Education, Equity and Global Citizenship

Jennie Kroeger

Here in the FSU College of Education, one of our greatest strengths is the collaboration of our faculty and students across all four departments on research that informs both policy and practice. Our latest efforts are focused on education, equity, and global citizenship. Topics covered include gender differences in math and science education, international teaching and learning, social justice, local politics and access to education, and inequality in youth sports programs. Read on to see our latest publications in these areas.  

Dong, S., Ethridge, G., Oire, S., & Rodgers-Bonaccorsy, R. (2015). Assessing Infusion of Social Justice in Rehabilitation Counselor: Education Curriculum. Rehabilitation Policy, Research and Education, 30.

For this study, the authors wanted to examine the extent to which rehabilitation counselor educators understand and are committed to social justice in their profession. In this case, social justice was defined as the equal treatment, support, and fair distribution of societal resources to all individuals, particularly the marginalized and disabled. In total, 59 responses to a survey were collected at a national conference in San Antonio, Texas. The study found that most educators acknowledged the importance of including social justice in their teaching and research work, and younger academics appeared more willing to incorporate social justice into the curriculum than older academics. The authors also discussed limitations and future directions of the study. Read more.  

Fabian, E., Dong, S., Simonsen, M., Luecking, D., & Deschamps, A. (2016). Service system collaboration in transition: An empirical exploration of its effects on rehabilitation outcomes for students with disabilities. Journal of Rehabilitation Counseling, 30.

In this study, inter-agency collaboration was examined by looking at how it affected the vocational rehabilitation outcomes in a statewide model demonstration project for youth with disabilities. Using two different measures of perceptions of collaboration, the authors found that although inter-agency teams' task-oriented perceptions had a positive effect on rehabilitation outcomes, their perceptions on cooperation or "synergy" had a slight, but negative effect on the same outcomes. The article then re-examined how collaboration has often been defined and measured, as well as its implications for transition and rehabilitation personnel.  

Guthrie, K. L., & McCracken, H. (2010). Teaching and Learning Social Justice through Online Service-Learning Courses. The International Review of Research in Open and Distance Learning, 11(3), 78-94.

In this study, students working in local service organizations participated in an online service-learning course and their perceptions were documented. Students shared discussions and experiences related to social justice, action, and civic engagement as part of their web-based learning environment. Findings in this study illustrated the potential of online educational experiences to inform instructional best practices and create learning environments that are transformative. Read more.  

Kim, A., Coutts, C., Newman, J., Brandon-Lai, S., & Kim, M. (2016). Social geographies at play: Mapping the spatial politics of community-based youth sport participation. Journal of Amateur Sport, 2, 39-72.

In this study, five years of demographic and geographic information system (GIS) data from publicly-funded youth sport leagues were used to examined access to youth sports programs (YSP) in neighborhoods of a mid-sized city in the southeastern U.S. that varied in socio-economic and racial diversity. In comparing the characteristics of YSP participants who traveled the most and the least to participate, the authors found differences in travel distance by sport and by the socio-economic and racial composition of neighborhoods. Less than 1% of YSP participants lived within walking distance of their YSP facilities. For sports such as soccer and flag football, parents were willing to travel so their children could participate at facilities with diverse racial and socio-economic profiles. In sports such as basketball or tackle football, parents were more likely to stay in or near their less diverse, home neighborhoods. More options for girls' YSP participation may be needed. Potential segregation effects of YSP and ways to ameliorate these effects are discussed. Read more.  

McCarthy, C. R., Giardina, M. D., Harewood, S. J., & Park, J. (2003). Contesting culture: Identity and curriculum dilemmas in the age of globalization, postcolonialism, and multiplicity. Harvard Educational Review, 73(3), 449-465.

