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1.
This study investigated the relationship between social connectedness and overseas life satisfaction in addition to the mediating effect of cultural intelligence (CQ) and the moderating effect of socioeconomic status (SES) respectively. We adopted the social capital theory to support the relations among the proposed variables. Data were collected through online questionnaires from Taiwanese students studying abroad; 431 valid responses were analyzed. The results demonstrated that social connectedness was positively related to CQ; moreover, CQ was positively related to students’ overseas life satisfaction, and partially mediated the relationship between social connectedness and overseas life satisfaction. Concurrently, SES was observed to moderate the relationships of social connectedness with CQ and CQ with overseas life satisfaction. Furthermore, the indirect effect of social connectedness on overseas life satisfaction through CQ was moderated by varying SES levels. Our findings confirm that social connectedness affects CQ, and that CQ serves as the mediation mechanism between social connectedness and life satisfaction among overseas students. In addition, SES plays a significant role in the moderated mediation relationship. Limitations of this study and recommendations for future studies are also discussed. 相似文献
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Eleftheria Morela Antonis Hatzigeorgiadis Olga Kouli Anne-Marie Elbe Xavier Sanchez 《Int J Intercult Relat》2013
The purpose of this study was to examine the role of sport participation in the social integration of adolescents with non-dominant ethnic and cultural backgrounds. In particular, this study investigated the relationship between team cohesion and ethnic–cultural identity. Participants were 83 young migrant athletes (mean age 15.60 years). Participants completed the Ethnic/Cultural Identity Salience Questionnaire and the Youth Sport Environment Questionnaire. Regression analyses showed that cohesion negatively predicted feelings of fringe and lack of interaction. Our findings suggest that sport participation, particularly in cohesive teams, can facilitate the development of adaptive identity toward the goal of social integration in migrant adolescents. 相似文献
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This study investigates among ethnic minority adolescents how friendships with ethnic minority and majority group peers are related to their attitudes towards the majority outgroup.Friendships with majority group peers are proposed to be indirectly related to outgroup attitudes through host society identification. Friendships with ethnic ingroup peers are proposed to be indirectly related to outgroup attitudes through ethnic ingroup identification.Hypotheses were tested longitudinally among ethnic minority adolescents (n = 244) who recently entered middle schools in the Netherlands. Lagged structural equation models showed that friendships with majority group peers were related to stronger identification with the host society which was in turn related to improved attitudes toward the majority outgroup. Ingroup friendships and ingroup identification was not related to outgroup attitudes. Additional analyses indicated that the relation between host society identification and majority group friendships was bidirectional. 相似文献
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Does de facto school segregation have an impact on ethnic minority and majority pupils’ chances of being victimized by their peers? Moreover, does the interethnic climate at school mediate the relationship between the ethnic school context and peer victimization? To answer these questions, this article examines the association between the ethnic composition of a school—as measured by the ethnic school concentration and the school's ethnic heterogeneity or diversity—and self-reported peer victimization. Multilevel analyses on data based on a survey of 2845 pupils (aged 10-12) in 68 Flemish primary schools revealed differential effects for natives and non-natives. In line with the imbalance of power thesis, and disconfirming the group threat theory, we find that non-native pupils report less peer victimization in schools with a higher minority concentration—that is, in schools with higher proportions of non-native pupils. Our findings indicate that this relationship is mediated by the interethnic school climate. In contrast, for native pupils, the concentration of ethnic minority students is not associated with peer victimization. We conclude by discussing the implications of these findings for the literature on interethnic relations and educational policy. 相似文献
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African immigrant populations are among the fastest growing immigrant populations in the United States, yet they are understudied and are invisible immigrant group in the educational literature, particularly, in the context of educational discourses in the United States urban schools. Drawing on Phelan et al.’s multiple worlds model, we analyzed individual and focus group interviews of forty students, thirty-six parents, and twelve teachers from two schools. Findings showed that Ghanaian-born immigrant students undergo several complex transitional paradigms combining two worlds (school and home) of Ghanaian culture, past educational experiences, family values, and adapting to new school environments to achieve success in American educational systems. In addition, they faced racial and ethnic discrimination and stereotypes from peers, which negatively impacted their academic progress and social adjustments in school. The authors recommend that teachers should establish new ways of understanding the multiple worlds of African-born adolescent immigrant girls by accounting for their culturally diverse ways of navigating their worlds of school, peers, and families to achieve academic success in US schools. 相似文献
