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1.
Angene H. Wilson 《Int J Intercult Relat》1985,9(3):285-304
This study focuses on what high school exchange students do when they return to the United States rather than on attitude charge. Returnees who had spent 2 months in Japan were asked how, with whom, and how often they shared their Japanese experience, how they dealt with stereotype questions, and in what ways they were currently involved with persons from other cultures. Results show that returnees have limited opportunities to talk about the exchange experience in school, usually deal with stereotype questions by “telling the facts” and “speaking positively,” and often communicate with and help persons of other cultures. The author concludes that returned high school exchange students are becoming mediating persons who act as bridges between cultures and offers suggestions for encouraging returnees in their mediating role. 相似文献
2.
Michael S. Nilan 《Int J Intercult Relat》1982,6(2):185-210
This study focuses on the communication approaches used by experts in development. In line with recent “paradigm shift” issues, this study asks whether foreign and U.S. graduate students have inculcated alternative communication approaches instead of, or in addition to, the predominant “top to bottom” communication approach in their occupational communication roles. A total of 24 foreign and 23 U.S. graduate students from various departments at the University of Washington were asked to describe their expected communication with contact groups above, at the same and at lower status levels. All graduate students showed a marked tendency to exhibit “top to bottom” approaches with contacts of lower status and alternative communication approaches (i.e., bottom to top or interactive) only with peers. Few differences were found between U.S. and foreign, but those that were found were attributed to differing societal and occupational structures. Discussion focused on the lack of a coherent communication approach showing inculcation of more user oriented approaches suggested by the “paradigm shift.” 相似文献
3.
The international perceptions of Japanese young adults were explored in 172 professional education students in two Tokyo colleges. They classified 30 nations according to their “current” and “future” affinity to Japan. Little difference was detected in the Q-sorts between institutions arid sexes, while the “current” and “future” sorts correlated .96 with each other. In cluster analyses, many two-nation units (e.g., Czechoslovakia-Yugoslavia) were found to be the building blocks for the overall pattern. The total configuration consisted of three broad groups: mostly Western European nations, problematical nations (China, Russia, Israel, Egypt, etc.), and remote and neutral nations. Structurally, the results were similar to those for American young adults, but the contents were different. The notion of cultural metastereotypes thus received tentative support. 相似文献
4.
Earlier research has suggested that ethnic minority students have a significantly lower chance of attaining academic success compared to their peers without an ethnic minority background. Numerous research has also illustrated the importance of social capital for being academically successful. In two studies we examine the particular role of interethnic interactions in the social and academic adjustment of students in higher education. We use a Flemish university as a case study. Study 1 (N = 1549) uses mediation analysis, and Study 2 (N = 2479) replicates the first study using SEM (structural equation modelling). We first found that social adjustment is necessary for adjusting academically, and that it has a small, but positive effect on study success. While adjusting socially by interacting with students from other ethnic groups is of little benefit to native Flemish students, the opposite is true for students with a migration background. Furthermore, the more open-minded native students are, the less socially adjusted they tend to be, and they seem to benefit from a more close-minded stance than from open-mindedness in terms of adjusting to the social (and academic) context of a university. 相似文献
5.
This paper reports on the findings of a two-year ethnographic study of newly arrived Somali Bantu refugee students in a U.S. elementary school (K-6) in Chicago. These data paint a detailed picture of students’ behavioral and academic adjustment to school, and the drivers behind “behavioral incidents” (instances when children’s behavior presented a problem for school staff) and their academic engagement or disengagement. Bantu students required a degree of flexibility and accommodation from their teachers, whose attitudes toward acculturation could generally be characterized as “assimilationist” (requiring students to conform to U.S. culture and school rules) or “multicultural” (respecting and accepting the students expressing their heritage culture at the school). This study illustrates the difficulties faced by refugee students with limited or interrupted formal education (SLIFE) when adjusting to U.S. schools, and the pressures placed on teachers and other school staff. Strategies used by teachers in working with SLIFE are described. These findings also extend the literature on the academic engagement of immigrants to this group of SLIFE. In this study, SLIFE were disengaged not because of disinterest or resisting adult expectations at school but because they were unfamiliar with the culture of schooling and did not have the academic background necessary to complete school tasks. The study also illustrates the need to provide schools with adequate support to accommodate the needs of SLIFE. 相似文献
6.
