John Weidman - Publications
Emeritus Faculty


Gok, Enes, Aydin, Burak & Weidman, John C. "The Impact of Higher Education on Unemployed Turkish People's Attitudes Toward Gender: A Multilevel Analysis. International Journal of Educational Development, 66 (2019): 155-163. DOI: 10.1016/j.ijedudev.2018.10.004
This study investigated the effect of college on unemployed people’s attitudes toward gender in Turkey. Gender, age, income, and the number of household members were also included in the model as well as college and gender interaction. The data were publicly available and collected by a team of researchers sponsored by the World Bank), the Spanish Impact Evaluation Fund, the Gender Action Plan, and the Turkish Labor Agency (ISKUR). The study included responses from a random sample of 5902 unemployed people in Turkey. The multilevel model Findings from a multivariate analysis revealed that unemployed people with a college degree have more egalitarian gender attitudes than unemployed people who did not hold a college degree, and females were found to be more egalitarian compared to their male counterparts. Findings did not reveal any significant effects of a college by gender interaction on gender attitudes. The number of household members had a meaningful impact on people’s gender attitudes. The results confirm a college and gender effect on the attitudes of people toward dual-earning. Income is also a significant predictor of how people see dual-earning in the family. In the second level analysis, findings indicate that people living in cities with higher socio-economic development scores have more egalitarian attitudes toward gender.
Yang, Xueyan, Wang, Xinhong, Zhang, Lin, and Weidman, John C. (2017). Gender role conflict, professional role confidence, and intentional persistence in engineering students in China. Studies in Higher Education, 42(2), 248-263.
In the current study, the relationship between gender role conflict, professional role confidence, and intentional persistence was examined using data from a survey of male and female Chinese engineering students. Intentional persistence was significantly associated with gender role conflict and professional role confidence; however, the pattern of associations differed for males and females. For male students, gender role conflict and professional role confidence were associated with intentional persistence; however, for female students, the association between professional role confidence and intentional persistence was moderated by gender role conflict. More
Twale, Darla J., Weidman, John C., & Bethea, Kathryn. (2016). Conceptualizing socialization of graduate students of color: Revisiting the Weidman-Twale-Stein framework." Western Journal of Black Studies, 40 (No. 2, Summer), 80-94.
Published in 2001, the Weidman-Twale-Stein model of graduate student socialization was developed to frame student socialization in a general way. Research published since that time suggests that socialization also is informed by particular individual and institutional characteristics that comprise the more general constructs in the mode. Therefore, this article pays particular attention to the socialization needs of African-American graduate students. We focus attention on the inequity of resource distribution and its consequences, greater need for diversity and inclusiveness, constructing ways to bridge isolation and social distance between students, peers, and faculty, and the critical need to offer more academic support. Based on the results of numerous published research studies on graduate students from diverse backgrounds, we made modifications to the 2001 framework and model. More
The purpose of this article is to build a series of frameworks for understanding social and educational changes that have the potential to inform the preparation of future international development education scholars and practitioners. It begins with a description of the main trends driving contemporary development education. This is followed by a discussion of the post-2015 directions reflected in international educational policy declarations generated by United Nations agencies. The positivist conceptual underpinnings of international educational development trends are identified and linked to their historical roots in the field of comparative and international education, with specific reference to the early work of Rolland Paulston. A framework drawing on functional perspectives is developed to enhance understanding of international education reform and then used to examine international teacher education. A shift from mostly static to a dynamic framework is illustrated with the introduction of a Tai-Ji model. The article concludes with a discussion of implications for international development scholars and practitioners as well as for funding agencies and policymakers seeking to improve educational systems. More
Gök, Enes & Weidman, John C. (2015). Advancing Research on Comparative and International Education in Asia: Contribution of the Asia Pacific Education Review. Asia Pacific Education Review, 16(3), 331-341.
This article explores the contribution of the Asia Pacific Education Review (APER) to expanding the scope of research on comparative and international education in Asia. We developed a rubric based on extensive studies (Rust et al. in Comp Educ Rev, 43(1):86–109, 1999; Foster et al. in Int J Educ Dev 32:711–732, 2012) of research in the field to compare three highly ranked journals in the field of comparative and international education (Comparative Education, Comparative Education Review, and International Journal of Educational Development) with the fledgling APER on the content of the articles they published between 2006 and 2010. Results were also compared with sources included in the 2011, 2012, and 2013 bibliographies prepared for the Comparative Education Review. The study highlights publication patterns of these journals, focusing on methodology, education level, region, and topics. Findings suggest that these journals, while sharing some things in common, also show distinct patterns, suggesting questions about the extent to which distinctively Asian topics and approaches are fully represented. More
Weidman, John C. (2013). "Perspectives on Mission Differentiation in Higher Education Between Teaching and Research." Saudi Journal of Higher Education, 10, 39-43.

Commentary on article addressing higher education reform in Saudi Arabia.


Book Chapters

Lelei, M. C., Weidman, J. C. & Sakaue, K. (2015). Toward achieving universal primary education in Kenya: The free primary education policies. Pp. 125-149 in Jean-Marie, G., Sider, S. & Desir, C. (Eds.), Comparative international perspectives on education and social change in developing countries and indigenous peoples in developed countries. Charlotte, NC: Information Age Publishing.
Jacob, W. James, Stewart E. Sutin, John C. Weidman, & John L. Yeager (2015). Community Engagement in Higher Education: International and local perspectives." Pp. 1-28 in Jacob, W. James, Stewart E. Sutin, John C. Weidman, & John L. Yeager (Eds.), Community engagement in higher education: Policy reforms and practice. Rotterdam: Sense Publishers.
Weidman, J.C., Jacob. W.J. & Casebeer, D. (2014). Conceptualizing teacher education in comparative and international context. In Wiseman, A.W. & Anderson, E. (Eds.), Annual Review of Comparative and International Education 2014. Bristol, UK: Emerald.
Weidman, J. C., DeAngelo, L. & Bethea, K. A. (2014). Understanding student identity from a socialization perspective. In Hanson, C. (Ed.), New Directions in Higher Education, No. 166: In search of self: Exploring undergraduate identity development. San Francisco: Jossey-Bass.



Jacob, W. J., Sutin, S. E., Weidman, J. C. & Yeager, J. L. (Eds.). (2015). Community engagement in higher education: Policy reforms and practice. Rotterdam: Sense Publishers.
Weidman, J. C., Yeager, J. L., Cohen, L., DeAngelo, L., DeLuca, K. M., Gunzenhauser, M. G., Jacob, W. J., McClure, M. W. & and Sutin, S. E. (Eds.). (2015). Economics and finance of higher education. ASHE Reader Series. Boston, MA: Pearson Learning Solutions.
John Weidman


University of Pittsburgh
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