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This is to certify that the

dissertation entitled

A COMPARISON OF THE GLOBAL KNOWLEDGE, BACKGROUNDS,
INTEREST, AND ATTITUDES OF EIGHTH-GRADE STUDENTS
IN A SELECTED INTERNATIONAL AND A DEPARTMENT

CT SCfCNSC SCHOOL

presented by

Gwendoiyn Niiiiams Demps

has been accepted towards fulfillment
ofthe requirements for

Ph.D. Administration and

degree in

 

 

Curricutum

 

[Mme July 27, 1983

 

MSU is an Affirmative Action/Equal Opportunity Institution 0712771

 

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/<//——- 8727

A COMPARISON OF THE GLOBAL KNOWLEDGE, BACKGROUNDS,
INTEREST, AND ATTITUDES OF EIGHTH-GRADE STUDENTS
VIN A SELECTED INTERNATIONAL AND A DEPARTMENT
OF DEFENSE SCHOOL

By

Gwendoiyn NiIIiams Demps

A DISSERTATION

Submitted to
Michigan State University
in partiai fquiIIment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY
Department of Administration and Curricuium

I983

Copyright by
GNENDOLYN WILLIAMS DEMPS
I983

ABSTRACT

A COMPARISON OF THE GLOBAL KNOWLEDGE, BACKGROUNDS,
INTEREST, AND ATTITUDES OF EIGHTH-GRADE STUDENTS
IN A SELECTED INTERNATIONAL AND A DEPARTMENT
OF DEFENSE SCHOOL

By

GwendoTyn HiTTiams Demps

The purpose of this study was to compare the interest in and
attitudes toward other countries as weTT as the gTobaI knowledge of
two eighth-grade popuIations in an internationai setting. It was an
extension of a 1974 study conducted by the EducationaI Testing Service

for the U.S. Office of Education, entitied Other Nations, Other PeopTes.

 

One group of students attended an internationaT schOOT and Tived in the
Japanese community. The second group lived on a miTitary base in Japan.
Three instruments used in the 1974 study were used to coTTect
data for this study: the Background and Interest Questionnaire, the
Knowiedge Test, and the Describing Other Nations and PeopTes measure,
which was used to determine student attitudes toward other peopTes and
nations. The data for the Interest and Background Questionnaire were
anaTyzed by using the anaTysis of variance (ANOVA) technique. Scores
were broken down by schooT and sex to determine whether statisticaITy
significant differences existed between groups. An item anaTysis of
variance by schooT and sex was performed for the KnowTedge Test data.

A two—way anaTysis of variance was run to determine significance by

Gwendoiyn WiIIiams Demps

schooI and sex and to discover whether there were significant inter-
actions between groups. The same procedures were used to determine
whether significant differences existed in attitude toward other
peopTes and countries. The TeveT of significance was set at .05 for
aTI tests.

Findings were as foITows: (1) Students differentiated sig—
nificantiy between pIaces they woqu Tike to study and visit.
(2) MaTes performed significantiy higher than femaTes on the Knowiedge
Test, and there were no significant differences between Internationai
schooi students' and Department of Defense students' totaT test scores.
(3) Department of Defense students tended to be more open and receptive
to other nations and peOpTes than were internationaT schooI students.
ATthough students in this study performed significantiy better than
those in the 1974 study, totaI averages on the KnowIedge Test indi-

cated weakness in gTobaI knowiedge.

This work is dedicated to my husband, Henry N. Demps, a
source of loving, firm support, and to my parents, Albert B. and
Naomi Douglass williams, to whom this accomplishment would have

been a source of immeasurable pride.

ACKNOWLEDGMENTS

A project of this magnitude is not accomplished without a
great deal of support and guidance. I wish to thank Dr. Lois Bader,
the chairman of my committee, for the guidance, encouragement, and
friendship she provided. My thanks to the members of my committee,
Dr. Ben Bohnhorst, Dr. Roy Nesselman, and Dr. Eugene Pernell, Jr.,
all of whom gave of their time, advice, and counsel. I also grate-
fully acknowledge the unwavering support and good humor extended to

me by Dr. John Chapman.

TABLE OF CONTENTS

Page
LIST OF TABLES ......................... vi
Chapter
I. INTRODUCTION ...................... l
Background of the Study ................ 1
Importance of the Study ................ 4
Purpose of the Study ................. 5
Research Questions .................. 6
Generalizability of the Findings ........... 7
Delimitations ..................... 7
Definition of Terms .................. 8
Organization of Subsequent Chapters .......... 9
II. REVIEW OF THE LITERATURE ................ lO
Introduction ..................... lO
Global Education: Definitions, Goals, and Issues l0
Research and Related Literature on American Students
in an Overseas Environment ............. 23
Social Studies Curriculum Innovation and Its
Implications for Global Education .......... 3l
Summary ........................ 34
III. POPULATION, DESIGN, AND METHODOLOGY ........... 36
Introduction ..................... 36
The Student Populations ................ 36
Methodology ...................... 47
Study Design ..................... 48
Instrumentation .................... 49
Data-Analysis Procedures ............... 5l
Hypotheses Tested ................... 53
Summary ........................ 54
IV. PRESENTATION AND ANALYSIS OF THE DATA .......... 55
Student Interest in Studying Foreign Countries . . . . 56
Student Interest in Visiting Foreign Countries . . . . 59
Descriptive Overview of Student Interest in Studying
and Visiting Foreign Countries ........... 60

iv

Conclusions on Countries Students Selected to
Study and Visit ...................
Eighth-Grade International School and DOD School
Students' Global Knowledge: Item Analysis ......
Eighth—Grade International School and DOD School
Students' Knowledge About the United States .....
Eighth—Grade International School and DOD School
Students' Knowledge About the World and Five
Selected Nations ..................
The Knowledge Test: An Examination of the Areas of
Strength and Weakness—-Eighth-Grade International
School and DOD School Students ...........
A Comparison of International School and DOD School
Students' Attitudes Toward Other Nationsand Peoples .
Chapter Summary ....................

V. FINDINGS, IMPLICATIONS, AND RECOMMENDATIONS .......

Summary ........................
Major Findings ....................
Projected Outcomes of the Study ............
Recommendations for Future Study ...........

APPENDICES ...........................

A. LETTER OF SUPPORT BY PHILLIP E. RUNKEL, SUPERINTENDENT
OF PUBLIC INSTRUCTION, STATE OF MICHIGAN .......

B. TABULATION OF STUDENT RESPONSES TO ITEMS ON THE
KNOWLEDGE TEST ....................

C. COPY OF A LETTER OF PERMISSION GIVEN BY THE EDUCATIONAL
TESTING SERVICE RELEASING THE TEST MATERIALS-—
OTHER NATIONS, OTHER PEOPLES .............

BIBLIOGRAPHY ..........................

Page

65
65
66

69

Table

(00000
L»)

LIST OF TABLES

Length of Time Students Had Lived in the United States .

Length of Stay in the United States (ANOVA) .......

Length of Stay in Japan—-Entire Population ........

Student Background Information-~Entire Population

Birthplace of Students and Parents in the T982

Overseas Population ..................
Students' Grades in School--Entire Population ......
Students' Grades in School, by Sex ............

Non-American Students' Grades in School .........

Results of Comparison of International School and DOD
School Students' Selection of Countries to Study

(ANOVA) ........................

Results of Student Interest in Studying Foreign

Countries .......................

Results for Student Interest in Visiting Foreign
Countries .....................

International School and DOD School Students' Selections

of Countries to Study and Visit ............

Knowledge Scores by Test Section--Grade 8: International

School and Department of Defense Student Study, l982 . .

Percentage of International School and DOD School
Students Correctly Identifying Six Countries on a Map

Results for Student Selections of Countries Having

"Desirable People” (Factor I) .............

Results for Student Selections of Countries Being

“Rich~Strong” (Factor 11) ...............

vi

Page
42
43
44
44

45

46

46

47

57

58

61

64

67

74

83

85

Results for Student Selections of Countries Being
"Desirable Nations" (Factor III) ............

Results for Student Selections of Countries Being
"Small Nations" (Factor IV) ..............

Results for Student Selections of Countries Where
"People Are Not Free" (Factor V) ............

Ranks According to Means of Student Selections on Five
Factors Regarding Attitudes Toward PeOples and
Nations ........................

Results of Students' Responses to Items Concerning
Geography on the Knowledge Test ............

Results of Students' Responses to Items Referring to
the United States on the Knowledge Test ........

Results of Students' Responses to Items Referring to
Mexico on the Knowledge Test ..............

Results of Students' Responses to Items Referring to
France on the Knowledge Test ..............

Results of Students' Responses to Items Referring to
Russia on the Knowledge Test ..............

Results Of Students' Responses to Items Referring to
China on the Knowledge Test ..............

Results of Students' Responses to Items Referring to
Egypt on the Knowledge Test ..............

Results of Students' Responses to Items Referring to
the World on the Knowledge Test ............

vii

Page

87

89

91

93

118

119

120

CHAPTER I

INTRODUCTION

Background of the Study

 

Man has long recognized the need to learn about and under-
stand the cultures and customs of those outside his own cultural,
ethnic, and/or racial group. This notion is evidenced in the practice
of sending youths abroad for travel and study before considering them
truly educated. During the eighteenth century, the sons of the wealthy
were sent on a tour through Europe to gain a first-hand appreciation
of art, history, and foreign languages. Unfortunately, such experi-
ences were for a long time limited to the affluent.

Vast changes have occurred since the end of World War II.
Advances in technology, transportation, and communication have made
it possible for people of average means to travel extensively beyond
their own borders and also to be instantly aware of events taking place
throughout the world. This immediate access to information has made
evident the fact that problems affecting the United States and other
nations inextricably bind us. These problems include extinction of
the species, the arms race, allocation of natural resources, conser-
vation, economics, population growth, trade imbalances, and pollution.

The interdependence of nations becomes a reality when an
increase in oil prices in the Middle East is felt shortly thereafter
as an increase in fuel-oil costs and in the price of gasoline at the

l

pumps. Wars in isolated and unfamiliar places become matters of
public concern when these events are reported daily on television
and in the newspapers. International relationships are commanding
an increasing amount of national attention and are even beginning to
influence domestic policies on the national, state, and local levels,
as evidenced by recent concern over imports.

The United States, because of its multilevel world involve-
ment, is finding concerns of national interest spreading farther
and farther beyond the nation's borders. To maintain the current
level of industrialization, the United States depends on many other
countries to supply raw materials and also to provide markets for the
goods produced. Smaller Third World countries depend on the United
States for technological and agricultural expertise to help build
their economies, in exchange for the vital materials they provide.
America is allied with and obligated to come to the defense of many
other countries. Interest in other nations extends even to national
elections because the policies of various candidates will affect
existing alliances, procedures, and world relations in general.

Statistics show a dramatic rise in the number of businesses
that have become international and are actively pursuing world markets.
Such activity hasbroughtwith it the necessity that products manufac-
tured in one cultural setting be designed to fit the needs, tastes,
and life-styles of a variety of cultures. Advertising techniques
appropriate in one cultural setting may prove disastrous in another

because of a misunderstanding or misinterpretation of cultural cues.

Eccentricities in the business practices of other nations often
prove disconcerting to American businessmen and may well prevent
the closing of beneficial economic arrangements.

The experiences people have with individuals in a foreign
country affect their judgments and feelings about that country.
Individual differences are often mistakenly generalized to the whole
nation, and negative or positive impressions assimilated into the
individual's perception of that country. Thus it is imperative that
people make an effort to learn about and understand the cultural
aspects of other countries. With such an understanding, the behavior,
art, history, and other facts of another nation assume more meaning
for the outsider.

It is evident from the preceding discussion that the well-
informed citizen of tomorrow will be cognizant of the world as a
whole. As Burton (l972) wrote,

A knowledge of world society as a whole helps us to understand
parts of it, and to see the relationships between the parts.
Without this knowledge we are likely to misinterpret behavior,
to attribute wrong motivations, to mistake individual differ-
ence for racial or cultural differences and generally to be
inadequate within our own social relationships. (p. 6)

Concerned people in business, government, and education are
becoming increasingly aware of the need for world knowledge and an
awareness and understanding of various cultural views, as well as the
importance of using such knowledge and understanding to become effec-

tive world citizens. Education directed toward global understanding

is essential for the survival of humankind.

Importance of the Study

 

With its global involvement, the United States is in a unique
position to assume a leadership role in efforts to develop an
enlightened world citizenry--one that possesses knowledge and atti—
tudes that will enhance international cooperation in solving the many
problems facing the world. Traditionally, the schools have initiated
efforts to influence attitudes toward various issues deemed important
to society. With the current nature of social and governmental insti—
tutions, school involvement is perhaps the most efficient means of
initiating efforts to develop enlightened global citizens. In a
speech before a session of the National Foreign Policy Conference for
Educators, Frankel (l966) supported this idea, stating that “inter-
national education at home is essential if American education is to
succeed in equipping Americans with the knowledge and guiding ideas
they require to make sense of the world in which we live."

Global issues and information lend themselves to incorpora-
tion into existing academic programs, especially in the area of
social studies. Before such incorporation is begun, however, a body
of research must be amassed. The findings of such research can be
used in making intelligent decisions regarding process, procedure,
and direction.

The United States Office of Education has initiated a number
of activities on the various aspects of international education.

The purpose of these activities has been to
help identify and focus attention on the problems, assess the

needs, raise the level of professional and public awareness,
contribute to the development of strategies, methods, and

materials, and otherwise assist American education in moving
from where it is to where it ought to be in preparing students
for the increasingly independent world of the present and the
foresseable future. (Pike & Barrows, 1974)

In l974, the Educational Testing Service (ETS) conducted a
survey sponsored by the United States Office of Education, entitled
Other Nations, Other Peoples. The survey included a representative
sample of fourth—, eighth—, and twelfth-grade students throughout
the United States. The purpose of the study was to determine these
students' global knowledge, interest, attitudes, and perceptions of
selected countries and peoples.

American students overseas were not included in the original

l974 Other Nations, Other Peoples study. The assumption that over-

 

seas experiences positively affect the attitudes and interests of
those having such experiences should be critically examined, along
with the factors that contribute to development of or changes in

such interests and attitudes. In their suggestions for further
research, the original ETS researchers urged that the study be repli-
cated with other student populations. The present study is intended
to begin efforts to accumulate relevant data on students living in

an environment assumed by many to produce positive effects.

Purpose of the Study

 

The primary purpose of this study was to compare the interest
in and attitudes toward other countries as well as the global knowl-
edge of two eighth—grade populations in an international setting.
Students living overseas represent a sizable segment of the American

youth population. Their parents' military, governmental, business,

or religious occupations give them a unique opportunity to live and
interact in an overseas setting. Some researchers assume that over—
seas experiences positively affect the interests, knowledge, and atti-
tudes of children toward people and nations that are different from
their own. This study was conducted in an attempt to determine if
that assumption is accurate.

A secondary purpose of this study was to extend the under—
standing of the processes, techniques, and experiences through which
a student may achieve the level of global understanding required for
effective functioning in a world society. The information gathered
in the study might serve as an impetus for further research, including
evaluation of existing social studies and other instructional programs,
and for the development of curricula and materials to educate students
to be citizens of a global society, as well as members of our national

society.

Research Questions

The following research questions were formulated to guide
the study.

l. Will eighth-grade international school and Department of
Defense school studentsdiffer in terms of their selections of coun—
tries to study?

2. Will eighth-grade international school and Department of
Defense school students differ in terms of their selections of coun-

tries to visit?

3. Will eighth—grade international school and Department of
Defense school students differ in terms of their knowledge of the
United States?

4. Will eighth—grade international School and Department of
Defense school students differ in terms of their knowledge of six
selected nations and their global knowledge?

5. Will eighth—grade international school and Department of
Defense school students differ in terms of their total Knowledge
Test results?

6. Will eighth-grade international school and Department of
Defense school students differ in terms of their attitudes toward

selected countries and peoples?

Generalizability of the Findings

 

The primary source of information for this study was the
original tests used by the Educational Testing Service for the

Other Nations, Other Peoples study. Because of the size and specific

 

characteristics of the population, as well as the procedures used in
the present investigation, the findings of this study may not be gen-
eralized to overseas student populations other than those examined

in the study.

Delimitations
The study sample was delimited to two groups of eighth-grade
students in one overseas setting. No attempt was made to investigate
the attitudes, interests,and knowledge of students in other grades

or in other settings.

This investigator did not explore in depth the specific
reasons for students' attitudes toward or interest in other nations
and peoples. Rather, the purpose was to identify possible areas of
exploration that might be used for curriculum development.

This study was not intended to indicate specific programs to
be developed or to suggest methods or materials to be adopted. The
findings are discussed in terms of factors that need strengthening
and that possibly affect students' attitudes, global knowledge, and

interest in people who are culturally different from themselves.

Definition of Terms
The following terms are defined in the context in which they
are used in this dissertation.

Department of Defense schools--Schools operated on military

 

bases under the auspices of the United States Department of Defense
(DOD). The primary purpose of DOD schools is to educate the depend—
ents of military and DOD civilians stationed overseas. The children
of businessmen and local nationals may be admitted to DOD schools on
a tuition-paying, space-available basis.

International school--An American-sponsored independent school
meeting the criteria for assistance from the Office Of Overseas Schools
of the United States Department of State.

Student background--Information provided by students about
selected family characteristics, sex, academic standing, whether they
had studied a foreign language, and courses taken that might have

influenced their understanding of world affairs.

 

 

Student attitudes--The choices students make between two dia-
metrically opposite characteristics (e.g., good-bad) in regard to
selected countries and the people living in those countries. The
peoples and countries were used because it was conceivable that stu-
dents might separate the people of a country from their government.

Global knowledge--The student's basic knowledge about selected
countries and the world in general, which was the focus of the Other

Nations, Other Peoples tests.

