Uematsu‑Ervasti, K., Kawachi, K. How intercultural experience affects university students’ gender views: potential for transforming higher education in Japan. Asia Pacific Educ. Rev. 23, 625–637 (2022). https://doi.org/10.1007/s12564-022-09801-5
How intercultural experience affects university students’ gender views : potential for transforming higher education in Japan
|Author:||Uematsu‑Ervasti, Kiyoko1; Kawachi, Kumiko2|
1Extension School, University of Oulu, Oulu, Finland
2International Strategy Organization, Yokohama National University, Yokohama, Japan
|Online Access:||PDF Full Text (PDF, 0.9 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2022120870076
|Publish Date:|| 2022-12-08
Reducing gender disparities in Japan is an urgent issue that requires the attention of multilevel stakeholders, including higher education institutions. Under Sustainable Development Goal 4, target 4.7 calls for educational institutions, including universities, to explore innovative approaches to tackle issues such as gender inequality. The transition from student life to adulthood is a crucial time for university students as they face and become aware of gender inequalities in society. This study examines various opportunities in higher education, such as short study-abroad programs and globalization-related coursework, that positively influence university students’ understanding of others and potentially broaden their gender perspectives. Historically, the impacts of studying abroad and intercultural experiences have only been subjectively assessed based on participants’ self-evaluation. However, by using the Beliefs, Events, and Values Inventory, quantified data can be used to evaluate the nature and form of depth-based growth and compare three cases for potential changes before, after, or during educational programs. The study’s findings shed light on opportunities and barriers to transforming students’ views especially on gender issues. The study reveals (1) signs of improvement in students’ gender perspectives after participating in a short study-abroad program, (2) that international students with diverse experiences tend to demonstrate lower gender traditionalism, and (3) that freshmen and sophomores have relatively moderate views on gender norms, indicating that further intervention could improve their gender perspectives. The results showcase the possibility of developing meaningful study-abroad programs and other coursework to drive the positive change in students’ perspectives, especially regarding gender.
Asia Pacific education review
|Pages:||625 - 637|
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
Open Access funding provided by University of Oulu including Oulu University Hospital.
© The Author(s) 2022. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.