Perry R. Hinton 《Journal of Intercultural Communication Research》2016,45(3):233-247
The social category of “teen” has become ubiquitous in Western English-speaking popular culture. Also, with the global success of cultural products from the United States of America, such as music, movies and television programs featuring teens, the word “teen” is being employed in other cultures and languages. However, a comparison of the girl teen—often portrayed as a vulnerable stage of human development—with other cultural representations of developing womanhood (the Japanese shoujo and the French jeune fille en fleur) shows the representation of the “teen” to be a construction of its cultural context and questions its universal applicability. 相似文献
7.
Gerardo Marín 《Int J Intercult Relat》1984,8(1):17-27
One hundred Anglo university students were asked to rate a number of ethnic/national groups (American, Chicano, Mexican American, Hispanic, Puerto Rican, Japanese, and German) on a Semantic Differential and to openly produce traits they identified with each group. As expected, the freely produced traits differed from those obtained in another study which used the Katz and Braly technique with students from the same university. Furthermore, differential evaluations were found for Chicanos and Mexican Americans in which the latter group was perceived more positively in the Evaluative Dimension, but not in terms of Potency or Activity. Also, as expected, having a member of the group as a friend produced the highest correlations with a positive perception of the group as a whole. 相似文献
8.
In America the ethic of individual achievement has always been balanced by complementary norms of group action. Blacks, however, have been handicapped by a lack of the in-group loyalty required for a united struggle against racial oppression. Black power ideology was conceived as a sociotherapy to increase the level of black group cohesion. This study was designed to provide much needed data on the success of the “therapy.” A survey of 611 black high school students and 93 black college students yielded little evidence that verbally professed endorsement of black power ideology was translated into action. In an experiment. 323 black high school students manifested a consistent tendency to be less helpful to scientists identified as black than to unidentified scientists, regardless of the students' claimed level of black power orientation. 相似文献
9.
Andrew Pinnock 《Cultural Trends》2008,17(3):139-146
In the hard sciences research programmes are designed to generate evidence consistent or inconsistent with particular hypotheses. Hypotheses unsupported by evidence are modified or abandoned. The framers and testers of scientific hypotheses are members of the same profession, similarly trained and likely to interpret evidence in similar ways. They have professionally generalized responsibility for the quality and integrity of each other's work. Peer review systems are in place to monitor performance and expose chicanery. This is not the case in the cultural policy research arena. Here, policymakers, arts advocates and academic policy analysts are breeds apart. Their professional affiliations and lines of accountability are radically unlike. We have highly selective “advocacy” evidence on the one hand; highly developed but untestable academic theory on the other, suggesting the hypothetical existence of evidence for which academics are not allowed to look. Policymakers avoid “what if?” questions because they are paid to maintain positions of certainty. Academics ask, but lack the data to answer. Neither approach is satisfactory for shaping the future. This paper explains how the two opposing research traditions came into being and points to some of the problems which poor communication between theoreticians and practitioners can create. 相似文献
10.
We investigate how economic immigrants in Canada negotiate their identity in the process of “becoming Canadian” through an analysis of public texts. Drawing on the master narrative framework, we examine the interplay between individual and societal narratives as immigrants grapple with the tension between notions of “desirable” immigrants as those that are well integrated professionally and the reality of facing career related barriers. Among those whose success stories align with the master narrative of professional attainment there was little questioning of this expectation, thereby allowing it to remain invisible. Among those who had not (yet) achieved work related success in the receiving country, they tended to engage alternative narratives elaborating on the antecedents, outcomes, and barriers to labor market participation. Despite the countering nature of these alternative narratives, they strengthen the societal expectation of professional success as a key pathway to inclusion, thereby reinforcing the rigidity of this narrative. We contribute to literature on the social construction of national identity by examining the process of becoming national and the role of labor market participation in immigrants’ perceptions of inclusion in their new society. Our study highlights the importance of including immigrants’ voices in the construction of a more inclusive society, which may aid in breaking down exclusionary narratives of national identity. 相似文献
11.
As educators who work with preservice teachers on critical multicultural education, we often struggle with our students’ desire for us to provide them with the how-to’s of multicultural education—a kind of “answer list.” In this paper, we share the analogies we have developed and found effective in explaining to our students why the list that they imagine not only doesn’t guarantee success, but could actually result in undermining core principles of critical multicultural education. 相似文献
12.