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We examined equal opportunity climate (EOC) perceptions of reserve component personnel in the US Army (n = 949). We expected that gender and ethnic group membership would influence perceptions of the equal opportunity climate; and that gender and ethnic group membership would moderate the relationship between equal opportunity climate perceptions and ratings of job satisfaction, organizational commitment and workgroup effectiveness. Consistent with our hypothesis, we found the women and minorities perceptions regarding the equal opportunity climate were less favorable than White men. We also found that both gender and ethnicity moderated the relationship between equal opportunity climate perceptions and job outcomes of these groups. Our findings suggest that different groups are sensitive to particular aspects of EOC (e.g., harassment or discrimination) and that these sensitivities affect job-related outcomes. 相似文献
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A multi-ethnic sample of 248, ages 13–26, was used to examine the effects of age, gender, and ethnic group membership on ethnic identity and ego identity scores. Subjects were recruited from college and public schools in a large northeastern metropolitan area. The multigroup ethnic identity measure (MEIM) was used to assess ethnic identity and ego identity status was measured by the extended objective measure of ego identity status (EOMEIS). An age by ethnic group design was employed. Consistent findings of significant ethnic group differences in levels of ethnic identity were observed. Age and ethnic group were found to contribute differently to ethnic identity and ego identity status. The relationship between ethnic identity and ego identity status was found to be pronounced among subjects of color but not as dramatic as hypothesized. 相似文献
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The present study examines the effects of a new cultural socialization strategy on the well-being of transracially adopted adolescents and emerging adults. Specifically, we propose a novel strategy focused on the role of adoptive parents’ positive contact with members of their children’s ethnic group of origin, which we labelled “extended intragroup contact.” The hypothesis was that observing ingroup members (adoptive parents, belonging to the family ingroup) engaging in contact with another ingroup (members of children’s original ethnic group) would be associated with adoptees’ meaning in life and, in turn, with well-being. A self-report questionnaire was administered to 120 families, each composed of transracial adoptees (all born in Latin American countries) and their adoptive parents. The results were generally supportive of predictions, showing that knowing of positive interactions between members of two different ingroups (family ingroup and ethnic ingroup) had beneficial effects for the well-being of transracial adoptees. The theoretical and practical implications of findings are discussed, focusing on the importance of investigating extended intragroup contact as a strategy for improving the well-being of disadvantaged group members. 相似文献
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Victoria Galyapina Zarina Lepshokova 《Journal of Intercultural Communication Research》2020,49(1):86-105
ABSTRACTThe study focuses on the relationship between intercultural friendships, social identities, and well-being of ethnic Russians in three different contexts of the North and South Caucasus. We revealed the positive relations of intercultural friendships with the host society identity in all contexts and with the well-being of Russict ans in the culturally diverse contexts. Ethnic identity is positively related to the self-esteem of Russians in two more inclusive contexts, and, negatively associated with their life satisfaction in the least inclusive context. The ethnic and host society identities mediated the relationship between intercultural friendships and psychological well-being only in the most inclusive context. 相似文献
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This study examines psychological well-being and ethnic identities of Jewish adolescents planning emigration from Russia and Ukraine to Israel. Measurements were conducted in 1999 (n = 654) and in 2005 (n = 243). The adolescents were questioned about half a year before they left their homeland. In Russia, adolescents who planned emigration in 2005 had less emotional and behavioral problems and suffered less from loneliness than their peers in 1999. In Ukraine, no improvement was found in psychological well-being; moreover, the school competence of adolescents who planned emigration in 2005 was lower compared to their peers in 1999. Adolescents who planned emigration from Russia and Ukraine in 2005 reported a more positive attitude towards their homeland and stronger identification with the ethnic majority in their homeland than the adolescents who planned emigration in 1999. The emigrants’ attitude towards Israel did not change from 1999 to 2005. Their identification with Jews was weaker in 2005 as compared with 1999. In both cohorts, the adolescents’ attitude towards Israel was more positive than their attitude towards Russia or Ukraine, and their identification with Jews was stronger than that with Russians or Ukrainians. In 1999, Russian/Ukrainian and Jewish-Israeli facets of the emigrants’ ethnic identity were contradictory, while they were complementary in 2005. 相似文献