 

Organization of Subsequent Chapters

 

Chapter II includes a discussion of research and literature
pertaining to the subject of this study. The review is organized
under three major headings: (l) global education: definitions,
goals, and issues; (2) research and related studies on global educa-
tion; and (3) social studies curriculum innovation and its implica-

tions for global education. In Chapter III, the research methodology,

data-collection procedures, and data-analysis techniques are discussed.

Chapter IV contains a presentation of the data collected and a dis-
cussion of the findings. A summary of the study, appropriate conclu-
sions, and recommendations for future research are presented in

Chapter V.

CHAPTER II

REVIEW OF THE LITERATURE

Introduction
Literature relevant to this dissertation is discussed in
Chapter II. The review is divided into three areas: (l) the defini-
tions, goals, and issues of global education; (2) a discussion of
research and related literature on American students in an overseas
environment, and (3) a discussion of social studies curriculum inno-

vation and its implications for global education.

Global Education: Definitions, Goals, and Issues

 

Definitions of Global Education

 

Various terms for a global type of education have been pro-

posed, including "world-mindedness, global awareness," "interna-
tional education," and, of course, ”global education" itself. In

recent literature, the term "global education" seems to have become
generally accepted. The question then arises: What is global edu-
cation? No standard answer to this question exists. In Guidelines

for Global Education, the Michigan Department of Education (l978)

 

defined global education as follows:

Global education is the lifelong growth in understanding,
through study and participation, of the world community and
the interdependency of its people and systems--social, cul—
tural, racial, economic, linguistic, technological, and
ecological. Global education requires an understanding of
the values and priorities of the many cultures of the world

10

ll

as well as the acquisition of basic concepts and principles
related to the world community. Global education leads to
implementation and application of the global perspective in
striving for just and peaceful solutions to world problems.

Anderson (l979) defined global education as "efforts to bring
about changes in context, in the method, and social context of educa-
tion in order to better prepare students for citizenship in a global
age." On the other hand, Marker (1977) wrote that global education
is "a way of thinking about the world, which can be characterized by
the notion of 'spaceship earth'--that we are all in this thing
together and that the fate of some of us is quickly becoming the
fate of all of us."

In an article entitled "Global Education," Lestma (1978)
listed and defined five components of global education:

1. "Unity and diversity of mankind." This component encom-
passes the concept of all people sharing basic characteristics but
also recognizing and appreciating the differences that enrich the
whole family of man.

2. ”International human rights." This aspect of global edu-
cation emphasizes the belief that a proper concern for human rights,
without which maximum human development and potential cannot be
achieved, is necessary for effective citizenship.

3. "Global interdependence." This component recognizes the
fact that the countries and peoples of the world are fast becoming
inextricably bound together "through science, technology, trade and
business, monetary systems, transportation and communication systems"

(p. 8). Therefore, decisions must be based on what is good for our

world instead of simply what is good for our country.

12

4. "Intergenerational responsibility.” The consequences of
decisions we make and the actions we take today will have far-reaching
effects on future generations. World citizens must ensure that they
maintain the "health of the planet“ for the future.

5. "International cooperation." The problems facing the world,
i.e., poverty, conservation, allocation of resources, and hunger, are
not national but world concerns. Only through international efforts
can effective, peaceful solutions to these problems be found. National
concerns must give way to an international concern.

Becker and Anderson (T980) defined global education as fol-
lows:

Global education is an effort to create educational systems in
which children, youth, and adults come to do two things. On
the one hand, students learn to perceive and understand the
world as a single and complete global system; on the other,
students learn to see themselves as participants in the world
system and to understand the benefits and the costs, the
rights and the responsibilities, inherent in such participa-
tion. (p. 83)

Peters (1981) quoted a position statement on global education
adopted by the National Council for the Social Studies. He wrote:

In March 1981, the National Council for the Social Studies (NCSS)
adopted a position statement on global education. NCSS defined
global education as "the efforts to cultivate in young people a
perspective of the world which emphasizes the interconnections
among cultures, species, and the planet. The purpose of global
education [as NCSS sees it] is to develop in youth the knowledge,
skills and attitudes needed to live effectively in a world pos-
sessing limited natural resources and characterized by ethnic
diversity, cultural pluralism, and increasing interdependence.

(p. 12)

Anderson and Anderson (T977) asserted that there needs to be

a more adequate conception Of global education

13

as education for responsible citizenship involvement and effec-
tive participation in a global society; .. . as extension and
enlargement of the schools‘ traditional, time-honored respon-
sibility of preparing children for responsible and effective
citizenship. We must continue to try to prepare children for
citizenship in local communities and nations, but now we must
also educate them for responsible involvement and effective
participation in a global society." (p. 34)

King (l980) corroborated this assertion:

Global education studies provide the Opportunity for our
youth to gain exposure to diverse cultures, to better under-
stand the problems faced by the less deveIOped countries,
and to begin the critical thinking process needed in order
to fomulate solutions to these problems.

In defining global education, Gillion and Remy (l978) empha-
sized what such education involves.

Global education involves helping citizens--young and old
alike--develop the problem-solving capacities associated with
making thoughtful decisions; it involves helping people
develop the skill to make reasoned judgments about their own
international behavior and the decisions and actions of others;
it involves helping people develop the capacity to exert some
influence over international social and economic processes in
which they are inevitably involved. (p. 502)

As can be seen from the preceding literature review, most
authors agree that the term "global education" refers to the inclu-
sion Of a global dimension in the elementary— and secondary-school
curricula to help students develop an understanding and appreciation
of the similarities as well as the differences between peoples, and
to make students aware of the implications of interdependence for

the continued survival of humankind.

Goals of Global Education

 

Assuming one accepts the merits of global education as a

means of finding peaceful and effective solutions to pressing world

14

problems, decisions Should be made about the goals of global education
and how to achieve them. Mueller (l977) wrote that "given a broaden-
ing awareness of global interdependence it is quite possible that
education can become a productive instrument in the search for solu-
tions to the outstanding problems of humankind“ (p. 53). What, then,
are perceived to be the goals of global education?

King, Branson, and Condon (1976) suggested: ”In broad terms,
[global education] goals can be seen as a set of competencies that
enable individuals to participate in the world system in more respon-
sible ways than would be possible without such competencies" (p. 10).
The authors went on to identify four types of competencies:

1. "Awareness of involvement in the world system." This
involves helping individuals see how they are linked biologically,
ecologically, socioculturally, historically, and psychologically to
the world as a whole.

2. "Decision making.“ King et al. described this competency
as follows:

The participation of today's young people in the world system
will be more effective and responsible if they are competent
in (a) understanding their own self-interest as well as the
interests of others; (b) identifying possible alternative
choices; and (c) calculating and evaluating the consequences
of different choices. (p. l0)

3. Judgment making." This competency encompasses the ability
to make accurate and informed judgments about people's institutions
and social processes relative to the world system.

4. "The exercise of influence.” This competency entails

recognizing the fact that any effort one makes to effect change or

l5

make his/her opinions felt makes that person a more able and effec-

tive world citizen (pp. lO-12).

In its Guidelines for Global Education, the Michigan Department

 

of Education (1978) listed several goals for global education in a

school system. Such education should help students

1.

\lO‘lQ‘l-l>

goals

#(JON-d

Acquire ea basic knowledge of various aspects of the world:
geographic, cultural, racial, linguistic, economic, politi-
cal, historical, artistic, scientific, and religious.

Develop a personal value and behavior system based on a
global perspective. . . .

Understand problems and potential problems that have global
implications.

Explore solutions for global problems.

Develop a practical way of life based on global perspectives.
Plan for alternative futures.

Participate responsibly in an interdependent world. (pp. 6-7)

Anderson and Anderson (l977) elucidated the following four

as ones that should permeate all global education programs:

Competence in perceiving one's involvement in global society.
Competence in making decisions.

Competence in making judgments.

Competence in exercising influence.

King (l976) listed as goals of global education the following:

1. An understanding of the world as a system and how it can

influence one's own life.

2. A recognition that others may have viewpoints about the

interrelated world that differ from one's own.

3. An ability to make judgments and decisions about ways in

which the world system affects one's own life or community or nation.

l6

4. A perception that one's actions can have an influence on
some effects of world interrelatedness and a determination to exer-
cise that influence (p. iv).

In his book Social Studies in Elementary Education, Jarolimek

 

(l97l) listed specific objectives of a program designed to develop
international understanding. In such a program, students should learn
about

l. The interdependence of peoples.

2. The need for peaceful relations among nations.

3. Basic similarities and differences in peOples due to geo-
graphic, cultural, and historical considerations, to include an ele-
mentary understanding of the ways of living in the modern world.

4. Respect for the dignity of the individual, irrespective
of race or other factors over which he/she has no control.

5. The need to develOp a sensitivity to and respect for the
cultures of other peoples.

From the preceding discussion, it is clear that the primary
aim of a global education program is generally accepted to be the
development of a world citizen—-one capable of appreciating those
things that make peOple different as well as those that make them
alike. The world citizen would also have a sense of his/her own
capacity to make a difference, no matter how slight the efforts may
seem. Finally, this citizen would be able to make decisions in light
of how those decisions would affect not only his/her country, but the

entire world and future generations. According to Cleveland (l980),

17

Each morning's newspaper and each evening‘s newscast reinforces
the need for citizen competence. We must find ways to equip
American citizens with the knowledge, skills, and attitudes
they will need to function effectively as human beings and
policy makers in an increasingly interdependent world. (p. 22)

Global Education Issues

 

The issues involved in global education are many and varied.
They range from the course content selected to the evaluation of learn—
ing programs. One source of concern is how global education should be
introduced into or included in the school curriculum. Some individuals
believe that global education is the province of the social studies.
Tucker (1979) supported this position but warned that social studies
could go in different directions in adopting a global perspective:
Choices will be made. Conceivably, social studies in the United
States (and_global education and social reconstruction) could
follow one of at least two directions. One direction is con-
sistent with the worldwide resolution Of raising human expecta-
tions and supports the fundamental tenets of improved physical,
psychological, and moral life for all Earth's peoples and nations.
Another direction could conceivably take a hard line toward the
poor nations and the poor within industrialized nations.
Mehlinger (l968) agreed with this position and called for
social studies professionals to reshape their curricula to "pertain
to planetary society." Marker (1977) also discussed the critical
need for action by members of social studies departments.
On the opposing side are Gilliwn and Remy (1978), Jarolimek
(T971), and Kenworthy (l978), among others, who viewed global educa-
tion as being a part of the entire school curriculum. Jarolimek
wrote: Teaching for world understanding can occur through experiences

the child has in music, art, science, literature, reading--in fact, in

almost any of the various curricular areas."

18

Both positions may have merit, but each one also has problems
that must be considered. School systems faced with reduced budgets
and pressure to return to the basics may be loathe to commit funds for
new courses. Teachers may also balk at having a new subject added
to an already crowded curriculum. Yet a commitment from administra-
tors and instructional staff is requisite for success, no matter what
method of introduction is chosen.

Ethnocentrism is another consequential issue in global educa-
tion (Boulding, 1968; Keach, 1968; Leetsma, 1978; Mehlinger, 1968).
Tucker (1979) summed up the problems: "Education for a global perspec-
tive cannot be entered into lightly in a nation where historically
attitudes towards the rest of the world have often been negative and
isolationist." This isolationist attitude, coupled with the current
financial and public—relations problems of school districts nation-
wide, could create pressure to shelve global education in favor of
what the community may perceive as more pressing priorities (Tye &
Benham, 1978). However, as pointed out earlier, Americans can no
longer afford attitudes that are just locally and nationally based.

Some parents and others may fear that global education will
weaken the allegiance youths feel toward their own country. Jarolimek
(1971) addressed this issue: "Teaching for world mindedness should
not and need not conflict with developing within the child a basic
loyalty to and love for his own country."

Teacher education must also be considered a global education
issue. The introduction of a new curriculum often elicits expressions

of dismay from teachers. Teaching about the world and doubting their

l9

ability to do so cause educators much consternation. According to
Collins (1978), "Most educators attempting to deal with global studies
are handicapped by their lack of formal training, their unfamiliarity
with the teaching techniques and materials being advocated and their
lack of personal cross-cultural experiences."

In an article entitled "Attitudinal Change of a Radical Sort,"
Graham (1980) stated that "before we can bring a global perspective
into the schools, . . . we have to develop one among the faculty"

(p. 36). He went on to say that
The major hurdle is teaching children for the world that lies
ahead by teachers who know only about the world that lies
behind. Since most teachers are tenured, the major focus
should be on professional development, in the short term, not
only in social studies but in math and science as well. (p. 37)

Burn (1980) noted that

An impressive amount of work has been done on the development
of curricula for teaching about other countries in our schools.
A major gap is the lack of programs through which teachers can
learn about these efforts and collaboratively work with each
other and with international studies experts to translate these
studies into classroom programs. This requires a recognition
of the priority needed for international studies from the
authorities who make these determinations, a recognition con-
verted into such practical concerns as our reward system for
teachers, released time, funding for teachers to participate
in special programs on internationalizing curricula, and sig-
nificantly widened exchange programs with other nations.
(p. 52)

Various approaches to developing teacher competence in global
education were cited in the literature. Stearns (1969) listed three
areas of competencies that should be "demanded of teachers who are
concerned with improving the 'world-minded' dimensions of education."
The three competency areas were those related to knowledge, apprecia-

tion, and skills.

20

The literature reviewed for this study generally agreed that
the nation's teacher-preparation institutions should prepare pre-
service teachers for global education. Posvar (1980) added, ”There
is an implicit responsibility for higher education to deal effec-
tively with the world view, and along with it a marvelous opportu-
nity, the chance to stretch and mold universities and colleges into
a new kind of public service" (p. 24). Further, Boulding (1968)
stated that

It could well be that the next fulcrum from which the earth
might be moved will be the teachers colleges and universities
which have grown out of them, but which still specialize in
the training of teachers. A program in the international
system for the teachers of teachers would have a multiplier
effect and could bring about quite rapid change" (p. 648)

Various programs have been proposed for developing a global
education background in practicing teachers, as well. Among the
programs commanding the most recent attention is teacher in-service.
On the whole, however, teacher in-service programs have not been
effective (Schiffer, 1978; Wiley & Kindsvatter, 1978). Wilen and
Kindsvatter cited lack Of teacher input, teachers' negative attitudes,
and lack of ”sufficient intensity to create a critical impact” as
reasons for in-service failure. Full staff involvement in assessing
needs and in designing staff-development programs have been suggested
as measures increasing the likelihood of program success (Jenson,
Beta, & Zigarmi, 1978; Kelly & Dallon, 1978; Porter, 1978).

In summary,

Educators are the single most important group in helping generate

a critical mass of citizens capable of recognizing the global age,
its impact on their future life, and their responsibilities as

21

American citizens in an interdependent world. There are clear
implications in this responsibility for the education of edu-

cators, both preservice and inservice, beginning with the need
for1331 educators to become more world-minded. (Leestma, 1978,
p.

Perhaps the issue of most concern in global education is
course content. Proponents of infusing global education into all
curriculum areas feel that the content should be an extention or a
broader interpretation of the subjects already taught in schools.
Gaddy (1980) described such a curriculum as having "a broadened inter-
national perspective and a deepened understanding of the subcultures
within the United States. . . . Courses having a truly international
focus will be incorporated into the instructional offerings" (p. 33)

Groennings (1980) observed,

Of course, textbooks already reflect changing realities by pre-
senting contemporary American history in an increasingly inter—
national context. Yet the new international realities affect
all fields, not just history or the special domains of social
studies teachers. (p. 35)
Marker (l977) maintained that existing social studies courses could
be broadened as an alternative to establishing new courses, in the
face of severe budgetary limitations and declining enrollments.

Other writers believe that separate courses are needed to
educate students for a global society. What, then, should be the
content of these courses, whether they are infused into existing
curriculum or allowed to remain separate? Keach (1968) wrote, "In
many programs, there is a mass not only of unrelated factual material,
but also of outdated factual materials" (p. 244). Keach went on to

say that "the problems of the programs are compounded when we face the

decision as to what to add or delete in our coverage of the world."

22

If the goals of global education are to be achieved, teachers and
curriculum committees should be careful to select course materials
that will lessen ethnocentric notions and feelings.

Program evaluation is another area of concern. The major
problem in this area stems from the fact that many of the goals and
objectives to be measured are in the affective domain (Keach, 1968;
Kenworthy, 1969). Keach summarized the problem:

Some of the difficulties . . . lie in our present state of
ignorance of evaluative techniques, useful to the classroom
teacher, that could indicate the extent to which we have modi-
fied or strengthened attitudes, values, problem-solving skills,
etc.

Long and King (1964) reported on an exemplary experimental
program designed to integrate the concept of world-mindedness into
the curriculum. In explaining the evaluation of the program, the
authors reported that the results of their survey of attitudes and
interests were "obscure." After giving several possible explanations
for this obscurity, they concluded:

The problem may be simply one of measurement. The Attitude
Survey used in the present evaluation may have lacked the
degree of reliability, and what is probably more pertinent
here, the degree of validity appropriate to the issue under
consideration. For that reason it may not have been suffi-
ciently sensitive to measure the kinds of attitudinal changes
that may in fact have taken place.

Keach suggested that attention be given to Hess and Easton's
(1962) analysis of political socialization of children. He felt there
are "implications in this line of research for developing modes of
evaluation to ascertain children's attitudinal growth." He also

stated that techniques like DiVesta's (1966) Semantic Differential

Technique and Berelson's (1959) content-analysis models would be

23

"extremely helpful in developing new creative approaches to the
thorny problem of evaluation." The development of accurate, effi—
cient, and sensitive measures that provide the necessary feedback
so that both teaching and learning can be improved is essential.