Lutfy N. Diab 《Int J Intercult Relat》1979,3(2):153-162
The main purpose of the present study was to assess the relative importance of attitudinal versus religious similarity on the neighborhood preferences of Lebanese university students shortly after the 1975–1976 war in Lebanon.It was expected that neighborhood preference for a stranger would be affected by: (1) attitudinal similarity — dissimilarity on an important political issue and by (2) the number of strangers involved.The subjects were 169 Lebanese undergraduate students at the American University of Beirut (67 Christians, 96 Muslims, with six subjects not mentioning religious affiliation). In terms of political ideology, 38 subjects were conservative while 131 were liberal and, with respect to displacement during the war, 81 subjects stated that they were displaced while 88 subjects indicated that they remained in their original neighborhoods. Finally, with respect to ethnic (or national) origin, 118 subjects considered themselves as “Arabs” while 48 indicated that their origin was something “other” than Arab, with the remaining three subjects not responding to this item.The results showed that, irrespective of the background characteristics of the subjects, (1) strangers of a different religion who had the same attitudes on an important political issue were significantly more preferred as neighbors than coreligionist strangers who had opposite attitudes on the same issue, and (2) neighborhood preference was significantly greater for one than for many strangers. However, although one stranger was significantly more preferred as a neighbor than many, this preference was found to be stronger under the opposite attitude — same religion condition. 相似文献
13.
The aim of the present study was to investigate the effects of war environment on political attitudes toward an enemy and on personality development. High school students from an Israeli town on the border of “Fatahland” and a town in central Israel were asked to fill out: A questionnaire on their political views toward the Israel-Arab conflict and the Repression-Sensitization (R-S) scale (Byrne et al., 1963). Results showed three factors in the students' political views: (a) Return of the Controversial Territories (Samaria, Judea, Gaza Strip, Golan Heights and Sinai); (bj Credibility of the Arabs in negotiation; (c) The policy of the previous government in its return of certain territories in Sinai.It was found that the students in the border town were less opposed to return the Controversial Territories than the students in the non-border town. Repressers in both towns gave more credibility to the Arabs in negotiation than did sensitizers. Girls agreed more with the policy of the previous government in its return of the territories in Sinai than boys. Results also showed that the students in the border area as well as boys in both towns were more repressive in their personality type than the students in the more peaceful area and girls of both towns respectively. 相似文献
14.
Yehuda Amir Shlomo Sharan Miriam Rivner Rachel Ben-ari Aharon Bizman 《Int J Intercult Relat》1979,3(2):137-152
One thousand thirty-three ninth-grade students from Western and Middle-Eastern ethnic background in 30 classrooms responded to a questionnaire assessing ethnic attitudes. The questionnaire was administered at the beginning and again at the end of these students' first year in ethnically desegregated classrooms. No marked changes in ethnic attitudes were noted as a function of the students' individual academic or social status in the classroom, but there were noteworthy changes associated with the relative status in the classroom occupied by the students' ethnic groups. Positive attitude change among Western (majority) students occurred when both ethnic groups in the classroom were of equal status, and when the MiddleEastern (minority) group was of superior academic status to the Western group. Positive change among the Middle-Eastern group occurred when it occupied superior status in the classroom. 相似文献
15.
This study explores the relationship between interpersonal and social behaviors and patterns of success and failure in cross-cultural adaptation. Seven interpersonal communication skills often mentioned as being important to cross-cultural adaptation were studied: empathy, respect, role behavior flexibility, orientation to knowledge, interaction posture, interaction management and tolerance for ambiguity. For each dimension, behavioral observation indices were developed. Following a week-long predeparture training program, behavioral assessments were made on these dimensions for each person in a group of technical advisors and spouses assigned to two-year postings in Kenya. One year later, an in-the-field follow up study was conducted to assess shock dynamics, psychological adjustment, and vocational and interactional effectiveness of these individuals. Comparisons of pre and post-test measures indicated that each of the focal dimensions predicted patterns of success and failure in adaptation with varying degrees of adequacy. These results and implications for further research, and cross-cultural training and selection, are explored in the final section of the article. 相似文献
16.
Although migrant categorizations (e.g. “migrants”, “refugees”) are often conflated in political and academic discourse, they may be ascribed to different people and inspire different preferences in public opinion. Previous research in Western Europe has identified more positive attitudes toward “refugees” than toward “migrants” due to the legitimate need for international protection of “real refugees” compared to the perceived illegitimate claims by “economic migrants”. However, little evidence suggests that the same preference also exists in Eastern European countries that have historically received smaller numbers of refugees and had fewer frequent experiences with migrants and foreigners compared to West European countries. Moreover, the term “refugee” was intensively recategorized as “bogus” and de-legitimized in East European political discourse. To provide new evidence, we conducted a pre-registered comparative survey-based study with a sample of young Slovak adults (N = 873) to compare evaluations of three commonly used migrant categorizations in Slovakia -- “refugees”, “migrants”, and “foreigners” -- on multiple attitudinal and behavioural measures. In addition, we also tested the intergroup contact hypothesis about the relationship between participants’ evaluations and their experiences of direct, extended, and mass-mediated contact with these target groups. We found that “refugees” invoked less favourable feelings, attitudes, trust, and greater social distance compared to “migrants” and “foreigners”. These evaluations related to the valence (and less to the quantity) of participants’ experience of intergroup contact. These results challenge previous findings about public opinion preferences for “refugees” over “migrants”, support the intergroup contact hypothesis, and make a case for a more contextualized research. 相似文献
17.
