Asian International Students Attitudes on Women in College Keyana Silverberg and Margo Hanson Advised by: Susan Wolfgram, Ph.D. University of Wisconsin-Stout Research Problem Traditional cultural stereotypes in South and Central Asia is for women to fulfill the her role in the family. Today women want to obtain an education and join the work force. Women face barriers in education such as safe facilities, finances, and gender role stereotypes (Lall, 2009). Research Question What are the attitudes of South and Central Asian international students regarding women obtaining a college education? Hypothesis We predicted that women would be more supportive of women challenging cultural gender roles through college degrees than male students. Purpose 1)Examine attitudes of students from South and Central Asia, regarding women pursuing a college education 2) Develop a reliable survey instrument to measure attitudes 3) Results from this study will illustrate the perceptions that students have about shifting gender roles as women pursue college. Furthermore, it could be used to reduce gender inequality in education Theoretical Framework Feminist Theory (White & Klein, 2008) an analysis of how women challenge social constraints for the purpose of changing gender inequality. As applied to this study the concepts will evaluate cultural attitudes towards women becoming educated and joining the labor force. It will indicate the effect of the feminist attitude on economic conditions and cultural dynamics. Literature Review Malik et al. (2010) evaluated Non-Formal Basic Educational Schools (NFBE) in Southern Asia and found they provided equal educational opportunities. Lall (2009) found that in Pakistan though males are still favored, there is a cultural shift in the family where they also value sending their daughters to school. Maslak and Singhal (2008) found college educated women in role conflict between balancing traditional family values and an higher education. Katz et al. (2007) found a small steady income earned by women in rural Nepal benefited the family. Furuta and Salway (2006) found that educated women in Nepal had a larger influence on family decision making. Demographics Independent Variables GEN (Gender) Demographic Variables AGE (Age), COO(Country of Origin), RES (Relationship Status) Dependent Variables EQO (Men and women should have an equal opportunity to obtain a college degree) EBL (Higher education will benefit a woman in all areas of life) ATC (I support all young women having access to go to college) OWE ( My attitude toward women earning an education has been influenced by the education level of other women in my life) MAR (Women should complete their college education before marrying) CAF (It is acceptable for a women to have a career and a family) FDM (College educated women have developed skills to better participate in family decision making) PRV (College educated women will be able to better provide financially for their family) IAF (A woman’s career outside of the home is just as important as her family) Methods Participants : 15 male South and Central Asian international students (female students not used in analyses) Research Design: Non-random pilot study, cross sectional, purposive sampling Data Collection Instrument: IRB Approved, informed by literature and theory, implied consent. Administered by the Associate Director of International Education with one independent variable, three demographic questions and nine closed ended questions based on a 1-5 Likert Scale Procedure: Link to online survey administered to international students by Associate Director of International Education, as well as implied consent and confidentiality. Data Analysis Plan: Cleaned and coded surveys, analyzed data using Statistical Package for the Social Sciences (SPSS) frequencies, mean comparisons, correlations, as well as Chronbach's Alpha reliability analysis Freq.SDDUASATotal 1.EQO0.0% 100.0% 1.EBL0.0% 13.3%86.7%100.0% 1.ATC0.0% 6.7%93.3%100.0% 1.OWE0.0% 6.7%33.3%60.0%100.0% 1.MAR6.7%0.0%33.3%20.0%40.0%100.0% 1.CAF6.7%0.0% 26.7%66.7%100.0% 1.FDM6.7%0.0% 40.0%66.7%100.0% 1.PRV6.7%0.0%6.7%33.3%53.3%100.0% 1.IAF6.7%0.0%6.7%40.0%46.7%100.0% MeanEQOEBLATCOWEMARCAFFDMPRVIAF Mean S.D Range CorrelationEBLATCOWECAFFDMPRVIAF EBL0.681** ATC0.681** OWE0.660**0.675**0.763** CAF0.660**0.880**0.805**0.847** FDM0.675**0.880**0.724**0.757** PRV0.805**0.724**0.732** IAF0.763**0.847**0.757**0.732** Results: Table 1 Results: Table 2 Results: Table 3 Results Results are based on only male participants, females were not used based on low numbers. Hypothesis was not supported. A positive correlation found between influence of women in participants life and support that education has positive effects on entire family, as well as women having a career outside of the family. Correlations between OWE with CAF, FDM, and IAF p<0.01 level (see table 3 for all correlations). Reliability analysis: Chronbach’s Alpha Implications With support of women in education we expect to see increased encouragement for women to pursue all levels of education. Acknowledging the cultural gender role change by creating facilities that offer solutions and support for women. Future Research: Qualitative research, larger and random sample size including men and women, increased variety in demographics. Conclusion Education is shown to benefits many areas of life. Literature supports this as well as the attitudes of males found in this study. Women are experiencing a shift in gender roles and are becoming more valued in the family and society. Growing support of equality in education will benefit individuals and communities as more women obtain college degrees.