Research and Related Literature on American
Students in an Overseas Environment

 

 

Relatively few researchers have gathered data on American
students overseas. Much of the material is dated, but some of the
findings of earlier research are applicable to the current study.
The overwhelming preponderance of studies have dealt with American
college students who have participated in overseas-study programs
and undergraduate students who have returned from extended stays
overseas to continue their education in the United States.

In examining changes in the "attitude of world-mindedness“
in college students who studied abroad during the summer as an exten-
tion of their studies in Justin Morrill College at Michigan State
University, Kafka (1968) found that

1. Exposure to another culture did not ensure favorable
changes in attitudes toward that culture.

2. Exposure to a foreign culture ”reinforced appreciation
for the homeland at the expense of the nation visited.“

Selltiz and Stuart (1962) reported similar findings in a
discussion of research involving foreign students in the United
States-—a reverse of the Kafka study. The authors wrote: "There is

considerable evidence that the sheer fact of having been in another

24

country, even for an extended period of study, has quite limited
effects on attitudes toward that country” (p. 10).

In discussing the changes in exchange students' attitudes
toward other peoples, Kelman (1968) wrote:

Studies of exchange students and other social-psychological
investigations provide a number of hints about the variables
determining the probability that favorable attitudes will
develop. An important variable, for example, is the opportu-
nity the visitor has for genuine contact with nationals of
the host country and for involvement in various aspects of
its life. Another important and Obvious factor is what hap-
pens in the course of the contact--what treatment the visitor
receives at the hands of the host. (p. 73)

Hensley (1978) reported the results of a study he conducted
on the effect of a semester abroad in a political science program on
the attitudes and behavior of college students at Kent State Univer-
sity. He concluded that relatively brief experiences in another
culture produced only a limited positive change in attitudes and that
claims about the potential of overseas-study programs to produce such
changes should be "carefully scrutinized."

Gleason (1969) focused on students who had lived overseas for
varying lengths of time before returning to undergraduate studies in
the United States. He concluded that the most positive "world-minded"
responses came from students whose stay in the foreign country had
been of a long duration (between five and seven years). He also found
that "three or more moves overseas were reported by students who gave
the most positive world-minded responses in comparison to students who

reported one or two moves overseas and gave fewer positive world-minded

responses."

25

One of the purposes of Murphy's (1974) research was to inves-
tigate selected effects of overseas study. The experimental group was
composed of Indiana University students in an overseas-study program;
the control group was non-overseas-program students. A Worldminded-
ness Scale was administered in fall 1973 and again the following
spring. Murphy found there was

some evidence to suggest world mindedness for students might
be enhanced by studying overseas. The result, however, is
inconclusive considering the narrow margin, although signifi-
cant, between the mean scores of the overseas study group and
the campus group.

Downie (1976) investigated a group of American youths who had
graduated from overseas American schools and returned to the United
States to attend college, to determine some aspects of their identity
formation. He found that

1. These students had to "set aside" their third-culture
experience because their peers could not relate to it.

2. Although these students desired and pursued friendships,
they felt the relationships would be short-lived.

3. The students were able to cope with and adapt to their
overseas environment but had ambivalent feelings toward their own
country.

4. They experienced difficulty in finding a group with which
to identify and engaged in activities to achieve status.

5. The students' long-range plans included life-styles and
career goals that would involve them in international life.

In 1980, Stoddart explored the notion that the overseas

American school is an ideal environment in which to develop

26

international and intercultural understanding. She conducted the
research in a Spanish-speaking country over a six-month period.
Stoddart Observed that groups that maintained positive relationships
were those required to work together to achieve a common purpose.
She also noted that in attempting to replicate quality American edu-
cation, the overseas schools had transplanted "classroom techniques,
curricula, and classroom organization that promoted competition and
individualism rather than cooperation." Stoddart recommended that
schools should take measures to counteract forces, both personal and
environmental, that encourage the segregation of groups.

Duffey (1976) conducted a study to determine whether students
in overseas American schools had international understanding, and if
they did, whether it was greater than that Of students who had not had
overseas experience. He found that students who had lived overseas a
year or more scored significantly higher on the Worldmindedness Scale
than the control group of students who had had no international experi-
ence. The finding confirmed those of Gleason (1969), discussed before.

It is apparent from the results of the aforementioned studies
that such variables as length of time overseas, kind and number of
experiences with people of the host nation, and ability to overcome
ethnocentric attitudes directly affect the quality and strength of a
student's responses to other nations and peoples.

A few studies have been undertaken to assess elementary—school
students' interests, knowledge, and attitudes with regard to global
education. Armstrong (1979) investigated the influence of the instruc-

tional materials of the Global Studies Project on middle-school students'

27

international attitudes. He used a pretest-posttest design. Results
of the study indicated that the Global Studies Project materials can
influence students' ability to ‘
understand and accept the perspectives of foreign peoples.
There are indications, however, that this reciprocal under-
standing may be limited by the students' inability to over-
come ethnocentric bias when asked to identify the probable
preferences of foreign peoples.

Richards (1979) developed a Worldmindedness Scale to evaluate
three types of schools in Michigan: (1) those funded for global edu-
cation and claiming a high emphasis on this topic in the curriculum,
(2) schools not fundedlmrtclaiming an emphasis on global education,
and (3) those neither funded nor claiming an emphasis on global edu—
cation. The author concluded that there was no significant differ-
ence among students in the three types of schools in terms of the
world-mindedness they exhibited.

In an effort to form a data base from which appropriate
global education programs could be developed, Schmit (1975) adminis-
tered questionnaires to fourth-, fifth-, and sixth-grade students.
Analyzing the data in three categories--cognitive, attitudinal, and
interrelationships between the two--Schmit concluded that the stu-
dents knew very little about the world environment, but those who knew
the most tended to be the least chauvinistic.

In 1974, the Educational Testing Service (ETS) conducted a
study under the auspices of the United States Office of Education.
ETS developed a test entitled Other Nations, Other Peoples: A Survey
of Student Interests, Knowledge, Attitudes, and Perceptions (ONOP).

The purpose of this test was to explore the interests, knowledge level,

28

attitudes, and perceptions of school children in the United States
toward other nations and peOples. Data were collected and examined to
determine whether there were differences based on geographical loca-
tion, grade level, or sex. Additional data were collected on students'
backgrounds to determine if relationships existed between students'
knowledge, attitudes, community, family, sex, or other individual
student variables. An effort was made to investigate teacher knowl-
edge, attitudes, and perceptions to explore the relationships that
might exist between teacher characteristics and student variables.

The student sample comprised 1,728 students randomly selected
from 55 to 60 schools in 27 states. Approximately 550 to 600 students
in each of grades 4, 8, and 12 were tested in fall 1974. Information
was gathered from 315 social studies teachers from grades 8 and 12.

Data were collected on the following variables: languages and
nations recently studied; sources influencing students' views and
attitudes toward other nations and peoples; nations students would
like to study or visit; knowledge regarding the locations, character-
istics, and conditions of selected countries; and student attitudes
toward other nations and peoples.

Teacher information included the countries teachers most
enjoyed teaching about and why, countries that received the most
attention in courses taught, and teachers' perceptions of items that
most influenced their students' attitudes toward and Opinions about

other nations and peoples.

29

ETS developed four student-survey instruments for each grade
level: a Background and Interest Questionnaire, a Knowledge Test,
and separate measures of attitudes toward and perceptions of other
nations and peoples.

The Knowledge Test was designed to gather information about
student knowledge of six selected countries: the United States,
Mexico, France, Egypt, the People's Republic of China, and the Soviet
Union.

Criteria for ETS's selection of countries included important
nation status, high visibility in the mass media, some his-
torical significance for the students, and assurance of a
wide range of geographical and cultural characteristics.
(Pike & Barrows, 1979, p. iv)

A general overview of the results Of this study is presented

on the following pages. More thorough information can be obtained by

reading Other Nations, Other Peoples by Pike and Barrows (1979).

 

Data regarding languages studied showed that 50% of the
eighth graders and 70% of the seniors had studied at least one for-
eign language. A relationship of high proportion was found between
use tyf the language at home and a desire to study it. Both eighth
and twelfth graders reported having studied the same countries: the
U.S.S.R., England, France, and the People's Republic of China.

In the student-interest section, students were asked to select
countries they would "like to live in for six months." Fourth
graders most often chose Mexico, Canada, England, France, Spain, and
Japan, in that order. Eighth graders changed the rank order of popu-

larity and chose England, Mexico, France, Canada, Spain and Italy

30

(a tie), and Japan. Twelfth graders indicated a preference for
England, Canada, France, Italy, Spain, Mexico, and Japan, in that
order.

At grade 4, there was a high correlation between the countries
students wanted to study and those they selected to "live in for six
months." Both eighth and twelfth graders, however, exhibited much
more differentiation between the two aspects of "study" and "live in
for six months."

One result on the map-locations section of the Knowledge Test
proved interesting. Seventy-two percent of the fourth graders, 82%
of the eighth graders, and 88% of the twelfth graders correctly
located the United States on an outline map of the world. According
to Pike and Barrows, "there is not much cause for satisfaction in the
results at either the eighth or twelfth grade levels" (p. viii).
Serious gaps existed in the students' awareness of the location of
other geographic areas and their knowledge of the Middle East, Africa,
American government, and Western Europe.

Summing up the findings of this extensive study, Pike and
Barrows wrote:

On the positive side, it shows the student interest that schools
have to build on early in the educational process. . . . The
level of international understanding revealed by this study is
not nearly good enough, not for American students and future
voting citizens who face the increasingly interdependent world
of the present and the foreseeable future. (p. xii)

The present study is a partial replication of the ONOP study.
In ensuing chapters, comparisons are made between the 1974 population

and the 1983 overseas-student population on the Knowledge Test, the

Attitude Test, and parts of the Interest and Background Questionnaire.

31

Social Studies Curriculum Innovation and
Its ImplicatiOns for Global Education

 

 

Many Of the issues, problems, and inquiries that characterize
the concerns of global education have also been a concern of social
studies since its inception. Throughout the literature concerning
global education, one encounters the question, "What are the implica-
tions Of global education for the social studies curriculum?" (Marker,
1977; Tucker, 1979). Recognized leaders in the curriculum area are
voicing their concerns and are developing techniques for accomplish-
ing the goals of global education. Although the infusion Of global
perspectives will cause some upheaval and repercussions in many cur-
riculum areas, the most radical of these changes will probably occur
in the area of social studies.

AS a part of its position statement on global education, the
National Council for the Social Studies (Peters, 1981) recommended
that the social studies should emphasize the following points:

. that human experience is an increasingly globalized
phenomenon in which people are constantly being influenced by
transnational, cross—cultural, multi-cultural, multi-ethnic
interactions;

. that humankind is an integral part of the world
environment;

. the linkages between present social, political, and
ecolOgical realities and alternative futures;

. . citizen participation in world affairs. (p. 12)

In the social studies introduction to the Global Education

 

Curriculum Handbook of the Livonia, Michigan, Public Schools, Swift

 

(1981) stated:

Teaching teams, shared resources, annotated books, lists,
integrated curriculum units, community involvement, reading
and discussion, simulated global issues, multi-cultural

32

studies, out-of—school experiences, and the use of the media
can all emphasize our interdependence. Many of the foregoing
must be used in a global education program. We simply do not
think, operate our lives on academic disciplines such as social
studies, English, math or science. We operate in terms of
values, choices, and a Gestalt awareness. (p. 12)

The issue of interrelating all curriculum areas in the presen-
tation of global education concepts presents yet another challenge to
social studies professionals. To prevent global education from con—
tinuing "to be viewed simply as another patch to be added to the
already crowded curriculum quilt," Gillion and Remy (1978) suggested
a program with five characteristics: recognizing and involving all
areas of the elementary-school curriculum, capitalizing on the local
community as a laboratory for study, using other institutions as
potential areas of international learning for children, learning for_
something rather than about_something, and infusing global education
throughout the elementary—school teacher-preparation programs
(pp. 501-502).

Bannister (1965) criticized the existing state of the social
studies and proposed eight ingredients for a dynamic new social
studies program:

1. Freedom to break with tradition.

2. A community that is willing to let teachers experiment.

3. An administration that is willing to let teachers
experiment.

4. Wide-awake educators who are sensitive to the needs of
children and of society.

5. Imaginative educators who are able to develop new content

and methods.

33

6. Skilled educators who are able to teach effectively.

7. Confident educators who are able to try new ideas without
feeling insecure.

8. Flexible educators who are willing and able to change the
curriculum to meet the changing problems of society (p. 172).

Mehlinger (1968) wrote,

If one accepts the role of formal courses in the social studies
to include providing students with concepts that enable them to
perceive more meaning in the contemporary world, it should be
possible to convince social studies teachers that some concepts
students need to acquire pertain to planetary society. It is
not necessary to create entirely new courses to do the task.
Curricular offerings can be reshaped to suit new purposes. 01d
courses are always in the process of change as a result of new
ideas. (p. 685)

Marker (1977) supported the idea of adding global perspectives

to existing courses instead of adding courses to the curriculum. He

observed,

With school enrollments declining and many school systems experi-
encing severe budgetary problems, this is not the time to call
for a new global studies course. Such a course could surely be
categorized as an elective at the very time that other social
studies electives are being eliminated. Instead, it seems more
realistic to develop materials and prepare teachers to add a
global dimension to the courses which are already in place in

the social studies curriculum. (p. 18)

Tucker (1979) wrote,

Education for a global perspective cannot be entered into
lightly in a nation where historically attitudes toward the

rest of the world have often been negative and isolationist.
Social studies educators in the United States who have posi-
tive attitudes toward education for a global perspective must

be sensitive to these realities and to the consequences of

the potential range of future choices within education for a
global perspective. In the final analysis, social studies
education and social reconstruction will be judged on the
particulars, not the generalities, Of global education. (p. 100)

34

Mm

If global education is to be accepted as the vehicle through
which future generations will be educated to assume the responsibili—
ties of world citizenship, a commitment to this type of educational
program is needed from every segment of our society. In particular,
the educational community must accept the challenge of establishing
effective programs that show they are meeting desired goals through
the actions and attitudes of their students. Many authors and leaders
in the field of social studies have addressed the issues and goals;
some have translated them into suggested programs, techniques, and
materials.

Research on assessing the attitudes, interest, and current
level of children's global knowledge has been minimal; however, the
research that has been done has indicated much more needs to be done
to achieve the necessary goal of creating world-literate persons.
Research data are needed to answer questions about attitudes before
effective methods can be found to stimulate positive attitudes about
other nations and peoples.

Even though few studies have been conducted on the experi—
ences of students in an overseas environment, these students represent
a large segment of the American youth population. Researchers have
indicated that these students' experiences can contribute greatly to
the body of knowledge from which global education programs will be
designed. A study of these students and their experiences can help

educators objectively evaluate the intercultural experience and

35

perhaps find better methods of accomplishing the goals of global

education.

CHAPTER III

POPULATION, DESIGN, AND METHODOLOGY

Introduction

 

Chapter III contains an explanation of the methodology used
in conducting the study. In the first section, the populations from
which data were collected areidentified and defined. Procedures used
in collecting data are discussed, and the research instruments used
in the study are explained. The last section details the statistical

treatment of the data and the methods of reporting the findings.

The Student Populations

 

Two eighth-grade populations in an overseas setting were the
focus of this study. One group comprised students in a Department of
Defense (000) school, and the other comprised students attending an
international school. Both schools are located in the suburbs of a
major Japanese city and are within 15 miles of each other. This
researcher taught at the international school for two years and has
taught for ten years in DOD schools.

A brief background of the international-school structure is
presented here to clarify the term "international school." The inter-
national schools were established for two purposes:

1. To provide an American-style education for the children

of Americans living overseas for diplomatic, business, or religious

36

37

purposes. (A major concern of parents who must take their children
overseas for extended periods is that the children be properly pre-
pared for eventual entrance into American institutions of higher
learning.)

2. To serve as models of American education for citizens
of the foreign country in which they are located.

International schools are of various sizes and organizational
structures. Some are church related, others are company owned, and
still others are American—sponsored independent schools that are
eligible for assistance from the Office of Overseas Schools of the
United States Department of State. The students who participated in
this study attended an American—sponsored independent school.

Paul Luebke (1974), Deputy Director of the Office of Overseas
Schools in 1973, explained the criteria for governmental assistance:

The criteria governing assistance, in simplest terms, require
that a school seeking assistance provide adequate educational
opportunity (similar to that available in schools in the
United States) for dependent children of U.S. Government per—
sonnel stationed abroad, and that it foster mutual understand-
ing between the people of the United States and the people of
other countries through its admission policies, professional
staff, program of instruction, and activities. The finer
points include additional requirements: the school must have
been founded by and be operated by American citizens or by
groups including Americans; there must be an appropriate num-
ber of U.S. Government dependent children enrolled; local and
third country children should be included in the enrollment if
local laws and regulations permit; the language of instruction
is to be English or both English and the host country language
if the school is a bi—national school; the curriculum is to be
based on American patterns or at least be bi—national in con-
tent and methods; textbooks and other instructional materials
are to be primarily American; the school must provide evidence
of sound management; other similar qualifications may be
required. With certain exceptions, church-related and company-
operated schools are not eligible for assistance. To establish

38

eligibility, a school applies to the local American Embassy or
Consulate. If it concurs with the application, the Foreign
Service Post may request the Department of State to make a
dgtezmination of eligibility and consider granting assistance.

The administration of the international school is headed by
a board of directors consisting of parents of students enrolled in
the school and/or others with a vested interest in the school. The
board meets regularly to make decisions on such issues as teacher
salaries, budget, and policies. Directly below the board in the
organizational hierarchy is the headmaster, whose job includes act-
ing as liaison between the board and the staff, coordinating expendi-
tures, and implementing and retaining policies for the school as a
whole. The respective principals are next in the hierarchy. The
school at which this study was conductedluulthree principals. One
was responsible for the nursery-kindergarten, which was located in
another area; one supervised the elementary school, K-6; and one
oversaw the high school, K-12. The last two principals were located
on the same campus.

