The Role Education Plays on How Open-Minded People Are - Research Proposal Example

Fatma Al-Mehairbi Survey Research: Pre-Analysis Plan March 14, 2016 Title: The Role education plays on how open-minded people are. Fatma Al-Mehairbi Fam321@nyu.edu 1. Research Question: Does how educated a person is, affect how open-minded a person is? 2. Motivation, Policy Relevance, and Literature Review: Open-mindedness is a very controversial topic especially in academic places like schools, universities working places and so on. This is because in these sorts of places you are likely to see a lot of different nationalities. In order for these different nationalities, backgrounds and opinions to cooperate with each other their needs to be a sense of open-mindedness between the peers. I personally came from an International School in Uzbekistan, which was using the International Baccalaureate Program and it was a very crucial part of the system to be open-minded, specifically to different cultures since there were so many. It would be interesting to know if the more educated you are the more open-minded you are. I would expect that people who are more educated would be more open-minded since they understand that others have different opinions and perspectives then themselves. It is, however, worth noting that educational institutions have different levels of training. Open-mindedness or how I will interpret the concept as the tolerance for diversity, is emphasized more in higher learning because of the existing nature of the learning environment. The study will also emphasize its efforts in analyzing open-mindedness in higher learning because it is the most affected in terms of the multicultural learning environment. According to Taylor (1991), the more people are exposed to higher learning levels, the more they are exposed to contextual knowledge that assist them to develop multiple perspectives regarding various matters. As such, they are able to analyze complex situations that require open-mindedness and thus tolerate diversity in multicultural environments. So I wanted to examine the impact on how education plays a role in how open-minded you are in the UAE. UAE is a very diverse country, with many different nationalities, and only around 20% of the country consists of locals (Deresky & Christopher, 2011). As a consequence, the learning environment in the region is highly multicultural based and requires extreme tolerance for diversity. I define open-mindedness in the form of tolerance for diversity as the ability through which people are able to accept their peers for who they are, and the capacity to respect and embrace the differences that exists in a multicultural society. “Open-mindedness norms are beliefs relating to the way in which members approach the views and knowledge of others, and incorporates the beliefs that others should be free to express their views and that the value of others’ knowledge should be recognized”( Bloor, 1991). Open-mindedness aids to create new knowledge within groups. In fact, according to the University of California, open-mindedness is one of the most important traits for employees. The 4 key reasons for that it is critical for success, adaptability, flexibility and teamwork. There have been some studies on how open-mindedness affects different factors. Haran, Ritov, and Mellers (2013) look at “The role of actively open-minded thinking in information acquisition, accuracy, and calibration.” They found that the more open-minded a person is, the more invested and effort they put in acquiring information and have higher accuracy and calibration. Research regarding prejudice explain that people that exhibit high prejudice rely on the exiting cultural stereotypes to formulate their judgements while people who exhibit less prejudice cases do not allow stereotypes to form the basis for their evaluation of issues. In addition researchers on the subject suggest that the action of prejudice requires cognitive ability as well as time. Despite addressing the factors relating to the subject, however, the researchers have failed to develop a relationship between stereotyping, time and cognitive capacity. According to () the concept of reflective judgement is commonly used developmental cognitive framework that explain the manner in which individuals justify their opinions when encountering complex situations. The concept is relevant to the study because it explains the development stages that involve an individual’s intellectual skills, and hence the reason it is used to develop educational strategies. The concept categorizes people into three levels. The first level involve people who are identified as pre-reflective. Individuals in this category use societal beliefs to make individual judgements when faced with complex cognitive decisions. The second group involves quasi-reflective individuals who lack the capability to make sound judgements and thus might resort to basing their decisions on past experiences or common beliefs. The last group represents the reflective individuals who are considered open-minded, and hence can make rational decisions that are based on the current situations they encounter. In general, the concept indicates that a judgement process increases in complexity between the lowest level involving pre-reflective individuals through to reflective persons who are in the highest level. Based on the concept’s explanation I will, therefore, explore more on why other students in higher learning are more open-minded than others. I will also evaluate if learners increase their level of tolerance or open-mindedness as they reach higher intellectual levels. In particular, the relationship between intellectual levels and the level of open-mindedness would be juxtaposed with the capability of learners to react to prejudice. Prejudice is a key factor in the UAE when considering that foreigners make up the largest percentage in terms of population than the natives. The study will thus also evaluate the correlation between the various intellectual levels and the levels of prejudice towards foreigners. My motivation to undertake this study is influenced by the lack of enough research work on the correlation between education levels and open-mindedness in the multicultural higher learning environment in the UAE region. 