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Survey research on ethnic prejudice often relies on statements focusing on generic labels such as ‘immigrants’, ‘strangers’, or ‘foreigners’. In this paper we argue that there are, however, good reasons to expect certain heterogeneity in the denotations respondents assign to these labels, and that the specific group respondents think of matters with respect to their response. We tested this assumption by using survey data from Flanders (the Dutch speaking part of Belgium, N = 1375) that includes an open-ended question asking respondents which groups they associate with the label ‘strangers’ (Dutch: ‘vreemdelingen’). Content analysis revealed that the ten different meanings people in Flanders give to this label can be organized into four main groups concerning the content of the criterion (nationality, culture, race, no answer/refusal) and two ways concerning how the criterion is used (strangers defined as ‘them’ versus ‘not us’). Regression analyses subsequently showed systematic differences in general ethnic prejudice depending on the meaning of strangers, with people in Flanders who associate strangers with Muslims or people from predominantly Muslim countries reporting the highest level of prejudice. Finally, our data suggests that that the group people in Flanders associate with the label stranger varies according to respondents' socio-demographic background. Not taking into account these different meanings of strangers might lead to an underestimation of the social differences in ethnic prejudice. 相似文献
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Research on diversity-related burnout has led to a variety of mixed findings. Several factors have been investigated that may come into play in this relationship (e.g., ethnic school composition). In this study, the hypothesis is that the experience of burnout may result from teachers’ own implicit attitudes and expectations towards ethnic minority students, which are usually negative, rather than explicit prejudices, which are found to be positive Two different implicit measures (Implicit Association Test and Relational Responding Task) and a scale to assess ethnic prejudices have been used. Implicit attitudes toward ethnic minority students and implicit expectations of students’ performance were both negative, but only implicit attitudes predicted teachers’ burnout. Explicit prejudice was low and did not predict burnout. These results highlight the role of teachers’ ethnic implicit attitudes towards ethnic minority students in their own well-being. Future research should further investigate this relationship to get a better understanding of how implicit aspects are involved in the development of burnout. 相似文献
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China's 'tidal wave' of rural to urban migration has had a tremendous impact on the educational outcomes of its children. It remains unexplored how and when do migrant children’s experience of acculturation following arrival in the place of settlement influence their academic achievement. This study used a stratified cross-sectional sample of 2412 Chinese migrant children and adolescents aged 10–18 (Mean = 14, 45 % female) to investigate the role of school satisfaction and family closeness in the relationship between acculturation patterns and academic achievement. Acculturation patterns are derived from the bidimensional model proposed by Berry (2005). The results indicated that integration had a positive association with concurrent academic achievement. School satisfaction was a mediator between integration and academic achievement. Furthermore, the full mediation of school satisfaction was only supported when there was a high level of family closeness. Findings from this study underline the usefulness of the bi-dimensional model in understanding the individual differences in academic achievement and suggest greater attention to the cultural variations in interpersonal functioning at the family and school context. 相似文献
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Little is known about ethnic differences in highbrow cultural interests, because research on social differentiation in cultural participation has traditionally focused on educational or income inequalities. Employing data from the Netherlands’ Longitudinal Lifecourse Study 2010 we explored the extent to which educational attainment, national identification and social integration explain inequality in cultural participation among Turkish and Moroccan immigrants, and to what extent the effect of education was moderated by aspects of social identification and integration. Our results indicate that Turks and Moroccans, who identify more with the Netherlands and have a social network that includes larger numbers of Dutch and higher educated friends, are more active in the cultural realm. Most interestingly, we found that strong identification with Dutch society actually moderates the relationship between an immigrants’ educational attainment and their cultural participation: that is, highly educated people of Turkish and Moroccan descent, who strongly identify with the Netherlands, participated more in highbrow culture than their highly educated counterparts who identified less with the Netherlands. 相似文献