Most independent schools raise money chiefly through tuition.
Donations from businesses, alumni, and friends are additional sources
of income, as are fund-raising events, which are scheduled at various
times throughout the school year.

Students who attended the international school and participated
in this study lived in a metropolitan area. The school is located
in a suburb, and the students commuted by train. Buses transported

elementary-school students to the campus. Parents of the students

were either embassy personnel, businessmen, missionaries, or Japanese

39

nationals. To attend a school other than a Japanese one, Japanese
nationals must secure permission from their government. Parents
might be granted such permission if they have been out of the coun-
try with their child for a number Of years as employees of business
firms or the diplomatic corps and therefore have been unable to pro-
vide a Japanese-style education for their children.

The eighth-grade population of the international school
included in this study had the following composition: 70% were
American, 16% were Japanese nationals, and 14% were of other back-
grounds (Canadian, Northern European, Dutch, Swedish, Thai). Many
of these "other background" students had lived for extended periods
in the United States. For many of the students in the international
school, this was not their first experience in an overseas environ-
ment. Eighty-four students in the international school group were
tested, of whom 16 had never visited the United States. Six students
who were not American citizens, but had lived in the United States
for periods of one to four years, were also included in the sample.

000 schools were established after World War II to provide
elementary and secondary education for the children of U.S. armed
forces personnel and 000 civilian personnel stationed throughout the
world. Among other things, these schools make it possible for fami-
lies of servicemen and American civilians working for the United
States government to accompany them to overseas locations.

The 000 overseas school system is one of the nation's largest.
Approximately 163,000 American students attend 000 schools in 26

countries throughout the world—-in Europe, Asia, Africa, and various

40

other areas. The system employs approximately 8,500 staff personnel,
of whom 7,000 are involved in the instructional program. 000 schools
are supported logistically by the branch of service responsible for
the schools in that particular area. For the Pacific Area, in which
this study was conducted, the Air Force is the responsible branch

of service.

Members of the DOD eighth-grade group lived on a headquarters
military base, where it was possible to have little or no contact with
host nationals. These students were all American citizens of Caucasian,
Black, Japanese-American, and mixed parentage. Their parents were
military personnel, DOD civilians, or employees of other government
agencies. Twenty-five of the 61 students in the population had lived
overseas for three years or longer. This group tended to be more
stable than the average military population because the mandatory
tour of duty for this particular base was three years, and extensions
could be obtained upon request. Only 17 of the students in this group
had been overseas for less than one year. Also included in this group
were two students who were American citizens but had never lived for
any appreciable length of time in the United States. It was not
uncommonikn~the high school graduating class on this base to include
students who had attended the three schools located on the base from
kindergarten through twelfth grade. Some students in the international
school had attended that school for the same length of time.

In the international school, the eighth grade was part of the

high school. The 000 school's eighth grade was located in a middle

41

school that was adjacent to the high school but had a separate
administration and staff.

As stated before, 16 of the students in the international
school population were not American citizens. The data generated for
these students were analyzed separately. Because of the small size
of this group, no valid conclusions or comparisons can be drawn.
However, the data are presented, where appropriate, as a matter of
interest to the reader and perhaps as a stimulus for further study
of the reactions of non-American students in an American school.

Both schools provided many cultural and social opportunities
for students to have positive experiences with the Japanese people.
Dance troupes often performed at both schools, and both required
Japanese-culture classes at the elementary-school level. A Japanese-
1anguage class was offered at the secondary level in the international
school. Both schools sponsored exchanges in which students visited in
Japanese homes and then reciprocated in the American homes. Field
trips were customary in both schools.

The majority of students in both schools (82%) had lived in
the United States. (See Table 3.1.) A higher percentage of students
in the 000 school population (92%) than in the international school's
American-citizen population (86%) had lived in the United States.
Eight percent of the students in the 000 population reported that they
had never lived in the United States. All of the non-American students
who reported that they had lived in the United States were females
(43%).

42

Table 3.1.--Length of time students had lived in the United States
(in percent).

 

 

School and Sex Percentage
International school 86 (total)
Male 87
Female 85
Department of Defense school 92 (total)
Male 91
Female 94
Non-Americans (international school) 71 (total)
Male 0
Female 43
Total (both populations) 83

 

Regarding length of stay in the United States, 79% of the
international school students and 78% of the DOD school students indi-
cated that they had lived in the United States "5-10 years." A two-
way analysis of variance (ANOVA) was computed to determine if there
was a significant difference between school or sex and time spent
in the United States. (See Table 3.2.) An F score of 6.314 with a
significance level of .013 was obtained for the comparison between
males and females. For this population, males had spent significantly

less time in the United States than girls.

43

Table 3.2.--Length of stay in the United States (ANOVA).

 

 

. . Sum of Mean Significance
Source of Variation Squares Square F of F
Main effects 4.793 2 2.396 3.287 .041
School .147 1 .147 .202 .654
Sex 4.603 1 4.603 6.314 .013

 

Forty-four percent of the students in the international school
population and 60% of those in the 000 school population had spent
1-2 years in Japan. An analysis of variance between males and females
yielded another significant difference. A higher percentage of
females (75% international school, 90% 000 school) had spent 1-2 years
in Japan than had males (17% international school, 33% DOD school).
Non-American females indicated having spent more time in Japan (3-4
years) than males (1-2 years).

Results for the entire study population from both international
and 000 schools showed that 22% of the students had lived in the United
States l'5-10 years," and 28.8% had lived in the United States for more
than 10 years. Results for the time spent in Japan show that the
largest percentages were for "1-2 years" (32.9%) and "5 or more years'I
(31.5%). (See Table 3.3.)

Other percentages descriptive of the entire population showed
that 46.6% of these students had been born in the United States,
although 82% of them were American citizens. A relatively high per—
centage (64.4%) of the students could read and/or speak a language

other than English. A significantly higher number of students in the

44

international school than in the 000 school indicated having this
ability. A high percentage (80.8%) of the students' parents spoke
English regularly in the home. (See Table 3.4.)

Table 3.3.--Length of stay in Japan--entire population (in percent).

 

 

Length of Stay Percentage
Less than 1 year 21.9
1-2 years 32.9
3-4 years 13.0
5 or more years 31.5

 

Table 3.4.--Student background information—-entire population
(in percent).

 

 

Student Background Percentage
Students born in United States 46.6
Students who were American citizens 82.9
Students able to read or speak 64.4
a foreign language
Fathers born in United States 69.9
Mothers born in United States 53.4
Parents regularly speaking English 80.8

at home

 

45

Seventeen countries plus the category "Other” were listed for
students to indicate the birthplaces of their fathers and their mothers.
The United States was the highest-percentage birthplace for both
fathers (69.9%) and mothers (53.4%). The second highest percentage
for fathers was "Other" (9.6%), and the third highest percentage was
Japan (8.9%). For mothers, the birthplace with the second highest
percentage of responses was Japan (23.3%), and the third highest was
"Other" (11.6%). A complete list of birthplaces for students and

parents appears in Table 3.5.

Table 3.5.-~Birthp1ace of students and parents in the 1982 overseas
population (in percent).

 

 

Country gfigdggige Fathers Mothers
Canada ... .7 .7
China ... 1.4 ..
Cuba .7 1.4
East Germany .7
England .7 ...
Japan ... 8.9 23.6
Mexico .. .7 .7
Philippines 2.1 2.1 4.1
Taiwan 1.4 2.7 2.1
United States 46.6 69.9 53.4
West Germany .8 ... 1.4
Other 33.6 9.6 11.6

 

46

There was no significant difference between groups in terms of
students' estimate of their grade points. However, a significant dif-
ference existed between the sexes. In both populations, males esti-
mated their grades to be lower than did females. (See Tables 3.6 and

3.7.)

Table 3.6.--Students' grades in school--entire population (in percent).

 

 

Grade Point ngglgfigy Percentage
90-100 16 11.0
85-90 37 25.3
80-84 32 21.9
75-79 28 19.2
70-74 13 8.9
65-69 13 8.9
60-64 3 2.1
Below 60 1 .7

 

Table 3.7.—-Students' grades in school, by sex (in percent).

 

Grade Point International 000 School International 000 School

 

School Male Male School Female Female
90-100 7.9 6.5 15.6 13.8
85—90 18.4 22.6 28.1 31.8
80-84 7.9 29.0 34.4 20.7
75-79 28.9 9.7 18.8 27.6
70-74 10.5 22.6 ...
65-69 15.8 6.5 3.1

60-64 5.3 3.2

 

47

The highest percentage of males in the international school

(28.9%) estimated their grade-point average at 75-79, and DOD school
males (29.0%) estimated theirs at 80-84. Females in both populations
indicatedsignificantlytfigher averages than did males. International
school females (34.4%) estimated their grade points at 80-84, and

000 school females (31.8%) estimated theirs at 85-90. This pattern
was consistent in the non-American group, also. The highest percent-
age of non-American males (37.5%) estimated their grade-point average
at 65-69, and non-American females (42.9%) estimated theirs at 85-90.

(See Table 3.8.)

Table 3.8.--Non-American students' grades in school (in percent).

 

 

 

. Non—American Non-American
Grade POInt Males Females
90-100 ... 28.6
85-90 12.5 42.9
80—84 12.5 26.6
70-74 25.0
65-69 37.5
Below 60 12.5
Methodology

 

This researcher administered the tests used to collect the
data for this study at both the international school and the 000 school
in Japan. At the international school, the entire eighth-grade class
was tested in a single period. The test was timed according to limits

suggested in the administrator's manual for the original study: 25

48

minutes for the Describing Other Nations Test, 10 minutes for the
Interest and Background Test, and 30 minutes for the Knowledge Test.
The researcher read the directions to the students as they followed
along on their printed copies. After each set of directions was read,
students were allowed to ask questions to clarify anything they did
not understand.

Identical procedures were followed for testing in the 000
school, except that scheduling in this school did not permit a single
testing period. The testing was done in two days; the class periods
designated for science were chosen because all eighth-grade students
could be conveniently tested during those times. On the first day,
all classes took the Describing Other Nations Test and the Interest
and Background Test. They took the Knowledge Test the second day.

All test materials were precoded with numbers for identifi-
cation of testing materials belonging to the same students. Names

were omitted to insure confidentiality.

Study Design

 

This study was an extention of research conducted by the
Educational Testing Service in 1974. Therefore, the instruments used
in the 1974 study were also used in this study. ETS granted this
researcher permission to replicate the Other Nations, Other Peoples
study. In addition, ETS provided the test instruments, which had
been validated by that agency and for which national norms had been

established.

49

Three instruments designed for an eighth-grade population
were included in the set used in this study. The tests were designed
for paper-and pencil administration. The manual was issued by the
researcher. Words and phrases were substituted, as appropriate, to
ensure their pertinence to the situation. Instrumentation is dis-

cussed more fully in the following section.

Instrumentation
Three instruments used in the 1974 Other Nations, Other
Peoples study were also used in the present investigation. These

instruments are described in the following pages.

Background and Interest

Questionnaire

The Background and Interest Questionnaire sought such informa—

 

tion as the student's birthdate, sex, approximate academic standing,
country of birth, amount of time spent outside the United States, and
languages read. Questions were also asked about the country of birth,
languages spoken, and birthplaces of both parents. Additional ques-
tions concerned foreign-language and social studies courses taken,
nations studied, and kinds of reading done outside school.

In modifying this test for the present study, Items 1 and 2,
which asked for school location and student's name, were deleted. As
stated before, the test sets were numbered for identification purposes.
A letter was added to the identification number so that the researcher
could identify the respondent's school. Item 7, I'Have you lived in

the United States all your life?" was changed to read: "Have you lived

50

in the United States?" Item 7a, ”If 'no,‘ how long have you lived

in the United States?" was changed to read: "If 'yes,I how long have
you lived in the United States?" Item 9, "Have you ever lived for a
period of six months or more outside the United States?" was changed
to: "Do you read a language other than English?" Item 8 became, "If
you answered 'yes' to Question 7, write the name of the language you
read below." One addition to the test was this question: "Are you
an American citizen?"

A letter inside the test informed students that all responses
would be kept confidential and that they could leave any questions
unanswered if they wished. This letter from the initial study remained
intact, except that "I" was substituted for "we" to reflect the fact

that the present study had a single researcher.

Knowledge Test

 

As described in the original study, the Knowledge Test

was designed to measure students' attainment of basic informa-
tion about selected nations that could be related to their
attitudes and perceptions about these nations. The emphasis
in the test was ggt_directed specifically towards material
covered in school texts nor the past history of the nations
included. Rather, the test focused on basic information

felt to be needed by students in order to have at least a
rudimentary knowledge and understanding of current events.
(Pike et al., 1979, p. 3)

Six nations were represented in the questions posed on the test: the
United States, Mexico, France, the Soviet Union, China, and Egypt.
Other questions covered the following topics: the world, geography,

cultural issues, political affairs, and economic matters.

 

51

Only one alternation was made on this test. In Item 44, the
name of the new president of Egypt, Hosni Mubarak, was inserted
because of the death of Anwar El-Sadat. Other items remained
unchanged.

Describing Other Nations
and Peoples

 

 

In this measure, students were asked to indicate on a seven-
point scale between two opposite characteristics (e.g., good-bad)
their opinion about a country and its people. The name of a country
appeared at the top of each page in the first half of the test, with
22 descriptive terms beneath. The countries presented were the Soviet
Union, England, Israel, China, Egypt, Spain, the United States, France,
Mexico, East Germany, Japan, and India. In the second half of the
test, the same nations were used, but the words "The People of" pre-
ceded the name of the country appearing at the top of the page. An
example of the scales used under these titles is as follows:

mostly industrial workers—~most1y farmers
not free--free
good—-bad
untrustworthy--trustworthy
uneducated--educated
This part of the test was used to determine whether students might

view the people of a country differently than they viewed the country

itself.

Data—Analysis Procedures

 

Procedures the researchers in the original 1974 study used in

analyzing data were applicable to this study, as well. Data for the

52

Interest and Background Questionnaire were analyzed by using the
analysis of variance (ANOVA) technique. Scores were broken down
according to school and sex to determine whether statistically sig-
nificant differences existed between groups.

An item analysis of variance by school and sex was performed
for the Knowledge Test data. This test assessed the students' basic
knowledge of current events, of geography, and of six selected coun-
tries, including the United States. Items were grouped by nation and
world knowledge. A two-way analysis of variance was run to deter-
mine significance by school and sex and to discover whether there
were significant interactions between groups.

A two—way analysis of variance was also used to determine
whether significant differences existed between the two school popu-
lations and between sexes in terms of their desire to study or to
visit a particular country.

In the original 1974 Other Nations, Other Peoples study, five
factors were extracted from the attitude-data total of 22 factors on
a seven-point scale (i.e., good-bad). The factors chosen were
"Desirable people," "Rich/strong," "Desirable nation," "Small nation,"
and "People not." In this study, the five factors were used to run a
two-way analysis of variance by school and sex to determine whether
significant differences existed in attitudes toward other peoples
and countries as the two were combined in the analysis.

The level of significance was set at .05 for all tests. In

Chapter IV, the results of the data analysis are presented.

53

Hypotheses Tested

 

The following null hypotheses were formulated to analyze the
data for the international school and the 000 school students' global
knowledge, interests in studying and visiting other countries, and
attitudes toward other nations and peoples, as measured by the Other
Nations, Other PeOples test. The international school and 000 school
students' test results were compared between schools and between sexes.
In Chapter IV, subhypotheses of each major hypothesis are stated to
reflect these comparisons.

Ho]: There is no significant difference between eighth-grade
international school and Department of Defense school
students in terms of their selections of countries to
study.

H02: There is no significant difference between eighth-grade
international school and Department of Defense school
students in terms of their selections of countries to
visit.

H03: There is no significant difference between eighth-grade
international school and Department Of Defense school
students in terms of their knowledge of the United
States.

H04: There is no significant difference between eighth-grade
international school and Department of Defense school
students in terms of their knowledge of six selected
nations and their global knowledge.

H05: There is no significant difference between eighth—grade
international school and Department of Defense school
students in terms of their total Knowledge Test results.

H06: There is no significant difference between eighth-grade
international school and Department of Defense school
students in terms of their attitudes toward selected
countries and peoples.

 

54

Mm

This chapter contained a discussion of the population from
which the data were gathered. The population included eighth-grade
students attending an international school and a DOD school in
Japan. The methodology used in conducting the study was explained
in this chapter, as were the test instruments and the data-collection
procedures. The statistical measure used to analyze the data was
analysis of variance. In the last section, the null hypotheses for-
mulated for the study were presented. An analysis of the data

gathered in the study may be found in Chapter IV.

 

CHAPTER IV

PRESENTATION AND ANALYSIS OF THE DATA

The purpose of this study was to collect, analyze, and
compare data regarding the extent Of global knowledge, interests,
and attitudes toward other nations and peOples among eighth-grade
students in two separate overseas environments: one group attending
an international school and living in the local community, and the
other attending a Department of Defense school and living on an
American military base. The instruments used in the 1974 Other
Nations, Other Peoples study conducted by the Educational Testing
Service with eighth graders were used to collect the data analyzed
in this study.

The students' scores on the global interests, knowledge test,
and attitude survey were compared by school and sex between the inter-
national school and 000 groups. A small sample of 17 non-American
students was also included in the study. Data from this group are
presented where appropriate as a matter of interest to the reader.
However, no valid conclusions can be drawn due to the small sample
size. The international school and 000 school students' scores were
analyzed to determine if any statistically significant differences
existed between the two groups. Both groups were also compared

internally and as a combined group by school and sex to determine

55

56

whether statistically significant differences or interactions
existed between the groups.