3. Hypotheses: This study will set out to test the following hypotheses: H1 open-mindedness is positively correlated with educational development H2 prejudice is negatively correlated with educational development 4. Outcomes of interest and independent variables: The survey will seek to gather the general information relating to the respondents through the questions Q1 to Q4. The information will consist of the participants’ ages, gender, nationality and level of education. The information of the will be relevant to the study because I will evaluate whether the level of education affects the level of an individual’s open-mindedness. The information gathered from the Q1 to Q4 will also assist in categorizing how the respondents will respond to Q5 to Q8 the three questions will seek to investigate the respondents’ reaction to prejudice by investigating their basis for making judgements. The questions will identify the level in which the respondents belong with regards to the three reflective stages identified above. Evidence that the respondents rely on constructed societal beliefs will correlate negatively with the educational development. The outcome should, therefore, prove that individuals with high prejudice levels will be exhibited in learners at lower intellectual development. On the contrary the response is also expected to elicit a positive correlation between open-mindedness and intellectual development. The results will thus prove that a high level of open-mindedness is exhibited in learners of higher intellectual levels. Q9 will seek to identify the perception of the respondents with regard to whether they believe that their level of education affects their intellectual reflective capability. This question will assist me in testing whether the respondents are aware of their cognitive or reflective capability. The independent variable is the level of education. The dependent variable are the levels of prejudice and the level of open-mindedness. Other aspects of the dependent variable will include age, gender, and nationality. 5. Population and units under study The study’s main aim will involve evaluating the relationship between the intellectual levels and the levels of prejudice and open-mindedness. The sample population will, therefore, consist of students from a particular higher learning institution in the UAE. I will use the institution’s registration information as my sampling frame. The registration information will provide me the information pertaining to the learners’ gender, age, nationality, and the level of education. The information will also assist me in utilizing a multi-level sampling to ensure the respondents represent the relevant characteristics of the desired study sample. 6. Sampling strategy I will conduct the survey and generalize the results based on the data gathered within a higher learning institution in Abu Dhabi. I will randomly sample a population to represent students of the higher learning institution. The sample will consist of students that are freshmen undergraduates, students in their second undergraduate year, students in their 3rd and 4th undergraduate year, and postgraduate students perusing their masters and PHDs respectively. My multi-level random selection will involve approximately 35 to 40 learners from the six intellectual development level. The total approximate sample population will, therefore, involve 228 scholars. 7. Sample size and power calculation I will utilize the formula below to achieve my statistical power at a confidence interval of 95% For the purpose of achieving a sample size that was appropriate to the study, I developed a simulation survey using 85 respondents from my university. I sought to evaluate their perceptions with regard to the basis they used to make judgements of diversity issues. I recorded 5 as the lowest number while 10 as the highest. With 85 observations, the simulation’s mean was 13.5 while the standard deviation was 3.7. I recorded a margin error of .79 for the simulation. Using the margin error of .05 and the standard deviation of 3.7, my calculations resulted in a sample of 211 observations. Using the same formula to calculate the standard deviation of a different variable which involved measuring their individual attitude towards the subject matter, the standard deviation was 2.8, and hence a sample population of 121 observations. I settled for the variable with the least observations of 211. I also made the considerations that biasness and the nature of interaction would slightly affect the rate of response. I, therefore set the response rate at a 65 % rate. With the expectation that the simulation of 211 observations will produce a 65% response rate, I will conduct my study’s survey with a sample of 228 respondents. 8. Budget I will require tablets to fill out the gathers data electronically. Considering the study’s sample size, I will require five tablets. At a cost of 125 AED per I pad (BSNL B-25), it will cost a total of 625AED for the five tablets. I will enhance the accuracy and efficiency in recording the gathered data using the tablets. They will also assist me to create a good relationship with the respondents during the personal interviews, and hence improve the quality of my qualitative data. I decided to use tablets because they will save of paperwork cost and save on time as well. I will be required to acquire the assistance of four enumerators to join me in the survey. Having five people to conduct the study will significantly reduce the time spent on the survey. The survey will cover a period of four weeks. I will pay the enumerators 16 AEDs per day. The four will cost a total of 256 AEDs for working for four days per week in the four weeks of conducting the survey. The total cost will, therefore, translate a total cost of 881AEDs. I will however require an emergency fund to cater for any miscellaneous expenses that might arise during the survey. The fund might also counter any additional resources that might be required midway through the survey. I will require a minimum of 200 AEDs as the emergency fund. The total will therefore stand at 1081AEDs. I will receive the funding for the survey from the capstone financial resource funds from my university. 9. Survey management I will conduct the survey with the help of four enumerators. The enumerators will consist of university students. Using my peers will inspire a sense of team spirit. Considering that the respondent are mainly students, having their peers conducting the survey will limit any chances of resistance and thus increase the general response rate. Enumerator guide The study’s success will be determined by your competence. Addressing the respondents in the right way and disclosing the studies policies before conducting the survey will prove to be crucial. You will have to convince the respondents to voluntarily offer to participate by assuring them of confidentiality. “Dear participant,” I am (Name). I am representing (name of institution) in a survey regarding the relationship between the level of education with the levels of open-mindedness and prejudice in this institution. It is due to a random selection that you have been approached to participate in this study. I will request you to respond to questions regarding you view of how view of the factors that affect you cognitive reflection in complex situations that require making judgements. The study is anonymous and your response will attract no consequence. You are allowed to opt-out at your