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Scholars have extensively studied acculturation from different theoretical perspectives among immigrants across the societies of settlement. However, there is a dearth of knowledge about acculturation from a culture learning approach in Hong Kong. This article reports the acculturative challenges among sixteen (16) Pakistani students from six different secondary schools in Hong Kong. The phenomenographic data analysis of semi-structured interviews revealed four categories of everyday experiences in schools that hinder their acculturation. These are mainly related to inter-ethnic interactions, sensitivity towards diverse learning and sociocultural needs, and the Chinese language teaching curriculum for non-Chinese speaking students. Although the study reports Pakistani students' experiences, the findings may also translate the acculturative challenges among students with an immigrant or ethnic minority background in settlement societies. The article also discusses both the theoretical and practical implications for studying and helping immigrant young people in multicultural contexts. 相似文献
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The purpose of this study was to examine friendship developments of 153 Vietnamese immigrant adolescents who resided in an East Coast metropolitan area of the United States. We examined the influences of school diversity and acculturation on the quantity and quality of cross-and same-race friendships. Surprisingly, students who came from schools that are more diverse reported fewer cross-race friendships and lower levels of social support from their cross-race friends. American acculturation predicted greater levels of social support from cross-race friends. For same-race friendships, students who went to schools with higher percentage of Asian students reported more same-race friendships; however, percentage of Asian students was not a significant predictor of social support from same-race friends. Students who reported greater levels of Vietnamese acculturation reported greater levels of social support from their same-race friends. This study has implications for understanding the impact of school diversity and acculturation on friendship development of Vietnamese immigrants. Also, suggestions on how to better conceptualize and measure diversity are discussed. 相似文献
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In the present study, we examined satisfaction with life (SWL), group identifications, perceived discrimination, and socio-economic status among immigrants and stayers. The study had two main objectives: 1) to test the morbidity and salutary hypotheses of immigration by comparing the psycho-social characteristics of immigrants and stayers; 2) to test a resource model of well-being among immigrants and stayers by investigating the effect of different resources and stressors on SWL. The study was conducted using a random representative sample of first-generation immigrants from the Former Soviet Union to Israel (n = 400) and a not-random large and geographically dispersed sample of Jews staying in Russia (n = 935). The comparison of immigrants and stayers revealed that immigration is a mixed blessing, salutary in some aspects and onerous in others. In general, immigrants were more satisfied with their life than stayers. In addition, identification with the country of residence was stronger among immigrants than stayers. However, immigrants reported a higher level of perceived discrimination, and their socio-economic status was lower than that of stayers. Socio-economic status, identification with the country of residence, and perceived discrimination were directly connected to SWL among immigrants and stayers. In addition, among stayers, identification with the ethnic minority group was connected to SWL, while among immigrants, identification with the country of origin was not connected to SWL. Socio-economic status and perceived discrimination also affected SWL indirectly, through their connections to identification with the country of residence among immigrants and stayers and through their connection to ethnic identification among stayers. 相似文献
20.
International students continue to grow in number worldwide, prompting researchers to look for ways to make the study abroad experience more fruitful. One avenue of research has focused on friendship formation, the significant role it plays in the study abroad experience, and the unique friendship combinations made possible by the study abroad experience. International students form friendships with individuals from their own country, from other countries, and from the host country. Research has found that international students often have more friends from their home country; however, research has also demonstrated a relationship between having more host country friends and satisfaction, contentment, decreased homesickness, and social connectedness. The current study looks to further explore these relationships through a social network lens by examining friendship network ratios, strength, and variability of the three friendship groups. A friendship network grid was developed to assess where international students’ friends are from and how strong those friendships are. Eighty four international students completed a survey examining the relationship between friendship networks, social connectedness, homesickness, contentment, and satisfaction. Contrary to prior research, international students did not report having a higher ratio of individuals from their home country in their friendship networks. However, international students with a higher ratio of individuals from the host country in their network claimed to be more satisfied, content, and less homesick. Furthermore, participants who reported more friendship variability with host country individuals described themselves as more satisfied, content, and more socially connected. Implications and directions for future research are discussed. 相似文献