The procedure for collecting and analyzing the data was
described in Chapter III. The hypotheses were analyzed by one-way
analysis of variance (ANOVA) and two-way analysis of variance
using the Statistical Package for the Social Sciences (SPSS) at the
Computer Center at Michigan State University. The results of the
statistical analysis as they relate to the various hypotheses and

subhypotheses are presented in this chapter.

Student Interest in Studying Foreign Countries

 

Task Description

 

Students were given a list of 17 countries, from which they
were asked to select all of those they wished to study. The data
are listed in terms of mean and standard deviation for each country
by school and sex. Subhypotheses are stated individually, followed
by a presentation and interpretation of the results for that
hypothesis.

HO 1.1: There is no significant difference between eighth-grade
international school and Department of Defense school

students in terms Of the total number Of nations they
would like to study.

Results.--The total school scores were analyzed with an analy-
sis of variance by school and sex. For school, an F score of 11.69 was
obtained with a significance level of .001. DOD school students
selected significantly more countries to study than did international

school students. The mean score for non-American students (4.2000)

57

was higher than that Of the international school students (2.4559)
and slightly higher than that of 000 students (4.1186).

An item analysis of variance was conducted for each country
by school and sex. Results are shown in Table 4.2. Statistically
significant differences by school were noted for England (.018),
France (.002), Greece (.008), India (.049), Italy (.004), and
Japan (.011). 000 school students chose to study these countries more
Often than did international school students. A statistically sig-
nificant interaction (.040) was indicated for England. Females
chose England more frequently than did males. Therefore, the data

rejected the null hypothesis (p < .05).

H0 1.2: There is no significant difference between eighth-grade
male and female international school and Department of

Defense school students in terms of their selections

of countries to study.

Results.--An analysis of variance was used to analyze the
scores of male and female students in the international school and
the 000 school. An F score of 1.637 was obtained with a significance
level of .204. The data failed to reject the null hypothesis of no
significant difference between groups (p < .05). (See Table 4.1.)

Table 4.l.--Results of comparison of international school and DOD
school students' selection of countries to study (ANOVA).

 

 

Source of Sum of df Mean F Significance

Variation Squares Square of F
Main effects 54.766 2 27.383 6.559 .002
School 48.800 1 48.800 11.690 .001

Sex 6.835 1 6.835 1.637 .204

 

58

 

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59

Student Interest in Visiting Foreign Countries

 

Task Description

 

Students were given a list of 17 countries and were asked
to select all of those they wished to visit. They were asked to
mark their answers under one of three headings: (1) would not,
(2) think I might, and (3) would like very much. "Visit" as used
here was written "live in for 6 months" on the survey. The data
are listed as means and standard deviations in terms of school and

SEX.

H 2.1: There is no significant difference between eighth-grade
international school and Department of Defense school
students in terms of their selections of countries to
visit.

Results.--An analysis of variance was used to determine if

statistically significant differences existed between international

school and 000 school students' scores. An F score of 5.946 with

a significance level of .016 was revealed for France, and an F score

of 5.972 with a significance level of .022 was found for Spain.

000 school students' scores were significantly higher than those of

international school students, indicating a more frequent choice Of

France as a place to visit. 000 school students chose Spain as a

place they would like to visit, whereas international school students'

means indicated they would not choose to visit Spain. A statistically
signifiCant interaction was found on scores for Liberia: Both popu-
lations' means indicated a choice of not visiting that country.

However, 000 school students' means were significantly higher than

those of the international school students, indicating less resistance

..nal'

60

to the idea. According to the interaction analysis, male popula-
tion means were significantly higher than female population means.

The data rejected the null hypothesis (p < .05). (See Table 4.3.)

HD 2.2: There is no significant difference between eighth-grade
male and female international school and Department of

Defense school students in terms of their selections

of countries to visit.

Results.--An analysis of variance was used to determine if
statistically significant differences existed between international
school and DOD school male and female students' choices of countries
to visit. The results are shown in Table 4.3. Statistically sig—
nificant differences were found for Canada (.041), East Germany
(.041), and France (.016). Males' scores were significantly higher
than females' in terms of livingirlCanada. For East Germany, though,
both males and females would flgt_like to live there. However, females'
scores were significantly higher than males',indicating they were
less opposed to living in East Germany. The scores for France indi—
cated that females were more inclined than males to live in France,
whose scores were significantly lower. The data rejected the null
hypothesis (p < .05).

Descriptive Overview of Student Interest in
Studying and Visiting Foreign Countries

 

 

This section of the test asked students to indicate all the
countries they would most like to visit. Next to the names Of the
countries they would most like to visit, the students were asked to
mark one of three choices: would not like to live in, might like to

live in, and would very much like to live in. Marked differences were

61

 

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62

found in the countries international school and 000 school students
wanted to study as well as visit. The significant differences were
found between schools as well as between males and females.

International school males and females chose the Soviet
Union as the country they would most like to study. Their second
choice was Egypt. For females, France tied with Egypt as second
choice. Third choice was also a tie. Both males and females selected
China and Greece as their third choices; however, females' scores
were further tied by Canada and Japan. International school males
chose Israel and Liberia as countries they would least like to study.
Females chose East Germany, with a mean score of 0. Both males and
females selected India as their second choice; however, males added
Mexico and Taiwan. Third choice for males was Italy and for females,
Liberia.

000 school males and females chose France as the country they
would most like to study. A tie between Greece and Egypt existed for
males. Second choices for females were England and Greece; males
chose the Soviet Union. Third choice for both males and females was
Japan. Countries they would least like to study were: for males,
China, East Germany, and Mexico in first place, and Liberia for females.
In second place was Taiwan for males and India and Mexico for females.
Israel, India, Liberia, and Spain tied for third place for males.
Taiwan and East Germany were the third-place choices for females.

Students in both school populations were very definite about
their choices of places they would like to live. Test scores indi-

cated that international school males chose Japan, England, and Canada,

63

in that order. International school females chose Japan, France, and
England. The least-selected countries to visit for international
school males were Liberia, the Soviet Union, and China. For females,
the least-selected countries to visit were China, Liberia, and India.
The countries 000 males selected least were China, the Soviet Union,
and India. For females, the least-selected countries were Liberia,
the Soviet Union, and India.

Comparing the male and female eighth graders' choices of
countries to visit and study, the researcher found few areas of agree-
ment between or within the groups. Except for Japan, countries chosen
to visit were those that were culturally similar to the United States.
Japan was either the first or second choice for most "like to visit,"
which indicates that students had made a positive adjustment to a
culturally different environment.

Comparing choices of countries to visit and study by school,
there were similarities of choice; however, the order of selection
differed. International school students would like to study the
Soviet Union, Egypt, and France. Only one of these was a choice of
most like to visit (France), and one was a choice of least like to
visit (the Soviet Union). DOD school students chose to study France,
Greece, and Egypt. France was the only country they selected as most
like to visit. Choices for least like to visit for 000 school students
were the Soviet Union; China, India, and Liberia (tied for second
place); and East Germany.

Table 4.4 presents a summary of the three countries most

and least frequently selected to study and visit, as indicated by

 

64

 

 

 

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65

international school, DOD school, and, as a matter of interest,
non-American students.

Conclusions on Countries Students Selected

to Study and Visit
This section of the test yielded highly mixed and varying

 

results. Students made distinct choices in terms of the countries

they would like to study and those they wished to visit. There appeared
to be no relationship between the choices of a country to study and
thosetyfone to visit. Students in the DOD schools chose to study more
countries than did international school students. Scores for non—
American students were clustered around the same means, indicating a
positive interest in studying and visiting many of the countries

listed. Their mean scores on many countries were often higher than

the scores of 000 students. A detailed presentation of scores was pre—
sented in Tables 4.1 and 4.2.

Eighth-Grade International School and
DOD School Students' Global Knowledge:

Item Analysis

 

Task Description

The Global Knowledge Test was used to determine the students'
attainment of basic information about the world and six selected
countries, as well as their ability to locate these six countries on
a world map. The eighth-grade test contained 52 items, with four to
nine questions per country. Item scores, based on the percentage of
correct responses, are grouped by nation and include a mean and a

standard deviation. Analysis of variance was used to determine

 

 

66

whether statistically significant differences existed between schools
and between males and females. Table 4.5 shows the results for the
two groups compared and for the non-American group as a matter of
interest.

Eighth-Grade International School and 000 School
Students' KnOwledge About the United States

 

 

Task Description

 

Seven items on the Knowledge Test dealt specifically with the
United States. Analysis of variance was used to analyze the data.
The following subhypotheses are stated according to sex and school.
Results are presented after each subhypothesis, and a summary is given
at the end of each subject grouping of subhypotheses.
H0 3.1: There is no significant difference between eighth-grade
international school and Department of Defense school

students in terms of their knowledge of the United
States.

Results.--The total Knowledge Test scores of eighth-grade
international school and 000 school students were analyzed to deter-
mine whether statistically significant differences existed between
the two groups. An F score of 9.074 was obtained, with a significance
level of .003. 000 school students scored significantly higher than
international school students in terms of their knowledge of the
United States. The data therefore rejected the null hypothesis
(p < .05).

H0 3.2: There is no significant difference between eighth-grade

male and female international school and Department of
Defense school students in terms of their knowledge of
the United States.

67

 

 

 

 

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68

Results.—-The scores of the eighth-grade males and females
in the international school and the 000 school were analyzed to
determine whether statistically significant differences existed
between the sexes. An F score of 8.128 with a significance level of
.003 was obtained. Examining a breakdown of the means by sex revealed
that males scored significantly higher than females on their knowledge
of the United States. Therefore, the data rejected the null hypothe-
sis (p < .05).

Summary of eighthigrade overseas-population results.-—A

 

comparison of the results on the Knowledge Test for eighth-grade males
and females indicated statistically significant differences between
the two groups. The males performed significantly better on questions
concerning the United States than did the females. A comparison of
the combined Knowledge Test results of the international school and
000 school students indicated a statistically significant difference
between the two groups. The DOD school students performed signifi-
cantly better on questions concerning the United States than did

their international school counterparts. A comparison of group means
also indicated that non-American females scored higher on the questions
concerning the United States than did non-American males and inter-

national school females.

69

Eighth-Grade International School and 000 School
Students' Knowledge About the World and Five
Selected Nations

 

 

 

Task Description

 

The Knowledge Test contained approximately four to nine ques-
tions per country. Analysis of variance was used to analyze the data.
The scores on the world and five selected nations were examined to
determine whether statistically significant differences existed
between the international school and 000 school students. The scores
were also analyzed to discover whether significant differences existed
between male and female students. The following subhypotheses deline-
ate the secondary questions related to the major hypothesis regarding
the international school and DOD school students' knowledge about the

world and five selected nations.

HO 4.1: There is no significant difference between eighth-grade

international school and Department of Defense school
students in terms of their knowledge of the world and
five selected nations-—Egypt, the USSR, China, France,
and Mexico.

Results.--The Knowledge Test scores of international school
and 000 school students concerning the world and five selected nations
were analyzed to determine if significant differences existed between
the two groups. F scores were obtained, and the results were mixed.

Analysis of test scores for France, Egypt, China, the USSR,
and the world indicated no statistically significant differences
between students from the two schools. The data failed to reject the

null hypothesis in these areas (p < .05).

 

 

70

Analysis of the Knowledge Test scores on Mexico revealed an
F score of 5.890 with a significance level of .017. 000 school stu-
dents scored significantly higher than international school students
on items concerning Mexico. Hence the data rejected the null hypothe-

sis in this area (p < .05).

HD 4.2: There is no significant difference between eighth-grade

male and female international school and Department of
Defense school students in terms of their knowledge of
the world and five selected nations--Egypt, the USSR,
China, France, and Mexico.

Results.--The Knowledge Test scores of international school
and 000 school males and females concerning the world and five
selected nations were analyzed to determine if significant differences
existed between the two groups. F scores were obtained, and the
results were mixed.

Analysis of test scores for France, China, Mexico, and the
world indicated no statistically significant differences between
males and females. Therefore, the data failed to reject the null
hypothesis in these areas (p < .05).

An analysis of the Knowledge Test scores on Egypt revealed
an F score of 7.935 and a significance level of .006, indicating a
statistically significant difference between the two groups. The
eighth—grade males performed significantly better on questions con-
cerning Egypt than did the eighth-grade females.

An analysis of the Knowledge Test scores on the USSR revealed
an F score of 11.699 with a significance level of .001. Male eighth

graders also performed significantly better on questions concerning

71

the USSR than did female eighth graders. The data for Egypt and the
USSR rejected the null hypothesis (p < .05).

Analysis Description

 

The results of the Knowledge Test were examined in the pre-
vious section by an item analysis. In this section, the results are
examined by a total-score analysis of all test items. The eighth-
grade test contained 52 items.

The total Knowledge Test score was based on the percentage of
students responding correctly to the questions. Table 4.5 listed the
results by school. F scores were calculated to determine whether
statistically significant differences existed between groups in terms
of their total scores on the Knowledge Test. Students' scores were
compared on the basis of school and sex. The following subhypotheses
delineate the secondary questions related to the major research
hypothesis regarding the total Knowledge Test scores of international

school and 000 school students.

H0 5.1: There is no significant difference between eighth-grade
international school and Department Of Defense school
students in terms of their total Knowledge Test results.

Results.--The total Knowledge Test scores of the eighth-
grade international school students and the 000 school students were
compared to determine whether statistically significant differences
existed between the two groups. F scores indicated no statistically
significant difference between the two student groups. Thus the data

failed to reject the null hypothesis (p < .05).

72

H 5.2: There is no significant difference between eighth-grade
male and female international school and Department of
Defense school students in terms of their total Knowledge
Test results.

Results.--The total Knowledge Test scores of the eighth-grade
males and females from both schools were compared to determine whether
statistically significant differences existed between the two groups.
An F score of 13.924 was obtained, with a .001 significance level.

This indicated a significant difference existed between the two groups.
A comparison of means revealed that males performed significantly
better than females on the Knowledge Test. Therefore, the data
rejected the null hypothesis (p < .05).

Summary of eighth-grade results.-~A comparison of the Knowledge

 

Test scores Of male and female international school and 000 school
students indicated a statistically significant difference between the
two groups. The males achieved significantly higher scores on the
Knowledge Test than did the females. No statistical comparison was
done for the non-American group because of the small group size;
however, as a matter of interest to the reader, a comparison of means
indicated that for this population female students achieved higher
scores than did male students. (See Table 4.5.) A comparison of
eighth-grade international school and 000 school students' total scores
on the Knowledge Test indicated no significant difference between the

two groups.

73

The Knowledge Test: An Examination of the Areas of
Strength and Weakness--Ejghth-Grade International
School and 000 School Students

 

Task Description
The Knowledge Test assessed the students' attainment of basic
information concerning the world and six selected nations. Each
area of the Knowledge Test--map location, the world, and the six
selected nations-~was examined for strengths and weaknesses, as deter-
mined by the eighth-grade international school and DOD school students'
correct responses. Analysis of variance was used to examine the data.
The percentage of students who answered the multiple-choice
questions correctly is listed for each of the individual items by
school. The results for each school were compared to discover whether
statistically significant differences existed between the two groups.
Percentages for the small non-American population are presented as a

matter of interest.

Results

Map location.--Students were given a world map with numbered

 

countries and were asked to locate six countries on the map. The six
countries and their item percentages are listed in Table 4.6. The
results are discussed in the following paragraph.

A high percentage (90%) of the DOD school students correctly
identified the United States, as opposed to 75% of the international
school students. 000 students' scores remained consistently higher
than those of international school students on the identification of

Mexico (95%), the USSR (100%), and China (93%). International school

74

students scored higher on the identification of France (93%) and

Egypt (68%). No statistically significant differences existed between
the two groups in terms of the total map-location scores. Non-American
students scored higher than international school students in locating
the United States (87%) and China (93%). They scored higher than both
the international school students and the 000 school students on the

location Of Egypt (87%).

Table 4.6.-~Percentage of international school and 000 school students
correctly identifying six countries on a map.

 

 

International Department Non-
Country School of Defense American
United States 75% 90% 87%
Mexico 80 95 67
France 93 73 87
USSR 97 100 93
China 83 93 93
Egypt 68 57 87

 

The United States.--Six questions on the Knowledge Test dealt

 

with the United States. The highest percentage earned within the six
questions by all groups (95% international school, 88% 000 school,
and 93% non-Americans) was on the question that asked about language.
Both groups knew that the people of England and the United States

speak the same language.

75

Only 70% of the international school students, 55% of the 000
school students, and 47% of the non-American students knew the source
of money to maintain the U.S. government. However, 72% of the inter—
national school students and 85% of the 000 school students knew that
defense was the area on which most of the money was spent. Eighty-
seven percent of the non-American students knew that defense was the
area of greatest expenditure. Regarding who makes the laws of the
United States, 45% of the international school students, 83% of the
000 school students, and only 33% of the non-Americans answered this
question correctly. The total scores of the two major populations
were analyzed by analysis of variance. An F score of 5.5925 was
obtained, with a .0046 significance level. This indicated that the
000 school students scored significantly better than the international
school students on items pertaining to the United States.

Summary: Responses of both school groups indicated a some-
what limited knowledge of the United States. The only exception for
the entire group was the recognition that English and American people
speak the same language. 000 school students scored significantly
higher than international school students on questions concerning the
settlers of California, who makes the laws of the United States, and
where the most tax dollars are spent.

ngjgg,--A large percentage Of both populations (91% inter-
national school, 93% D00 school, and 93% non-Americans) correctly
selected the peso as the currency used in Mexico. Given a choice of
Mexico, Canada, England, and China, 97% of the international school

students, 90% of the DOD school students, and 93% of the non-American

 

 

76

students correctly selected Mexico as having the warmest climate.
Scores for the remaining questions were basically poor. Only 49% of
the international school students and 52% of the 000 school students
knew that Mexico had an elected president. Very few of the students
knew that the same political party had been in office since 1939
(12%internationalschool, 27% 000 school, and 7% non-Americans).