《Journal of Intercultural Communication Research》2013,42(2):172-191
The current study explored whether ethnicity influences young adults’ evaluations of two different sets of comforting messages: those in which concepts such as God, prayer, religion, and faith are woven into low, moderate, and high person-centered strategies (called “religious strategies”) and those in which such concepts are not embedded (called “non-religious strategies”) into the messages. One hundred ninety-seven college students (63% African-American; 37% Caucasian) rated the sensitivity and effectiveness of religious and non-religious comforting messages. Several significant differences were observed between Caucasians and African-Americans in their evaluations of these strategies. Findings are discussed in terms of their practical implications for “real world” comforting efforts as well as the theoretical significance they hold for the concept of person-centeredness. 相似文献
18.
Julia Rone 《Cultural Trends》2013,22(1):2-13
The present article compares the strategies of the legitimation of piracy developed by Western authors such as Richard Stallman and Larry Lessig with those developed by everyday Bulgarian pirates. It attempts to escape from the usual debate between the entertainment industries and the supporters of free culture, and to open the field for new perspectives. In Bulgaria it is precisely “free” as in “free beer” that matters, since the prices of cultural products tend to be too high for the Bulgarian market. In many cases, there is no possible legal access to the cultural products desired. The digital library “Chitanka” illustrates how piracy as bottom-up initiative compensates for the lack of successful public policies oriented towards visually impaired people and Bulgarian emigrants abroad. Although mobility and de-territorialisation have made piracy possible, it is perceived as a deeply national cause. The article emphasises that a difference should be made between open non-commercial projects as “Chitanka” and commercial torrent trackers, which thrive in the grey economy and abuse the symbolic capital of free culture. Piracy should be analysed at the intersections of global economic shifts and their local repercussions, of transnational culture flows and local culture infrastructure. Only this kind of an approach is likely to help us trace the unstable border between the cases in which digital piracy is a problem of the grey economy, and those in which it offers original non-market solutions to deeper structural problems. 相似文献
19.
Roni Adams 《Multicultural Perspectives》2020,22(2):84-90
This article explores the marginalized contexts of rural and Native American communities that have made recruitment and retention in teacher education inequitable in remote areas. Through facilitating a Culturally Responsive Pedagogy workshop series with schools in a neighboring rural county, having a large Native population and a very low student academic achievement rate, we discovered strong resistance from local educators to the notion of “culture” influencing student achievement. Our disappointment in the outcomes of the workshops caused us to examine the services our university provided to rural and Native place-based pre-service educators. As a result, we created a Satellite program to more responsively meet rural teachers’ unique needs and circumstances. By providing greater access to higher education and teacher licensing for students in remote locations, and by embedding equity, diversity, inclusion, and culturally relevant curriculum in all Satellite coursework, we hope to produce teachers who will return to their communities committed to improving schools and promoting equity and social-emotional and academic success for their future students. 相似文献
20.
A Culturally Responsive Alternative to “Drill and Kill” Literacy Strategies: Deep Roots,Civil Rights
Deborah S. Peterson 《Multicultural Perspectives》2014,16(4):234-239
This article describes two approaches to improving literacy in a high poverty, diverse urban high school. One curriculum program, “Striving Readers,” included a prescribed course of study for students reading below grade level along with schoolwide strategies. This approach did not improve targeted students’ reading scores or motivation to read. The alternative approach, “Deep Roots: Civil Rights,” was a culturally responsive curriculum that had a strong impact on the identified students’ academic development as well as their understanding of racism in this country. An examination of “Striving Readers” and “Deep Roots: Civil Rights” projects provides insight into the impact of the curriculum on student achievement and motivation. At a time when many schools are implementing the Common Core State Standards, this article is a reminder that a compelling, rigorous, culturally responsive curriculum best serves all our nation's schoolchildren. Projects such as “Deep Roots: Civil Rights” provide an effective alternative or complement to prescribed reading programs. 相似文献