As the world becomes increasingly interconnected, exposure to global cultures affords individuals opportunities to develop global identities. In two studies, we examine the antecedents and outcomes of identifying with a superordinate identity--global citizen. Global citizenship is defined as awareness, caring, and embracing cultural diversity while promoting social justice and sustainability, coupled with a sense of responsibility to act. Prior theory and research suggest that being aware of one's connection with others in the world (global awareness) and embedded in settings that value global citizenship (normative environment) lead to greater identification with global citizens. Furthermore, theory and research suggest that when global citizen identity is salient, greater identification is related to adherence to the group's content (i.e., prosocial values and behaviors). Results of the present set of studies showed that global awareness (knowledge and interconnectedness with others) and one's normative environment (friends and family support global citizenship) predicted identification with global citizens, and global citizenship predicted prosocial values of intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, and a felt responsibility to act for the betterment of the world. The relationship between antecedents (normative environment and global awareness) and outcomes (prosocial values) was mediated by identification with global citizens. We discuss the relationship between the present results and other research findings in psychology, the implications of global citizenship for other academic domains, and future avenues of research. Global citizenship highlights the unique effect of taking a global perspective on a multitude of topics relevant to the psychology of everyday actions, environments, and identity.

We review psychological research on global human identification and citizenship, Thomas Paine's belief that "The world is my country, and all mankind are my brethren." In turn, we review the theoretical foundations that guided our work, research with measures that preceded our own, and our own work with our correlated scales. We review its foundations, its effects upon attitudes and behaviors, and how it might be enlarged. Global human identification and citizenship is related negatively to ethnocentrism, authoritarianism, the social dominance orientation, and self-centeredness, but positively to dispositional empathy, openness to experience, and the values of universalism, care, and justice. It is expressed in attitudes and behaviors that support human rights and work to reduce global suffering and inequalities. It is associated with greater global knowledge and with efforts to acquire that knowledge. Childrearing that emphasizes cross-cultural exposure and awareness of others' suffering may promote global human identification and citizenship, as does education that encourages global mindedness. Environments that support global human identification also induce it, as does envisioning it as a moral ideal.

We examine the validity and reliability of a single‐item measure of social identification (SISI). Convergent validity is shown with significant positive correlations with previously published unidimensional and multidimensional measures of in‐group identification and other group‐relevant measures (e.g., entitativity and collective self‐esteem). Divergent validity is shown via nonsignificant correlations with social desirability measures. Predictive validity is shown with positive correlations with group‐relevant behavior (e.g., volunteerism and voting). External validity is shown with correlations with other in‐group identification measures in a community sample. The reliability of the scale is shown by examining scores of the SISI for six different identities at three points in time. Copyright © 2013 John Wiley & Sons, Ltd.

Members of stereotyped groups tend to be judged relative to group-specific standards such that subjective descriptions (smart, aggressive, tall) mean something different when they are applied to members of different groups. A "shifting standards" effect is present when judgments of group members on objective rating scales show stronger evidence of assimilation to stereotypes than the same judgments on subjective scales. This research asks whether the tendency to shift standards when judging the academic competence of Black and White students is related to measures of racial prejudice and to race-relevant decisions. In three studies, the tendency to shift standards was uncorrelated with other measures of prejudice but predicted reduced allocation of funds to a Black student organization, an effect moderated by implicit prejudice. The importance of examining interactions among indicators as they predict behavioral outcomes and implications for the conceptualization of prejudice are discussed.

This article examines the influence of participation in a college course infused with global citizen-related curriculum on antecedents, identification, and outcomes of global citizenship. Students completed measures regarding global citizenship at the beginning and end of a college semester. Global-infused curriculum was operationalised as the number of words related to global citizenship contained in course syllabi. While controlling for student ratings at the beginning of the semester and measurement error, global-infused curriculum predicted students' global awareness at the end of the semester. Global awareness predicted students' identification with global citizens, and global citizenship identification predicted endorsement of prosocial values. The results highlight the importance of global education to raise global awareness and engender students' global citizenship identification and related prosocial values.