citizenship identification (a ¼ .89).

Intergroup empathy. Two items (‘‘I am able to empathize with people from other countries,’’ ‘‘It is easy for me to put myself in someone else’s shoes regardless of what country they are from’’) were used to assess intergroup empathy (a ¼ .76).

Valuing diversity. Two items (‘‘I would like to join groups that emphasize getting to know people from different countries,’’ ‘‘I am interested in learning about the many cultures that have existed in this world’’) were combined to assess valuing diversity (a ¼ .91).

Social justice. Two items (‘‘Those countries that are well off should help people in countries who are less fortunate,’’ ‘‘Basic services such as health care, clean water, food, and legal assistance should be available to everyone, regardless of what country they live in’’) were combined to assess belief in social justice (a ¼ .74).

Environmental sustainability. Two items (‘‘People have a responsibility to conserve natural resources to foster a sustainable environment,’’ ‘‘Natural resources should be used primarily to provide for basic needs rather than material wealth’’) were combined to assess belief in environmental sustainability (a ¼ .76).

Intergroup helping. Two items (‘‘If I had the opportunity, I would help others who are in need regardless of their nationality,’’ ‘‘If I could, I would dedicate my life to helping others no matter what country they are from’’) were adapted from past research (Katzarska-Miller et al., in press) to assess intergroup helping (a ¼ .76).

Responsibility to act. Two items (‘‘Being actively involved in global issues is my responsi- bility,’’ ‘‘It is my responsibility to understand and respect cultural differences across the globe to the best of my abilities’’) were combined to assess felt responsibility to act (a ¼ .78).

Results

All of the assessed variables were moderately to strongly positively correlated with one another (see Table 1 for means, standard deviations, and zero- order correlations between the assessed variables). We conducted a series of structural equation models using AMOS 19 to examine the predicted model’s fit, subsequent modification, and the mediating role of global citizenship identification. Due to the related nature of the prosocial values, we allowed the disturbance terms for the variables to covary. We evaluated model fit using the normed fit index (NFI) and the comparative fit index (CFI), for which values greater than .90 are acceptable. Following Browne and Cudeck (1993),

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we set the root mean square error of approxima- tion (RMSEA) value of .08 as an acceptable level. Items loaded well on each of the factors,

including normative environment (.83, .84), global awareness (.49 to .91), global citizen identification (.86, .91), intergroup empathy (.85, .74), valuing diversity (.96, .86), social justice (.78, .76), environ- mental sustainability (.80, .76), intergroup helping (.78, .80), and responsibility to act (.78, .82). The predicted model adequately fit the data, w2(146) ¼ 820.24, p 5 .001; RMSEA ¼ .080, CI(075; .085), NFI ¼ .907, CFI ¼ .922. However, examination of the modification indices suggested allowing two of the global awareness item errors to covary. Following this allowance, the model difference was significant (Dw2(1) ¼ 211.70, p 5 .001), and the fit indices showed the model appropriately fit the data, w2(145) ¼ 608.54, p 5 .001; RMSEA ¼ .066, CI(.061; .072), NFI ¼ .931, CFI ¼ .946.1 As shown in Figure 1, normative environment

and global awareness were positively related (r ¼ .51, p 5 .001). Normative environment (b ¼ .78, p 5 .001, CI¼ .701 to .858) and global awareness (b ¼ .20, p 5 .001, CI ¼ .104 to .287) predicted global citizenship identification (significance

computed with bias-corrected bootstrapping with 5000 iterations, 95% confidence intervals). Global citizenship identification predicted intergroup empathy (b ¼ .53, p 5 .001, CI ¼ .445 to .606), valuing diversity (b ¼ .61, p 5 .001, CI ¼ .542 to .667), social justice (b ¼ .53, p ¼ .001, CI ¼ .439 to .608), environmental sustainability (b ¼ .50, p 5 .001, CI ¼ .418 to .581), intergroup helping (b ¼ .51, p 5 .001, CI ¼ .419 to .594), and felt responsibility to act (b ¼ .70, p 5 .001, CI ¼ .633 to 769). Using bias-corrected bootstrapping (5000 iterations), the indirect effect of normative environ- ment and global awareness on the prosocial values (e.g., social justice) was reliably carried by global citizenship identification (see Table 2 for standar- dized betas of indirect effects and 95% bias- corrected confidence intervals; all indirect effects were significant at p 5 .001, two-tailed).

Discussion

The purpose of Study 1 was to examine our predicted model of global citizenship identifica- tion. Following a small modification, the model

TABLE 1 Study 1: Correlations and means (standard deviations)

Variable 1 2 3 4 5 6 7 8 9 Mean (SD)

1. Normative environment 1.0 4.58

(1.44)

2. Global awareness .44 1.0 4.76

(1.24)

3. Global citizenship

identification

.75 .53 1.0 4.57

(1.54)

4. Intergroup empathy .34 .54 .42 1.0 4.98

(1.40)

5. Valuing diversity .47 .59 .51 .49 1.0 4.84

(1.57)

6. Social justice .39 .33 .41 .40 .44 1.0 5.62

(1.36)

7. Environmental

sustainability

.38 .36 .38 .40 .42 .63 1.0 5.63

(1.29)

8. Intergroup helping .37 .50 .39 .55 .54 .53 .47 1.0 5.54

(1.34)

9. Responsibility to act .49 .59 .56 .58 .65 .51 .54 .63 1.0 5.09

(1.44)

All correlations significant at p 5 .01. Seven-point Likert-type scale, from 1 ¼ strongly disagree to 7 ¼ strongly agree.

1 Contact the first author for detailed model information, including item loadings and disturbance term intercorrelations. In

Studies 1 and 2 we also examined the reversed causal model, with the outcomes (prosocial values) predicting antecedents (global awareness, normative environment) through global citizenship identification. The reversed model showed relatively appropriate fit to the data in Study 1, w2(147) ¼ 821.16, p 5 .001; RMSEA ¼ .080, CI(.074; .085), NFI ¼ .907, CFI ¼ .922, and Study 2, w2(147) ¼ 1299.96, p 5 .001; RMSEA ¼ .081, CI(.077; .085), NFI ¼ .903, CFI ¼ .913. However, in Study 1, the final predicted model showed lower AIC (738.54) and ECVI (1.02, CI ¼ .919; 1.13) values than the reversed model (AIC ¼ 947.16, ECVI ¼ 1.31, CI ¼ 1.19; 1.44). In Study 2, the predicted model showed lower AIC (1252.35) and ECVI (1.04, CI ¼ .958; 1.14) values than the reversed model (AIC ¼ 1425.96, ECVI ¼ 1.19, CI ¼ 1.10; 1.29). Thus, in both studies the predicted model showed a better fit than the reversed causality model.