In this review article, the authors proposed that educators should pay attention to issues such as human immigration, globalization, electronic media, and cultural and economic capital and their implications for school youth. They argued that questions about the reproduction of culture, identity, and community are central to contemporary educational debates. The authors suggested the legitimate critique of popular culture in classroom instruction could open up new ways for students to explore and evaluate the values of universal love, care, and equality embedded in progressive democracy. Read more.  

Myers, J. (2009). "To benefit the world by whatever means possible": Adolescents' constructions of global citizenship. British Education Research Journal, 36, 483-502.

In this study, information about national identity and global citizenship were collected from 77 students enrolled in an international studies program through discussion boards, essays, and interviews. Results regarding global citizenship showed that participants' language was often framed in moral and universal terms, and that students saw global citizenship as complex and drew from diverse sources to understand what it meant. The article also discussed how citizenship education needs to be broader and more inclusive than the traditional focus on patriotism. Read more.  

In this study, U.S. high school students were interviewed about their thoughts on economic and cultural globalization as they participated in a five-week summer program on international education. The author found that white students saw globalization as predominantly positive, both economically and culturally, while minority students saw it as mostly harmful, without much middle-ground. He then suggests how teachers could use examples from multiple world regions to open students to more diverse perspectives on globalization. Read more.


Myers, J. (2006). Rethinking the social studies curriculum in the context of globalization: Education for global citizenship in the U.S. Theory and Research in Social Education, 34, 370-394.

In this article, two programs that teach about the world were used to illustrate some of the problems and issues with the national approach to citizenship as it is often taught in U.S. social studies classrooms. These case studies highlighted the shortcomings of emphasizing national identity and patriotism when trying to explain complex aspects of globalization and how they relate to students' lives. The article suggests ways in which a new orientation in the social studies curriculum might be able to overcome these limitations. Read more.  

Myers, J., & DiCicco, M. C. (2015). Bibliography: A review of theory and research in global citizenship education.

This bibliography includes scholarship that fall within the area of global citizenship education. Works selected are explicitly situated within this field or use global citizenship education as a conceptual framework or learning goal. The bibliography is organized into five main categories: (1) curricular principles and definitions, (2) theoretical perspectives, (3) empirical research, (4) teaching practices, and (5) policy statements. These categories are not considered to be definitive or exhaustive; rather, they are offered as a reference for other scholars working in this field. It is expected that this document will continue to grow as the field develops. Read more.  

Myers, J.P., McBride, C., & Anderson, M. (2015). Beyond knowledge and skills: Discursive construction of civic identity in the world history classroom. Curriculum Inquiry, 45, 198-218.

This study investigated the role of classroom discussion on global issues in supporting the construction of civic identities among U. S. students. Results showed that classroom discussions allowed students to remain critical of power relations while exploring issues of global identity and civics. The article suggested that, even though students did not abandon their national identities, the construction of civic identities is fundamentally indefinite and complex. Although these results were promising for civic identity work, they were less promising for a commitment to civic engagement. Implications for the future of citizenship education were also discussed. Read more.  

Myers, J., & Zaman, H. (2009). Negotiating the global and national: Immigrant and dominant culture adolescents' vocabularies of citizenship in a transnational world. Teachers College Record, 111, 2589-2625.

In this case study, the civic beliefs and affiliations of high school students were examined by looking at their vocabularies during a 5-week summer program on international affairs, cultural studies, and foreign language. The two topics of interest were universal human rights and global citizenship. Results from this study showed, overall, that students from immigrant backgrounds favored universal positions and called attention to national economic inequalities, whereas students with dominant-culture backgrounds favored national affiliations. In the context global citizenship and human rights, however, over half of the students switched between universal and nationally oriented views. These findings suggest that framing citizenship education in terms of national vs. global interests is misguided. The authors proposed that civic education should re-focus instead on the intersection of national and global issues and affiliations and help adolescents build flexible and multiple civic identities. Read more.  

Nix, S., Perez-Felkner, L., & Thomas, K. (2015). Perceived mathematical ability under challenge: A longitudinal perspective on sex segregation among STEM degree fields. Frontiers in Psychology, 6, 530.

