Acculturation and changing gender perception among Saudi male students in the U.S.: Implications for Vision 2030
Bibliographic record
Abstract
Saudi Arabia’s Vision 2030 initiative has the mission of modifying vast social and cultural aspects, including enhanced roles for women and broader participation in public life. It is important to explore how Saudi male students embraced the changes inherent in Vision 2030 after having their social norms reconfigured by previously exploring cultural norms of education abroad. The study examined the perceptions of male Saudi learners studying abroad particularly in the U.S. This study examined perceptions of male gender bias and barriers to women and acculturation and cultural change. It aimed to clarify how acculturation supported male learners in support to Vision 2030 impetuses for change. A cross-sectional quantitative perspective. The study consisted of 265 participants who studied in the U.S. at an institution of higher education for a minimum of one academic term. Data was collected through two instruments, the Vancouver Index of Acculturation (VIA) and the Saudi Male Perspectives Before and After Survey (SMPBAS). Descriptive and inferential statistics, including Pearson correlations and multiple regression analysis, were used to explore acculturation, length of stay, and social constructs. Higher acculturation levels and longer lengths of stay in the United States were significantly related to more progressive perspectives on gender roles and societal reform. Regression analysis confirmed that length of stay (β = 0.32, p < .001) and mainstream cultural orientation (β = 0.28, p = .002) were the strongest predictors of support for Vision 2030 reforms. The findings suggest that cultural exposure through education abroad influences Saudi men’s acceptance of gender equity and modernization. Longer immersion and stronger engagement with host culture predicted greater support for Vision 2030, highlighting the role of international education in shaping reform-minded perspectives.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".