Sixty percent of the 000 school students correctly identified Roman
Catholicism as the predominant religion of Mexico, whereas interna-
tional school students' score was significantly lower--45%. A compari-
son Of the major scores by analysis of variance produced an F score

of 4.3967 and a significance level of .0141. An examination of means
revealed that 000 school students scored significantly higher on items
concerning Mexico than did international school students.

Summary: The results indicated that a significant difference
existed between groups on the items concerning Mexico. The students
knew most about Mexico's money and climate and least about the country's
religion and government.

[yangg,--Both populations scored highest on the fact that
perfume is the major product Of France (74% international school stu-
dents, 77% 000 school students, and 87% non-American students).
Thirty-nine percent of the international school students and 47% of
the 000 school students answered correctly regarding the climate of
France. In terms of knowledge about what country was on the eastern
border of France, 35% of the international school students and 23%
of the 000 school students correctly selected Germany. The highest

percentage of students who knew that the president has the most power

77

in the French government were the non-American students (47%), as
compared with 29% of the international school students and 13% of
the 000 school students.

Summary: No significant differences existed between groups
concerning knowledge of France. A comparison of mean scores indicated
that both groups had an extremely limited knowledge of France.

The USSR.--Scores were highest concerning the fact that the
USSR has a communist government (96% international school students,

95% 000 school students, and 80% non-American students). A statis—
tically significant difference was found between groups on the question
about the basis for the formation of republics in the Soviet Union.
Twenty-eight percent of the international school students chose ethnic
groups or nationalities of the people, whereas 47% of the 000 school
students chose the correct answer. 000 school students performed sig-
nificantly better on that question. Only 17% of both groups knew
that production quotas are widely used in Russia, and 67% of both
groups answered correctly that the government owns and Operates most
of the industries in the country.

Summary: Total scores on the USSR for both groups yielded no
statistically significant differences. 000 school students performed
significantly better than international school students on an item
concerning the basis fin~the formation of Soviet republics. Based on
the data, both groups' knowledge of Russia was limited.

Chjfla,--No statistically significant differences existed
between the international school and 000 school students in terms Of

scores on China. Seventy percent Of the international school students,

78

55% of the 000 school students, and 73% of the non-American students
correctly chose China as the country with the largest population, as
opposed to the USSR, India, or Poland. Fifty-four percent of the
international school students, 70% of the 000 school students, and 47%
of the non-American students were aware of the current friendly
overtures between China and the United States. Yet this topic had
received quite a lot of press coverage, so it seems that the percent-
age of correct responses should have been higher. The fact that the
majority of peOple in China work as farmers was correctly identified
by slightly more than half of the total student population (55% inter-
national school students, 67% DOD school students, and 47% non-American
students). Slightly more than half (51%) of the international school
students (53% non-Americans) correctly chose the reason for communi-
cation difficulty in China as being the number of dialects the people
speak. Thirty-three percent of the 000 school students responded
correctly to this item.

Summary: Responses to questions regarding China showed no
statistically significant differences between the international school
and DOD school students. The scores did indicate a need for courses
of instruction regarding China.

Egypt,--NO statistically significant difference existed
between eighth-grade international school and 000 school students'
scores on items concerning Egypt. The largest percentage of 000
students (82%) and non-Americans (87%) correctly answered the question
regarding the land area of Egypt being made up of deserts. Slightly
over one-half (53%) of the 000 school students knew that Egypt is an

 

 

79

Arab country, whereas 36% of the international school students and
27% of the non~Americans answered that question correctly. Thirty-
three percent of the international school students and an equal per-
centage of the non-American students correctly chose cotton as an
important product of Egypt. Twenty-seven percent of the 000 school
students chose that answer. Despite the media coverage of President
Sadat's death, only 31% of the international school students and 30%
of the 000 school students knew that Egypt's new president is Hosni
Mubarek. The percentage of non-American students answering that
question correctly was slightly under one-half (47%). Far less than
half of the students in all groups knew why the Aswan Dam had been
constructed (33% international school, 30% DOD school, and 40% non-
American).

Summary: No statistically significant differences were found
between the two major pOpulation groups on items concerning Egypt.
Scores did indicate that both groups were ill-informed about matters
concerning this country.

The world.--In terms of global-education concerns, the ques-
tions of paramount interest on the Knowledge Test were those concern-
ing the number of people living in the world, the continent with the
most people per square mile, reasons for the increase in the world's
population, membership of a world economic organization, and the
purpose of the United Nations. On these questions, both the inter-
national school students (60%) and the 000 school students (75%)
performed best on the item concerning the purpose Of the United Nations.

Sixty-seven percent of the non-Americans answered this question

80

correctly. More than half of the students in both populations

(58% international school, 62% 000 school) answered correctly concern-
ing the decreasing death rate as a reason for population increase.
Sixty percent of the non-Americans answered this item correctly.
Concerning the continent with the most people per square mile, 54%

of the international school students, 42% of the 000 school students,
and 67% of the non-Americans answered correctly. Lowest percentages
were on items concerning number of people living in the world today
(29% international school, 42% 000 school, and 33% non-Americans) and
'members of the common market (22% international school, 28% 000 school,
and 40% non-Americans).

The highest percentages of students in both groups answered
correctly the questions concerning the countries that have sent rockets
to the moon and the fact that the world is composed primarily of
oceans. Concerning the question about countries that have sent rockets
to the moon, 98% of the international school students, 100% of the DOD
school students, and 100% of the non-Americans answered correctly.
Seventy-eight percent of the international school students, 93% of
the DOD school students, and 80% of the non-Americans answered cor-
rectly the question concerning the make-up of our planet.

Summary: Students' responses to the items regarding the world
indicated that they need more information in this area. Students'
scores were highest on knowledge of the fact that the world is made
up mostly of water and that Russia and the United States have sent
'rockets to the moon. No statistically significant differences existed

between groups on questions concerning the world.

 

81
A Comparison of InternatiOnal School and 000 School
Students' Attitudes Toward Other‘Nations and PeOples
Task Description
The students were asked to mark a seven-point continuum between

two opposing values such as good : : : : : : : bad

 

for each of 12 countries and the people of that country. The test
contained 12 descriptors for the country and 14 descriptors for the
peOple. An item analysis of variance was run for each country and
its people. In the original study, the authors extracted five fac-

. tors, which were used in this study to make the data manageable for
analysis. The five factors were used to formulate subhypotheses that
delineate the major hypothesis. Analysis of variance was used to
analyze the data related to each factor. Data concerning the small

non-American group were not included in this analysis.

H0 6.1: There is no significant difference between eighth-grade

international school and Department of Defense school
students in terms of their selections Of countries hav-
ing ”desirable people," Factor I.

Results.--Analysis of variance was used to compare the total
mean scores of the international school and 000 school students on
Factor I, "desirable people," to determine if statistically signifi-
cant differences existed between the two groups. A significance level
of .001 was found for student scores, by school, on the United States,
France, Spain, Japan, Mexico, India, Israel, China, Egypt, and the
USSR. The significance level for student scores on East Germany was
.050. The people selected as "most desirable" were those that appear

to have cultures similar to that of the United States. The one

 

 

82

exception was Japan, which was in second place for both populations.
England and France were in third and fourth place, respectively, for
both populations. (See Table 4.7.)

The countries perceived as having the least desirable people
were, in order, the USSR, for both populations; India for the inter-
national school students and East Germany for the 000 school students;
and Israel for both populations.

An examination of the mean scores of both populations by
school revealed that the DOD school students viewed the peoples of
'these countries significantly more positively than did international
school students. Thus, the data rejected the null hypothesis.

The comparison of means, by sex, produced significance levels
of .027 for Spain, .030 for Japan, .050 for Israel, .001 for China,
and .001 for the USSR. Females viewed the people of Spain signifi-
cantly more positively than did the males. On Japan, Israel, China,
and the USSR, males viewed the people more positively than did the
females. Thus the data rejected the null hypothesis. (See Table 4.7.)

H0 6.2: There is no significant difference between eighth-grade

international school and Department of Defense school
students in terms of their selections of countries as
being "rich/strong," Factor II.

Results.--Analysis of variance was used to compare the total
mean scores of the international school and 000 school students on
Factor:II,"rich/strong,"TXIdetermine if statistically significant
differences existed between the two groups. A significance level
of .001 was found for student scores on England, Spain, Mexico,

India, China, and Egypt. 000 school students indicated that Spain,

 

83

 

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84

Mexico, India, China, and Egypt were significantly richer and stronger
than did international school students. International school students
indicated that England was significantly richer and stronger than did
DOD school students. The significance level 'fiM" student scores on
the United States, France, and the USSR was .OlO. The scores of these
countries also produced significant interactions. The scores on the
United States differed significantly by school and sex in terms of
variability within the scores, as indicated by the standard deviation.
International school students' scores were significantly less variable
' in terms of the United States being rich/strong than those of DOD
school students. Females' scores were much more variable than males'.
Females considered the USSR significantly richer and stronger than did
males, and DOD school students considered the USSR richer and stronger
than did international school students. International school students'
total scores, however, indicated a higher level of variability. DOD
school students considered Spain significantly richer and stronger
than did international school students. Males in both groups consid-

ered Spain richer and stronger than did females. (See Table 4.8.)

H0 6.3: There is no significant difference between eighth—grade

international school and Department of Defense school
students in terms of their selections of countries as
being "desirable nations," Factor III.

Results.-—An analysis of variance was used to compare the
international school and DOD school students' total mean scores on
selection of countries as "desirable nations," Factor III, to deter—
mine if statistically significant differences existed between the two

groups. Statistically significant differences by school were found

 

85

 

 

 

 

 

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86

for the United States (.OOl), France (.048), Spain (.OOl), Egypt
(.008), and East Germany (.004). DOD school students rated the United
States significantly more desirable than did international school stu-
dents. This was also true for Spain, Egypt, and East Germany. Sta-
tistically significant differences by sex were revealed for Japan
(.0l3), Mexico (.003), India (.OOl), and Israel (.008). A comparison
of means indicated that males considered Japan a significantly more
desirable nation than did females. Females selected Mexico, India,
and Israel as significantly more desirable than did males. Signifi-
‘cant interactions for Mexico, Israel, and Egypt revealed that inter-
national school females' means were significantly higher than other
population and school means, which indicates they found these nations

more desirable than did the other students. (See Table 4.9.)

H0 6.4: There is no significant difference between eighth-grade

international school and Department of Defense school
students in terms of their selections of countries as
being "small nations," Factor IV.

Results.--Analysis of variance was used to compare the inter-
national school and DOD school students' total mean scores on selec-
tions of countries as "small nations," Factor IV, to determine if
statistically significant differences existed between the two groups.
Levels of significance were found by school for the United States
(.005), France (.004), Spain (.OOl), Mexico (.OOl), India (.OOl),
Israel (.002), China (.02l), Egypt (.OOl), East Germany (.004), and
the USSR (.005). These significance levels were a result of the dif—
ferent relationships each group perceived in size of the countries

listed. (See Tables 4.l0and 4.l2.) Levels of significance by sex

87

 

 

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88

were found for England (.001), France (.OOl), Mexico (.Oll), and

East Germany (.OOl), which indicated that males considered these
countries smaller than did females. Scores for India (.001) and
China (.021) indicated that females considered these two countries
significantly smaller than did males. DOD school females considered
Egypt significantly smaller than did DOD males or international school
males and females.

A two-way analysis of variance by sex revealed significant
interactions for the United States (.001), England (.041), France
'(.OOl), Mexico (.0l4), Israel (.OOl), Egypt (.001), and the USSR.
International school females' mean for the United States was signifi-
cantly higher than the means of the other male and female groups and
was also significantly higher than the means of both school groups.
This indicates that international school females considered the United
States smaller than did the other students tested. This was also
true for international school males on France and the USSR and for DOD
school females on Egypt. Hence the data rejected the null hypothesis.
(See Table 4.10.)

H0 6.5: There is no significant difference between eighth-grade

international school and Department of Defense school
students in terms of their selections of countries as
"peOple not free," Factor V.

Results.—-Analysis of variance was used to compare the inter-
national school and DOD school students' mean scores on Factor V,
"people not free," to determine if statistically significant differ-
ences existed between the two groups. The significance levels shown

in parentheses were found for the following countries: the United

 

 

89

 

 

 

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90

States (.010): Spain (.020); and Japan, Mexico, India, Israel, China,
and Egypt (.001). (See Table 4.ll.)

DOD school students considered people of the United States to be
significantly more free than did international school students. Mean
scores for the DOD school group were significantly lower for all the
other countries except Japan, which indicates their perception of the
countries as having more freedom than did the international school
students. International school studentsconsidered'thepeople(IfJapansig-
nificantly more free than did DOD students. The mean for DOD school
‘males was slightly higher, but comparable with the international school
students' evaluation. Female DOD students' scores produced a mean
three points higher than that of the other groups. Ranking the scores
from highest to lowest, Japan was in the upper one-third of the listed
countries at number 9. However, ranking the DOD school females'
scores, Japan was in the middle third—~in sixth place. As a group,

DOD school females felt the Japanese were significantly less free.
This same phenomenon occurred with the scores analyzed for China,
except the scores for the international school females produced the
much higher mean. Hence the data rejected the null hypothesis. (See

Table 4.ll.)

Summary of Attitude Data

 

Statistically significant differences were found between the
international school and DOD school students on all five factors
analyzed. In many areas, statistically significant differences were

found between males and females; often, total male and female means

91

 

 

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92

were significantly different from group means. The preparation of
ranks according to the group means indicated that the United States
was generally viewed positively. Between groups and between sexes,
some significant differences were noted in the degree of existence of
a particular factor (i.e., "desirable nation” and "small nation").

For both groups, Japan was in second place for "desirable people"

and "rich and strong." International school students indicated they
considered Japan more "desirable" than the United States. Both groups
agreed on England and France as third and fourth place, respectively,
for Factors I, II, and III.

In terms of size, of the 12 countries listed, both populations
chose as the smallest Israel and East Germany, respectively. Japan
was rated eighth or in the middle third in terms of size. International
school students chose China as the largest country, whereas DOD school
students chose the United States. For Factor V, "people not free,"
both groups viewed the United States citizens as being the most free
and the people of the USSR as being the least free. Results, listed

according to ranks, are presented in Table 4.l2.

Chapter Summary

 

The majority of the hypotheses constructed for comparing the
international school students and the 000 school students revealed
statistically significant differences between groups and by sex. To
illustrate, in terms of studying and visiting foreign countries, sig-
nificant differences were found between groups on number of countries

chosen to study. It was also found that females chose certain countries

93

 

 

 

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94

to study more frequently than did males. Males and females differed
significantly on the countries they would like to visit. The students
differentiated significantly between places they would like to study
and those they would like to visit.

Analysis of total Knowledge Test scores indicated that males
performed significantly better than females. No significant differ-
ences were found on total Knowledge Test scores between the two school
groups, although DOD students' means were a few percentage points
higher than those of the international school students. DOD school
students scored significantly higher on individual items concerning
the United States and Mexico.

Scores were highest on knowledge of geography. Other test
scores indicated weaknesses in students' knowledge about government,
economics, history, and membership in world economic institutions
(i.e., the Common Market).

In terms of attitudes toward other nations and peoples, sig-
nificant differences were found between student groups in their rank-
ings of countries on various characteristics. Basically, the countries
and peoples most acceptable to the overseas students were those exhibit-
ing the same cultural characteristics as the United States. The one
exception was Japan. Living in the country seems to have produced
positive attitudes toward that country.

In Chapter V, a summary of the research, findings and conclu-
sions based on the data gathered in the study, and recommendations for

further research are presented.

CHAPTER V

FINDINGS, IMPLICATIONS, AND RECOMMENDATIONS

Summary

The purpose of this study was to obtain, analyze, and compare
data concerning the backgrounds, global knowledge, interests, and
attitudes toward other peoples and nations of eighth-grade students
in two distinct overseas settings. The results of this study may be
useful in helping the Department of Defense and international schools
evaluate their educational programs in terms of their achievement of
stated goals in regard to intercultural understanding and acceptance
of cultural differences. This study was also intended to be a contri-
bution to data being amassed in the field of global education by the
Michigan State Department of Education for the evaluation, development,
design, and implementation of global-education programs.

The eighth-grade students in a DOD middle school and the eighth—
grade students in an international school located within l5 miles of
each other in a suburban metropolitan area of Japan constituted the
population from which the data were collected for the study.

Preceding chapters described the background of the study,
related research, the setting and population, data-collection instru-
ments, methodology, and statistical analyses. This chapter presents

the major findings of the study, discussion and implications of the

95

96

findings, projected outcomes of the study, and recommendations for

further research.

Major Findings

 

In this section, the major results of the study are discussed

within the limits of the setting, population, and methodology.

Students' Interest in Studying and
Visiting Foreign Countries

 

 

The results of this section of the test were diverse. Although
students showed a high level of interest in studying countries other
than their own, 000 school students chose more countries to study than
did international school students. In addition, girls chose some coun-
tries to study more often than did boys. England and France were
especially attractive to girls as places to study and visit.

France was the only country chosen by students to both study
and visit. International school students chose to study the Soviet
Union but not to live there. This is consistent with the findings of
the l974 ONOP study. DOD school students, as a group, chose two
European countries and one Middle Eastern country, Egypt. Egypt may
have been chosen because an exhibit of King Tut's treasures had been
on display downtown two years before, and advertising displays had
shown some of the pieces. Some students had also seen the exhibit,
which had been featured prominently in the news media before, at the
time of, and after Sadat's death.

China, the USSR, and East Germany, the three communist coun-

tries included on the list, were chosen as areas of study, but no

97

student group wished to live there. This finding is also consistent
with the l974 ONOP study.