Using a national dataset, the Education Longitudinal Study (ELS) of 2002, researchers investigated how male and female students' perceived mathematical ability and academic difficulty differently, which may predict their choice of college major in science, technology, engineering, and math (STEM). The authors selected data on advance high school science courses, intended college STEM majors, and specific major type two years after high school graduation. They found that gender differences in perceived ability varied by field; in particular, female high school seniors who believed they possess high mathematical ability were more likely to choose careers in physics, engineering, and math over biology or health. Students' perceptions also predicted retention in and declaration of other STEM majors. The authors discussed ways for schools to provide advanced scientific classes as well as opportunities for young women to boost their perceptions of mathematical ability prior to college. Read more.  

Perez-Felkner, L., McDonald, S.-K., Schneider, B., & Grogan, E. (2012). Female and male adolescents' subjective orientations to mathematics and their influence on postsecondary majors. Developmental Psychology, 48(6), 1658'1673.

In this study, researchers investigated the perceive competence, academic performance, and completed high school courses by men and women who majored in the physical, engineering, mathematics, and computer sciences (PEMC). Findings showed those who completed more mathematics courses in high school were more likely to enroll in PEMC majors; however, men still chose PEMC majors more often than women. In addition, women who majored in PEMC fields felt less competent than women who pursued less male-dominated fields such as behavioral, health, and social sciences. Read more.  

Perez-Felkner, L. (2015). Perceptions and resilience in underrepresented students' pathways to college. Teachers College Record, 117(8).

This study investigates how underrepresented students experience the social contexts of their schools in relation to their college ambitions, and the particular attributes of schools' social contexts that might facilitate their transition to four-year colleges. College-aspiring students were surveyed, interviewed, and observed in a three-year study investigating the social context of a Chicago charter school. Administrative and public record data were also used to corroborate the findings. Results showed structured formal relationships with teachers and school staff facilitated college preparedness, and academic and social support; however, students' perceptions of how teachers and peers regarded students was found to be significantly related to students' successful transition to college, in the face of various academic, economic, and other challenges. Read more.  

Perez-Felkner, L. (2015). Perceptions matter: How schools can enhance underrepresented students' resilience on the rocky path to college.

Results from a three-year study examining how minority students transitioned to college showed that students' relationships with peers, teachers, and other school staff helped them overcome obstacles on their way to college. The author suggested ways in which social support could improve students' perceptions of their value and worth. Read more.  

Sampson, J. P., & Makela, J. P. (2014). Ethical issues associated with information and communication technology in counseling and guidance. International Journal for Educational and Vocational Guidance, 14, 135-148.

This article reviewed the literature on information and communication technology and how it is used in counseling and guidance practice. Issues were organized in terms of social equity, resources, and services. The authors discussed these issues in relation to ethical, credential, and accreditation standards. Finally, the authors pointed out the need for additional standards, training, and research on rapidly changing technologies and how they can be used ethically and effectively to enhance client services. Read more.  

Vadivelu, R. N., & Klein, J. D. (2008). Cross-cultural analysis of HPT: An empirical investigation of HPT competencies in the workplace in the United States and South Asia. Performance Improvement Quarterly, 20, 147'165.

In this study, the application of human performance technology (HPT) competencies across U.S. and South Asian regions was examined. Survey responses from over 100 industry professionals were used to observe the frequency and application of HPT. There were significant differences between how professionals in each region apply HPT competencies. Results suggest HPT practitioners from South Asia may be involved in more generic human resource job roles, while participants from the U.S seemed to be involved with more specific job roles, primarily dealing with training and performance improvement initiatives. Most HPT processes are based on Western values, but the authors conclude that the majority of the surveyed competencies appear to be applicable in South Asia and in the U.S. The authors suggest the differences might be due to distinctive features of U.S. and South Asia cultures. Read more.