convenience without being penalized. Kindly state your name and level of education before commencing, but rest assured that your response will be anonymous. A list of the sample population of between 50 and 70 will be offered to you during the four survey days per week. It will be crucial to prepare in advance for the survey by familiarizing user selves with the survey’s content. This will assist you in addressing any questions that the respondents might enquire from you. You must also understand the methods of convincing the respondents that might wish to refuse participating. You will have to swiftly assure them of confidentiality aspects of the survey. It will be crucial to maintain professional standards throughout the survey. Your introduction and appearance will greatly matter. You must dress neatly, and address the respondents with respect. Treating the respondents in a professional way by respecting their views and demonstrating courtesy will promote the rate of response. Make considerations for the time allocated for each question and finalize the survey by requesting for the respondent’s contacts. In case of any resistance, reassure the respondent of the confidentiality aspects of the survey. 10. Ethics I will conduct the study within the parameters provided by my university’s IRB. I must, therefore seek the committee’s approval before commencing any research activities. The requirements I will have to take into consideration includes the frameworks regarding data gathering, storage, and the frameworks for processing the data as per the IRB’s standards. I will also consider the confidentiality duties by ensuring anonymity for the respondents. Since, the survey requires a collection of sensitive information in the form of names and contacts, the records must be done separately. This will ensure that no confidential information pertaining to a respondent can be can be traced back to them. I must include statements that will inform the respondents that they can only volunteer to participate, there is permission to opt-out without any consequence, and that their identity will be concealed. 11.Timeline and deliverables Action Timeframe Preparing as well as designing the survey Week 1 Seeking approval from the university’s IRB Week 2 Presenting the survey and making the necessary adjustments to the final draft Week 3 Data collection Week 4, 5, 6, & 7. Coding data Week 8 Assimilating the data into the capstone Week 9 Presenting the preliminary analysis Week 10 Formatting as well as publishing the study’s results online and in hard copy Week 11 12. Limitations and risks Despite the study’s main objective being to link intellectual development with the level of open-mindedness and the level of prejudice towards foreign students, the study will not formulate solutions that can be implemented to mitigate the bridge the gap. The study will therefore add little to the existing empirical research. By conducting a study in a single institution of higher learning, it might be inaccurate to generalize my conclusions based on the information of the single institution. Considering that the UAE region has a considerably higher percentage of foreigners than other global regions, comparing the findings recorded in the study to similar research performed in other regions might not generate relevant results. The study will focus on only one variable which is the level of education. Considering that the subject under study is broad, the study will have neglected a host of factors that might have a direct and significant effect on the levels of open-mindedness and prejudice. As a consequence, the study might not generate comprehensive results. Since the respondents are students and might feel ashamed of disclosing their intellectual capabilities and admit committing prejudice, the survey might gather biased information. The biased information will damage the accuracy of the study’s results. References Bloor, D. (1991). Knowledge and social imagery. University of Chicago Press. Deresky, H., & Christopher, E. (2011). International management: Managing cultural diversity. Pearson Higher Education AU. Haran, U., Ritov, I., & Mellers, B. A. (2013). The role of actively open-minded thinking in information acquisition, accuracy, and calibration. Judgment and Decision Making, 8(3), 188. Taylor, K. E. (1991). The dilemma of difference: The relationship of the intellectual development, racial identity, and self-esteem of Black and White students to their tolerance for diversity (Doctoral dissertation, ProQuest Information & Learning). Appendix A: Survey Survey Survey ID: Enumerator name: Date: Location: Survey ID number…… Thank you for taking the time to fill out this survey. Please read the questions carefully and answer honestly and to the best of your knowledge. Your responses will remain anonymous and not be shared with anyone except the researchers. Part 1: General Information Q1. How old are you………. Q2 what is your gender Male……. Female…… Q3 what is your nationality Native……… foreigner……… Q4 what is the highest level of education you have achieved? Undergraduate (freshman)…. undergraduate (1st to 2nd year)……. undergraduate (3rd to 4th year….. postgraduate (masters & PHD levels)… Part 2: Individual Attitudes: Q5. Check the box that applies to you. Q6. Have you ever encountered a challenge in deciding whether to a make judgment for a decision involving tolerating a student’s behavior that is foreign to you? Yes... No... 666. Refuse to Answer 777. Don’t Know 888. Not Applicable Q7. What basis do you use in making judgements regarding matters of cultural diversity in your learning institution? Q8 do you believe your cognitive ability to make judgements regarding multicultural diversity problems in your school has or will develop as you move from one education level to another at school? Yes….. No…. Appendix B dictionary Dictionary Individual’s name Address Surveyor Interview time Interviewed Morning yes Noon no afternoon yes Afternoon Yes Appendix C surveyor protocol. Surveyor protocol Locate the school house in which the respondent resides (from the registration information). Bang on the door and if no one answers, record the house number and respondent name at the lowest end of the list. If a respondent is available, proceed with introductions and read the study’s consent statements. In case the respondent refuses to participate, mention again the anonymity clause in the statements and give the reassurance that they are participating as a result of a random sampling. Once you have the respondent’s attention, immediately proceed to inquiring the details of the respondent. If they do not commit to the study thank them, record the case, and move on to the next respondent. If a respondent commits, ensure that the environment of the interview is private. Immediately after completing the survey state your gratitude and proceed to the next respondent. Read More