A comparison of group means indicated that both school groups
selected Japan, England, and France as the countries they would most
like to visit, although in different order. In the 1974 study, Mexico
was listed in the top three and Japan placed seventh. This finding
indicates, as in the l974 study, that the students selected for visiting
the countries that are culturally similar to their own. The exception
was Japan, which had become familiar to the students as a result of
their current living situation. A further examination of the data
revealed that 000 students' mean scores were often significantly higher
than those of international school students for various countries to
study or visit. This indicates that they were generally more positively
disposed to study or visit, or less opposed to study or visit, a par-
ticular country than were international school students.

Students' Knowledge of Other
Nations and Peoples

 

 

The discussion in this section concerns the students' test
results on the eight areas covered on the Knowledge Test: map loca-
tions and items referring to the United States, Mexico, France, the
USSR, China, Egypt, and the world. The last section contains a dis-
cussion of the total Knowledge Test scores.

Map locations.--Eighth graders in the DOD school were able

 

to locate accurately four of the six countries they were asked to
identify on an outline map of the world with an accuracy above 90%.

They had trouble identifying Egypt and France. International school

 

 

98

eighth graders were able to identify France and the USSR with an
accuracy above 90% and could identify the United States and China

with an accuracy above 80%. Both groups were able to identify the
USSR with greater accuracy than they were able to identify the United
States. Accuracy of identification between the United States and
China was similar. Scores were poorest for both groups on the iden-
tification of Egypt. This is consistent with the findings of the 1974
study. However, the scores for the international school (68%) and

the DOD school (57%) students were comparatively higher than those of
students in the l974 study (47%). (See Appendix Table B-l.)

Items referring to the United States.--Seven questions con-

 

cerning the United States appeared on the test. Of the two groups,
the DOD school students were best informed (above 80% accuracy) about
the fact that the people of England and the United States speak the
same language (Question 8), that the Germans did not settle California
(Question 9), that Congress makes the laws of the United States
(Question ll), and that the largest expenditure of taxes is for defense
(Question l4). International school students were best informed about
Question 8; 70% of them knew that the United States government gets
its money from collecting taxes, as opposed to 55% of the DOD school
students. DOD school students were least informed about how the gov-
ernment obtains its revenue and the purpose of the Bill of Rights.
Eighth graders in the ONOP study did well on the first question, but
results were similar for the second. International school students

were least informed about the geographical characteristics of the

99

Great Plains and about who makes the laws of the United States.
(See Appendix Table B-2.)

Items referring to Mexico.--Students in both groups were

 

best informed about the climate and money used in Mexico. Although
the DOD students' scores were higher than those of international school
students, they were basically below 50%, except for Questions l6, l7,
and l8, on which DOD students scored slightly above 50%. Comparing
the two groups' percentage scores for Question l6, DOD students were
much more aware of the religious background of Mexico than were inter-
national school students (60% as opposed to 45%). They were also more
aware of the Spanish and Indian heritage of Mexico than were inter-
national school students. (See Appendix Tables B-3 and B-4.)

Items referring to the USSR.--Students in both groups were

 

aware that the USSR has a communist government. Students were some-
what aware (67% for both groups) that the Soviet government owns most
of the industries and that the country is located in both Europe and
Asia (68% international school, 72% 000 school). The scores for other
questions dealing with the history, economics, and government of the
USSR indicated a very low level of knowledge. (See Appendix Table
B-5.)

Items referring to China.--Students in both groups indicated

 

a fair awareness of the fact that most of the Chinese people are
farmers, that China has the most peOple, and that the United States
has established friendly relations with China. The lowest scores
were indicated for the predominant means of transportation and the

selection of an item ngt_characteristic of Chinese culture. Students

 

100

were also unaware of the reason for language-communication difficul-
ties among the Chinese people. A comparison of the means of ONOP
eighth graders and overseas students indicated that overseas students'
scores were higher. Percentages, however, were considerably low.

(See Appendix Table B-6.)

Items referring to Egypt.--Both groups answered only one
question (Question 41) of the six dealing with Egypt with a certain
amount of accuracy (77% international school, 82% DOD school).
Slightly more than half of the DOD school students were aware that
Egypt is an Arab country, and far fewer of the international school
students (36%) answered this item correctly. F%n‘ less than one-half
of both groups were aware that cotton is an important Egyptian product,
the purpose of the Aswan Dam, and, in spite of media coverage of
Sadat's death, the name of the Egyptian president. (See Appendix
Table B-7.)

Items referring to the world.--Highest mean scores for both

 

groups were achieved on items concerning the makeup of the world and
the fact that the USSR and United States have sent rockets to the moon.
A fair percentage of students in both groups (60% international school,
75% DOD school) were aware of the function of the United Nations and
the reasons for an increase in the world population. Scores on ques-
tions concerning membership in the Common Market, population of the
world, continent with the highest population density, and reasons for
poor or good economic activity indicated that students need more infor-
mation about these areas, which are central to the concerns of global

education. (See Appendix Table B-8.)

lOl

Total Knowledge Test scores.—-A comparison of total Knowledge
Test scores indicated that students in the DOD school scored slightly
higher, but not significantly so, than did the students in the inter—
national school group. In both the international school and the DOD
school populations, boys scored significantly higher than girls. This
finding was also evident in the 1974 study. The data indicated a
serious lack of knowledge in most areas of the Knowledge Test. Econ-
omics, culture, knowledge of world economic organizations, history,
current events, and government were areas of global knowledge that

need strengthening.

Students' Attitudes Toward Other
Nations and Peoples

A comparison of the data concerning the five factors used to
determine students‘ attitudes toward other nations and peoples revealed
that statistically significant differences existed between groups on
all five factors. Basically, both groups agreed that the United
States, Japan, England, and France, in that order, are the most desir-
able nations. Significant differences existed between and within the
groups concerning placement of the United States as first or second in
terms of being the most "desirable nation” and in terms of size. Both
groups agreed that the people of the USSR are the least "desirable
people" and that the people of the USSR are the least free; however,
they disagreed on the lowest placement for ”rich/strong," "desirable

nation, and size.
The countries selected to be in the upper third of the l2

countries were those that were culturally similar to the United States.

l02

This finding was the same as that of the 1974 ONOP study. Japan was
rated in second place after the United States, which indicates that

living in the country had had a positive effect on attitudes toward

that nation and its people.

Discussion and Implications
of the Findings

Students' interest in other nations and other pegples.-—In the

 

1974 study and in the partial replication of that study conducted in
1982 by Wyniemko in Ingham County, Michigan, it was found that fourth
and twelfth graders had a greater interest in studying other nations
and that eighth graders had less interest along these lines. DOD
school students in the present study indicated more interest in study-
ing other countries than did the international school students. How—
ever, the countries students chose to visit were those of cultural
similarity to the United States, with the exception of Japan. The
reason for not wishing to live in a country (i.e., the USSR) may have
been related to the students' developmental stage. Eighth graders

are just beginning to consider dating, and the peer group is of vital
importance. At an age when they are beginning to seek greater autonomy,
they may see communist societies as being too restrictive. Kelman
(l968), Hensley (l978), Gleason (l969), and Murphy (l973) found that
the length of time spent in a foreign culture and the kinds of experi-
ences a person has within that culture determine the formation of
positive attitudes toward the culture. This seems to be a possible

explanation for the positive interest students indicated in Japan,

lO3

which is culturally different from the United States and which stu-
dents in the 1974 study ranked much lower as a place to visit.

An important finding in this area was that students in the
DOD school selected a significantly higher number of countries to
study and visit than did students in the international school. This
indicated that students in the DOD school viewed other nations and
peoples significantly more positively than did international school
students. Several factors may have contributed to this finding. The
first may be the fact that 000 students are living in a transplanted
model of their own culture (the military base) from which they can
venture out into the foreign culture. Should the experience become
too overwhelming, they can retreat to the comfort of the transplanted
environment. On the other hand, international school students must
cope with whatever occurs, often handicapped by language inadequacy
and isolation from peers. Their reaction to this situation is to
seek a familiar environment, which for most students in this group
was the physical and social environment of the international school.
In this respect, the school became a closed, safe retreat from the
realities of the host culture.

Second, the military community encourages exploration of the
host country. Each base maintains travel agencies that set up tours
and provide transportation at affordable prices. Television and news
spots urge personnel to get out and explore the host country. The
recreation centers provide classes representative of crafts and
sports of the host culture, and local vendors are invited to bazaars

to display and sell their wares. Nives' clubs often invite speakers

l04

from the local community to address their luncheons on topics of
interest. The military community often hires civilians from the local
community, who interact with base personnel in work situations.
Orientation classes are required for incoming personnel, and language
classes are available. All of these efforts provide an opportunity
for the military community to develop positive attitudes toward the
host country as well as an understanding and acceptance of those who

are culturally different.

Discussion of Students'
Global Knowledge

The total Knowledge Test results revealed no significant dif—

 

ferences between the international school and the DOD school students.
Therefore, the two groups' general level of global knowledge was the
same. Although the students' level of performance on the test was
significantly higher than that of students participating in the 1974
study, their Knowledge Test scores indicated a need for further empha-
sis on and information about global concerns. This finding was present
in the 1974 study and in Wyniemko's (1982) study, as well.

Males performed significantly better than females on the
Knowledge Test, another finding of the 1974 study and of the Hyniemko
study. The information found in many of the questions had received
wide media coverage on television, on news programs, and in the news—
papers. Wyniemko suggested that boys may be encouraged more than
girls to develop skills in social studies and to have an interest in
current affairs. Perhaps, also, boys have an avid interest in sports

and, as they glance through the newspaper looking for game results,

l05

other items catch their eye; or they may be more likely than girls to
sit through a newscast so that they do not miss the sports section of
the news. Sports events take place all over the world, which might
inspire boys to desire to learn something about the places these
events are held.

000 school students scored significantly better than inter-
national school students on items concerning the United States and
Mexico. This difference is probably a result of the differences in
curricular emphasis of the two schools. The DOD school considered
itself an American school and therefore followed a structured Ameri-
can social studies curriculum; its textbook series followed standard
placement of areas of study at certain grade levels (i.e., the
"expanded horizons" social studies curriculum model). The international
school emphasized the sociological aspects of the social studies cur-
riculum because the general feeling was that with students from many
different countries, an emphasis on any one country would be inap-
propriate except on an elective basis.

Concern for and implementation of global issues in the class-
room had not become a conscious effort in these overseas schools.
Global awareness is a relatively new curriculum concern in the United
States and has not been implemented to any significant degree nation-
wide, although there are isolated examples of excellent programs.
Both overseas schools endeavored to include the study of Japanese
culture and current events in the curriculum because such study was of

immediate concern for surviving in a foreign culture.

l06

Despite these students‘ involvement in a foreign setting,
they were not much better informed about their world than were stu-
dents who had never left the United States. This presents a chal-
lenge to both parents and overseas school systems. One of the common
goals of both schools' social studies programs was to develop accept-
ance and understanding of people who are culturally different. As a
result of their Japanese~culture programs, they have perhaps been
successful. However, these programs need to be broadened to encompass
more than the immediate environment so that students can readily
identify and understand the relationships governing world events.
Overseas schools are in a unique position to extend the goals of
global education.

A Discussion of Students' Attitudes
Toward Other Nations and Pegples

 

 

In agreement with the results of the 1974 study, students in
this study tended to view most positively the countries that most
closely resembled their own culturally, with the exception of the host
country. DOD school students ranked Japan second after the United
States, and international school students ranked Japan first as a
”desirable nation." Factors affecting this attitude might include the
fact that Japan is a child-oriented society and activities abound for
children's enjoyment. This child-centered attitude extends to all
social and even consumer business institutions. Japan is also one
of the safest countries in the world, so parents feel comfortable
about allowing their children to travel unaccompanied throughout the

city. This is especially true of the international school students,

l07

who live in the community and often know how to use the train system
as well as the Japanese. There is abundant evidence that the two
factors identified by Kelman (l968)--length of time lived in the
culture and positive experiences within the culture and with the
people--affect the development of positive attitudes toward other
people and nations.

For the international school students, the countries viewed
least positively, from lowest to highest, were the USSR, Israel,
and India. The DOD school students selected the USSR, East Germany,
and Israel. These countries bear little similarity to each other,
with the exception of East Germany and the USSR. The choice of Israel
may perhaps be explained by the fact that the press, at the time of
testing, was reporting negative events about Israel, including its
involvement in a war. Abramowitz et al. (1978) reported that American
children tend to reject people and countries that have recently been
involved in a war.

In terms of size, the largest nations, from largest to small—
est, in the international school students' view, were China, the United
States, and the USSR; for DOD school students, they were the United
States, the USSR, and China. This indicates some misinformation about
the size of the respective countries, or it might indicate that stu-
dents interpreted size in terms of power or population. In future
research, an informal discussion with students after the test might
prove enlightening in this respect. Both groups agreed that the
smallest countries, from smallesttolargest,wereIsrael and East

Germany. International school students chose Spain for third smallest,

108

and DOD school students chose Egypt. The results in this section
were puzzling, as were those in the 1974 study. From the standpoint
of power, it would seem that since Israel usually wins its wars, it
might be viewed as larger than England or France, which were ranked

in fourth place by the two groups.

Projected Outcomes of the Study

 

The results of this study will be given to the international
school in which the study was conducted and to the regional office of
the DOD school in which data were collected. It is hoped the study
will be used as part of an evaluation of current methods and curricula
to determine what steps need to be taken to infuse a more global per—
spective. Developing broadened cultural and intercultural programs
to include not only the host culture but also the cultures of other
countries, or at least a presentation of cultures similar to that of
the host country, would be an important outcome.

In a report entitled Social Studies in the Overseas Schools:

 

Highlights of the DODDS Program Evaluation (1980), which represented

 

the major activity of the evaluation phase of the first Department of
Defense Dependent Schools (DODDS) five-year curriculum cycle for
social studies, the following goals of the DODDS curriculum were
assessedat thefourth-, eighth-, and eleventh-grade levels are are
relevant to global—education concerns:

explains allocation, use and conservation of human resources;
explains contributions of ethnic groups to a culture;
identifies cultural universals;

explains effects of technolOQY; and

compares decision-making in different political and economic
systems.

UTLPOJN-J

lO9

The findings of the present study could be considered as a contribu-
tion to the evaluation project due to begin in 1985.

In a letter responding to one sent by the researcher to
explain this project, Dr. Phillip Runkel suggested that this research
would be a basis for comparison with data collected by the Michigan
State Department of Education for evaluating their global-education
programs. Dr. John Chapman, Michigan Department of Education Social
Studies Specialist, has indicated that the Department hopes to coop—
erate with Dr. Lois Bader, Professor at Michigan State University,

Dr. Thomas Barrows of the Educational Testing Service, and Dr. Robert
Leetsma from the U.S. Department of Education in using the data col-
lected from this study and other similar studies to:

1. review the tests where needed.

2. get baseline data for use in comparing the knowledge,
attitudes, and interests that students in one setting have in compari—
son to those in another setting.

3. where appropriate, look at kinds of social studies curricu-
lum that are used in various settings to determine if there are par—
ticular advantages of one type compared to another.

4. get some glimpses of the degree to which the international
school setting may be a factor that contributes to students being
more world-minded.

5. determine whether the experiences of teachers who have
lived and taught in a foreign setting have any significant effect on

their teaching about global issues.

llO

Recommendations for Future Study

 

The following recommendations are suggested for future
studies:

1. Student developmental stages, environmental factors, and
curricular emphases as applied to their attitudes toward other nations
and peoples in an overseas setting should be investigated. These
factors may be critical to the design methods and materials used with
students.

2. A study of various curriculum materials and the messages
they convey to students in different stages of development and how
these affect students' attitudes and interest would be relevant to
this area.

3. In-depth research is needed on the interests, attitudes,
and knowledge of students who are not American citizens but who are
attending international schools that follow the type of curriculum
used in United States schools. Such research might help determine
curricular emphases relevant to these students and perhaps help under-
stand American students' interest and attitude formation.

4. This study should be replicated in different overseas
settings to determine if living in a particular country generally
results in the formation of positive interest in and attitudes toward
that country. Identification of common factors that contribute to
these positive views is essential to curriculum development.

5. Factors contributing to boys' better performance on the

Knowledge Test should be identified so parents and schools can provide

lll

experiences that encourage girls to become equally well informed
about the world.

6. In this study, it was found that DOD school students
tended to view other nations and peoples more positively than did
international school students. A more in-depth study should be con-
ducted to determine if this finding holds true for similar populations
and, if it does, to determine what factors contribute to this more
positive attitude. Such knowledge could contribute to the design of
curriculum experiences that would help students become less ethno-

centric global citizens.

APPENDICES

llZ

APPENDIX A

LETTER OF SUPPORT BY PHILLIP E. RUNKEL,
SUPERINTENDENT OF PUBLIC INSTRUCTION
STATE OF MICHIGAN

113

ll4

STATE OF MICHIGAN

23‘ DEPARTMENT OF EDUCATION ...................

nannxnx DunoucuELLE
LIM‘W- WCNDI" “909 on GUMECINDOM suns
Var a
SILVERENIA o KANOYI‘ON
nuLur E. IUNKEL Srrmm
AUBUSt 14 l 1931 NOIMAN orro smcxMavan. sn.
dlbkl-uxfi. “”‘
on EDMUND F. VANDETTE
Lrlquu

IAIBARASROBERTSIASON

annenm Mntsn

JOHN WATANEN,JI

00v. WILLIAM G. llLuKEN
fi-Dfl‘rb

Ms. Gwendolyn Demps

Owen Graduate Center 156— E
Michigan State University

East Lansing, Michigan 48824

Dear Ms. Demps:

This letter is in response to your July 16 letter concerning
your proposed research on global education.

