How Intercultural Experience Affects University Students' Gender Views: Potential for Transforming Higher Education in Japan

Autor/inn/en	Uematsu-Ervasti, Kiyoko; Kawachi, Kumiko
Titel	How Intercultural Experience Affects University Students' Gender Views: Potential for Transforming Higher Education in Japan
Quelle	In: Asia Pacific Education Review, 23 (2022) 4, S.625-637 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Uematsu-Ervasti, Kiyoko) ORCID (Kawachi, Kumiko)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-022-09801-5
Schlagwörter	Gender Differences; Sustainable Development; Global Approach; Study Abroad; Comparative Analysis; Objectives; Course Content; Intercultural Communication; Cultural Awareness; Measures (Individuals); Student Attitudes; Educational Change; Foreign Students; Intervention; Attitude Change; Foreign Countries; Higher Education; Barriers; College Students; Sex Role; Gender Issues; Japan + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Nachhaltige Entwicklung; Globales Denken; Studies abroad; Auslandsstudium; Goal definition; Zielsetzung; Kursprogramm; Interkulturelle Kommunikation; Cultural identity; Kulturelle Identität; Messdaten; Schülerverhalten; Bildungsreform; Attitudinal change; Einstellungsänderung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Geschlechterrolle; Geschlechterfrage
Abstract	Reducing gender disparities in Japan is an urgent issue that requires the attention of multilevel stakeholders, including higher education institutions. Under Sustainable Development Goal 4, target 4.7 calls for educational institutions, including universities, to explore innovative approaches to tackle issues such as gender inequality. The transition from student life to adulthood is a crucial time for university students as they face and become aware of gender inequalities in society. This study examines various opportunities in higher education, such as short study-abroad programs and globalization-related coursework, that positively influence university students' understanding of others and potentially broaden their gender perspectives. Historically, the impacts of studying abroad and intercultural experiences have only been subjectively assessed based on participants' self-evaluation. However, by using the Beliefs, Events, and Values Inventory, quantified data can be used to evaluate the nature and form of depth-based growth and compare three cases for potential changes before, after, or during educational programs. The study's findings shed light on opportunities and barriers to transforming students' views especially on gender issues. The study reveals (1) signs of improvement in students' gender perspectives after participating in a short study-abroad program, (2) that international students with diverse experiences tend to demonstrate lower gender traditionalism, and (3) that freshmen and sophomores have relatively moderate views on gender norms, indicating that further intervention could improve their gender perspectives. The results showcase the possibility of developing meaningful study-abroad programs and other coursework to drive the positive change in students' perspectives, especially regarding gender. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01