Defining and Cultivating International Mindedness: Perceptions and Perspectives of Students in the International Baccalaureate Middle Years Program

Autor/in	Jurasaite-O'Keefe, Elena
Titel	Defining and Cultivating International Mindedness: Perceptions and Perspectives of Students in the International Baccalaureate Middle Years Program
Quelle	In: RMLE Online: Research in Middle Level Education, 45 (2022) 2, (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4476
DOI	10.1080/19404476.2022.2024067
Schlagwörter	Student Attitudes; International Education; Middle School Students; Advanced Placement Programs; Self Concept; Grounded Theory; Cultural Awareness; Family Relationship; Educational Experience; World Views; Teacher Attitudes; Alumni; Cross Cultural Studies; Foreign Countries + Suchen Sie Ihr Suchwort? Schülerverhalten; Internationale Erziehung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Selbstkonzept; Cultural identity; Kulturelle Identität; Bildungserfahrung; World view; Weltanschauung; Lehrerverhalten; Cultural comparison; Kulturvergleich; Ausland
Abstract	This article explores how international-mindedness is defined and cultivated in the International Baccalaureate (IB) Middle Years Program (MYP) schools in different regions of the world as young adolescents face their main developmental task of identity development. An online survey that contained demographic and open-ended questions was administered to MYP students. Mixed methods design and data analysis provided insight into the ways international-mindedness is experienced and developed within the IB community. Open-ended responses were analyzed using thematic analysis from which a grounded theory emerged. The most frequently mentioned themes in defining international-mindedness were understanding, awareness, and acceptance of different others. Respondents emphasized that family and school experiences were the main factors that influenced their international-mindedness with travel being frequently mentioned in both. Factors, such as make-up of participants' families, their history of moving internationally, and the advice and modeling provided by parents and extended family as well as school experiences (e.g., field trips, debates, multicultural classrooms, curriculum focus) significantly contributed to their high self-ranked stance on the developmental continuum of international-mindedness. Consistency in responses across the regions demonstrate a paradigmatic understanding of international-mindedness among the respondents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01