Your proposal to assess eighth grade students in terms of their
interests and knowledge towards other nations and other peoples is
one which is worthwhile. Moreover, your review, analysis and
comparison of social studies programs used in earlier grades by the
two student populations you intend to survey can provide us with
information which is not now available.

I think it is also good that the background and demographic
information which you obtain on students, teachers and their inter—
national community setting will prove useful in that it will provide
us with a comparison base for Michigan teachers and students. While
it seems reasonable to conclude that foreign travel and study can
enhance the level of global understanding, there appears to be
insufficient empirical data available at this time which applies to
students and teachers in K - 12 school situations.

I am confident that the findings and recommendations in regard
to your research can be of use to the Department in its efforts to
further the cause of social studies education in Michigan.

Please contact Dr. John Chapman, Department Social Studies
Specialists, if you have questions and I look forward to further
word from you as you proceed.

Sincerely,

Q// {94/

Phill p E. R nkel

APPENDIX B

TABULATION OF STUDENT RESPONSES TO
ITEMS ON THE KNOWLEDGE TEST

ll5

ll6

 

 

 

Nooooo

mm mm mm Rm mm «N me No as :0 mo amass: cows: .oH
Noowgo

mm ooH mm mm mm om mm on Nm :0 mo conga: sows: .mH
Ncowcs pmw>om we»

mm ooH mm ooH ooH ooH Rm mm mm co m_ conga: cows: .¢H
queoca

Km oo_ mm mN N@ am mm Nm Km :0 mo topaz: zoos: .mH
Noo_xmz

No HN mm mm um em om on am co m? conga: zoos: .NH
Nmmuoum umpwcs we“

Kw ooH mm om om om mm fin mm co mo amass: sows: .HH

Pouch mpoemm mpoz Pouch mPoEma moo: Pouch m_osma mFoz cowummzo .oz

Aooocum Poeowpoccmuch mpemezpm Poogom mpemcsum

mucmuzum coowcos<neoz

wmcmwma so oomEucoomo

Foozom FoeowpoecmucH

 

.pmmp mmum_zocx
map so zeoocmomm mowecwocoo mam“? ow mwmooommc .muemozum to mupzmmm--.fi-m m—oob x_o:moo<

r

l l 7

 

«v

oo~

me

me

me

on

mm ~v

ow

mm

cm

an me

On mm

an no

wm mm

mm

oofi

mo

emeemwv ”Acwxm:<v
Ute» oozes umes use ucwem we; magnum
umu_:= ecu .tm: upte: eceowm wee uuewm
mexeu mcwuee_Feu ”Acmzm:<v
oxecee mow we umee Hem
aceeece>em meuoum cease: ego meee 3e:

mewNWuwe tee mooetean
Pw>wo m:e_tm> ueeuece ea ”Acezmc<v

Noo_3o__oc woo co auto;
oo oo woooom ooacoo moo to cowooosmooo
woo oo ooooo no: mooooo co _F_o wok

mmecmeeu we» ”Acezmc<v
Nmeuoom vegan: map we wrap we» mmxoe oz:

men=Cwu : ewecem_qu ”Acexmcqv
Nunez» e—uumm eu weFQOeo
comeeczm umc_w ego ;u_x eocwue xFHUQLcoo
#02 m_ moot» mcozeppe» wen we Lowe:

moooom ooocoo moo ”Atozmo<o

new eFQeeo one we emosm:m_
mama on» xoeew ecu—mew :_ e—oeeo use

”mopeecu
z~e>waorec ecu .Ace .uopw ”Atexme<v
”moo omeu «new or meuoum noose: one we
Home one we omee sate cocoon momcoxc< ecu
Pesemmwz .ezeH we «we: meow—o «meta one

.¢H

.mH

.HH

.0H

.m

.w

.n

 

—~uor

epoeoe

eFez

apeezom —m:e_uecceuc~V
muceesum :oeocee<-eez

popes upmeed e

muceeeom Feeeem

Fez

emcewoo we acesuceemo

_oooe a_oeoa

muzmeaum

ope:

Feezem Pmce_ueeceuc_

"Atexmc<v cemumwao

.oz

.ummh wove—zeex we“ so meaoum eee_:= mop ea ocmctowet msmu_ ea memceommt .muoeezum co muFomem--.N-m ergo» x_e:eoo<

ll8

 

omen ”Atezmc<v

 

 

 

mm ooH mm mm om um Hm mm mm "ecu ue—Foo m_ eowxez :_ eemz xeeee ego .ON
ourxmz “Acezm:<v
Nmmmfl eeewm
cwxee cw some apron Foomumpee wEmm ecu
me e— 0 RN HN Nm NH ma Ha ezu mm; mewcucaeo m:_;eF—ow one we ;o_;z CH .mH
eowxez ”Acwzm:<v
mm Ne mN Nm mm me me Ne mm «mousseu Lowe: cw eeuom—m mw oceevmoce < .wH
mcmwec~ ecu cmwcoem ”Acezme<v
"ecu we mpeoeceemwe
S me on E 3 mo mm 2 3. to 8828 r 5:238 foxes: .:
EmTUw—ezumu ceEem "Acozm:<v
nN me m” cm mm me me Ne Re now eowxez we :eTmFFeL ucocweeeoca ego .o~
eewxmz ”Acwzmc<v
Nepeewoo
mm ooH mm om mm om so em ooH umeELmz we» we; meocucseo omega co cows: .mH
Pouch epmswu ope: Pmuop eFmEmu ore: Pouch w—meod m_m: Acezme<v cowuwoso .oz
A—eezum Fe:e_uo:ceueHv muceezum oeeeom mucoeoum
muceezum coercoe<-:ez omemmmo we useEptmeoo _oe;um _oceouoccwue~
.umwh emeerecx one so eowxex ea meoccecwt memo? e“ memeeomec .muceesuw co mu_:mem--.m-m owneh xwecoeo<

ll9

 

assetee “Atexmc<v

 

S 3 E R S E z E : N85: to 325:. 8.3.. o 2 3c: .3
ucweumeca ecu “Acexmc<v
Nuec=Ce>em
ecu cu tezee umeE mac meuxe__ec ecu we
Ne mN mm NH ou mu mN oN Nm couc: .ouuceoex cecoce ucwmwco ecu cu .mN
ocoEceu ”Atozmc<v
”ecu
mecca; cemxuec mwoceceuuue Foczuuzo ecu
umuuuuuee ue emzooec mweuu acme eemcoce
NN me mu MN ON eN mm 0N Ne mmc meeoco we atmeczec :cwumew ecu .NN
uueccumc uncuuewuo eco
wecauocweewu euue e>uum—wc ”Acezmcqv
”Ac
0N cu mN Ne me we mm Ne Nm emuuumucmuemtoco mu eececc we eumeuue ecu .HN
umueh opeewu mum: Peueh e—eeou mum: Pouch o—memk mum: Acmxmc<v :euummno .ez

 

Aueecom Foceuuocteueuv
muceesum coeucos<-cez

muceeaum _eecew
emcwueo we ucweuceowo

muceezum
Befim—EeSeEwEH

.umeu emeeuxeex ecu :e eeemca eu acuctecwc memuu eu mwmceomet .muceeaum co muuommm--.e-m m—cmh xuecwoe<

120

 

mm

mu

om

om

ON

mm

mm

me

co“

me

Hm

«H

mm

um

mm

0m

mm

mm

mm

mm

Nu

me

no

Nu

mm

mm

we

we

Nu

we

Nm

cu

mm

mm

mm

em

me

am

um

mu

we

um

mm

Ho

on

an

me

up

me

om

mm

em

mm

mm

mm

0—

mm

mm

mm

me

Ho

me

9N

mm

mm

mm

em

Ho

cm

mewcucaoo umwcaeeee cecue "Acexmc<v
ucuw: ow couc: uew>em
ecu an ce newccee eeecu cowecew ecu we umez

ueeEcce>em ecu ”Mcezmc<v
”ac eeuece e ecu eecze
ece newcumeecw umee .cewc: uew>om ecu cu

cewcz uew>em\ewmm=m ”Acezmc<v
Nmewcuczee mcwzeuuow ecu we cewcz
cu eem: oueewz umee ece meueee cewueaeeca

ewumwuewoem "Acezmc<v
"au_ewucemme we; uecu uceEcce>em e
eeueuwumcw ewmmem cw Numu we cewuzue>em ecw

cows: uew>em\ewmm=m ”Acezmc<v
NuceEcce>em umwczesee e mec acuczee cewcz

eueeeo ecu we mewuwwecewuec
to moaecm ewccue ecu "Acexmc<v
”we mwmec ecu co Auwceewce teetew
ecez :ewc: Auew>em ecu we muwucaeec ecu

mummam ”Acexmc<v

Neceeee eu mmeeee teen
ece ecwuumeoe eecw-eew ucocm e Ac eeceecwc
ceec moc mewcucaee mcwzeuuew ecu we cewc:

cewc: uew>oM\ewmm=x "Acexmc<v
Newm< ece eoecom cuoc cw mu xcucaeu cewcx

.mm

.Nm

.Hm

.om

.mN

.mN

.NN

.oN

 

Pouch

eueEeu

ewe:

 

Aueecem Fecewuecceucuv
muceeaum coewcee<-cez

Pouew ePeEee

ewe:

 

emeeweo we uceEuceeeo

muceeaum Feecem

PeuOP

eFeEee

euez

 

muceezum

ueecem Feeewueeceucu

Acezmc<v cowumeeo

.oz

 

.umew emeeuzecx ecu co owmmoa eu mcwccewec meeuw

eu memceomec .muceeoum we muuomem--.m-m eucew xweceoeq

l2l

 

oo v— 0
me me om
we . mN no
no «u o
mm mm on
mm 00— cm

mo op o

mm mm mm
oh ow PK
mm we mm
mm um mm
mm mm wn

No mo HH
mm me —o
«m mm mm
on mm mm
um mm NV
on Nm em

euexewc ”Acexmc<v

“mu Neeeu mewuwe emecwcu
cucuwz cewueuceemcecu we mceeE xteeuce ecu

mceccew ”Acezmc<v
”we cue: ecwcu cw e—eeee ecu we umez

ocwcu “Acezmc<v

Natucoee cewcz cuuz ouncewcw eLeE
en eu eeuceum umsh mec meueum neuucz ech

:eumxm eumee e ”Acezmc<v

”zoom 9.25:8 2: co :o
an veuwceueoteco :eec mec etauuao emecwcu

mueewewe
Aces e>ec memeomcou
cexeem ceceoe ewes ecu ”Acexmc<v
Newsweec
auwcesucn uusewwwwe eeee mu eueeeo
eeecwcu ecu ocean cewuoewc=EEee emozmcoc

ecwcu ”Acezmc<v
Neuoeeo umee ecu mac Acuczoe cewc:

 

wmuew eumEec ewe:

wouew eueEee ewe:

uouew ePoEea ewe:

 

Aueecom _ecewuecteuc_v
muceeeum :eewcee<-cez

muceeaum weecem
emceweo we ucecnceoeo

muceezum
weecem _ecewuecceucu

Acezmc<v cewumezo

on

Ln
('1

V
m

.ez

.umew emeeuzecx ecu co ocucu eu ocuccewec meeuw eu memceomec .muceeeum we mu—zmem--.w-m ewcow xueceea<

l22

 

Eeo eezm< ”Acezmcev
”ecu we cewueocumcee ecu xc uoxmm cow

 

 

 

 

ov me mm om HN mm mm eN ow eeew>eto ecez eeeu eeueewccw cw memeececc .ee
ceuuee ”Acezmc<v
NuQAmm we ueeeece uceuceeew
mm mN mm NN mN 0N mm mN om ce mu mewzeuuew ecu we cewcx\uec2 .me
cececez ”Acexmc<v
No oN no om HN om um oN om mu uoxoe wo uoooumeto ecu .oo
mcwewwe eueum ece
unweom eecw eueceeem
ueex mu cecace ecu “Acezmc<v
queweem eco eceuuoe cec<
oN o No Nu ou oN ou ou oi wo more uoz mu ocuzouuow ecu wo coco: .oo
uoxmm ”Acezmc<v
NN ou om no mo Ho om oN mo Netuoooo oot< co mu coucz .No
mucemee ”Acezme<v
”we on eves
mm om mm Ne on em NR uN Ne mu uexmm cu mete ecou ecu we umez .ue
ueuew eueeee ewe: wouew epeeee euoz Feuew eueEee ewe: Acezmc<v cewumeeo .ez
auoecem Fecewuocceueuv muceeeum weecem muceeeum

muceeeum ceewcee<-eez

emceweo we uceEuceeeo

weecem Fecewuecceucu

 

.umew emeeuzecx ecu :e uoxmm eu mcuctewec maeuw eu memcoemec .muceeeum we muuomem--.w-m eucew xweceoo<

 

123

 

.Lee» ecu ueecmeetcu
eceueceecou euee Le uec ”Acezmc<v
”aweEetuxe cuwz meete xuuoeme ego xuw>uuee

 

ea 3 mo mm mm oN mm on N E888 2qu PM; ct; 3.8x ecu E woe; .wm
eececc use ecu—mew “Acezmc<v
ow Ne mm mN .m oN NN mu «N Hego uectoz ceceeu ecu we mcecEeE ezw .om
cows: ue_>em ecu
use meueum eeuwen ecu “ficexmc<v
Nceee
ecu oou ooH ecu ecu oou mm om ecu ecu eu muecoeL ucem e>ec mewcuceee oxu cewc: .mm
ecewuoz eeuuc: ”Acezmc<v
"ecu eu ace—ec me_tuc=ee
we um mo mu No we am we wN umee .euce: ecu cw eeeee ecozeu ctex ow .vm
euec cueee acumeeteee e “Atezmc<v
Neceea Auwww uwew ecu te>e :euuoueeeo m_eucez
ecu cu emeetecu ueetm ecu Lew e_cwmceemec
ow Nm me No me mm mm me an umee ecu ceec mec mcuzeuuew ecu we cewcz .mm
emeemce— ceceem .eeteueocum < ”Acezmc<v
Nmeeetm eceuuee
we me om Nm mm eN mm mm mm czecc uue toc eecocm mu acuzewuew ecu we cewc: .Nm
eeetem ”ficezmc<v
Neuwe eceoem Lee eweeee
No um mo Ne on me em we mm umee ecu mec mucecwucee mcwzeuuew ecu we couc: .Om
:euuuuc m.m\cewuuuc mm “Acexmc<v
on N 3 Nu. on 3 ..N No N was: Ste, 2: E .3: 233 ea. :2 :22 .oo
mceeee ”Atezwc<v
om mm mm mm me we ww em on Nwe a: eees mu cute: ecu we umez .me
weuew euoeee ewe: ueueu euecee ewe: ueuew eueeee eue: tezmc<v ceuumeeo .ez

 

Aueecem uncewuocceucuv
muceeeum :eewcee<-cez

muceeeum _eecem
emceweo we uceEuceeeo

muceueum
weecem wecewumcceucc

 

.umew eeeeuzecx ecu co eutez ecu eu ecuccewec meeuu eu memceamec .muceeeum we muwemem--.m-m eucow Xweceoe<

APPENDIX C

COPY OF A LETTER OF PERMISSION GIVEN BY THE
EDUCATIONAL TESTING SERVICE RELEASING THE
THE TEST MATERIALS—-OTHER NATIONS,
OTHER PEOPLES

124

125

77?
EDUCATION:\L 1‘FZS1‘ING SERVICE .31; l'liINCE’I‘ON, N-J. 08541
I \c
6052 qzroooo
CABLLEDUCTESTSVC July 2, 1982

. Dr. Lois Bader

Dr. John M. Chapman
State of Michigan
Department of Education
Lansing, Michigan 48909

Dear Dr. Bader and Dr. Chapman:

Educational Testing Service is pleased to grant your request to use
the test materials listed below for purposes of research studies described
in your letter of May 21, 1982.

The materials you wish to use are as follows:

Parts of the instruments from Measures of Global Under—

standing, and parts of the Other Nations, Other Peoples
survey instruments.

 

Your use of these materials and any relevant documentation ETS may
supply is subject to the following conditions:

1. Use of the materials is restricted to the research
purpose described in your request to ETS, and you will
not provide or otherwise make them available to others
without ETS's express written permission. Where publi-
cation of your research findings requireu reproduction
of ETS authored items, acknowledgments similar to those
below should be given. Please let us know when any
such publication is planned.

2. You will assume responsibility for the analyses and
conclusions of your study and, other than acknowledg-
ment that ETS supplied the test materials, you will
not use ETS's or a test sponsor's name in such a way
as to imply participation in or responsibility for
your study, nor may you use the materials for any
commercial purposes.

3. Unless otherwise specified by ETS, the results of your
study will be shared with ETS. Please send a copy of

your findings directly to Dr. Thomas Barrows.

4. This permission is nonexclusive and royalty-free.

 

126

Dr. Bader and Dr. Chapman -2- July 2, 1982

5. Each reproduced copy of the Global Understanding instrument shall

carry the following copyright notice:

Copyright ° 1980 by Educational Testing Service.
All rights reserved. Reproduced by permission.

The instrument containing Other Nations portions should carry
appropriate acknowledgment of ETS as the developer of the study
and instruments, and of Office of Education (HEW) funding.

If these arrangements are satisfactory, please sign both copies of
this letter and return one copy to us.

Sincerely,

Maia. 5 , leJL~'£QA/

Helen C. Neidenmiller
Rights and Permissions
Administrator

cc: Dr. Barrows

ACCEPTED AND AGREED T0:

% ’r/ A?:_‘/\

Dr. Lois Bader

Mj/{ii C/LZ/i/«zj/fl

;/ Dr. John M. CKapman

 

BIBLIOGRAPHY

127

BIBLIOGRAPHY

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l3O
Buggey, JoAnne, and Tyler, June.
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A Selected Bibliography.“
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l3l

Duffey, William. ”The International Understanding of American
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