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This paper examines the various ways in which the concept of “diaspora” has important implications for rethinking traditional notions of acculturation in Psychology. In this paper, we argue that the idea of a fixed, invariant, and apolitical notion of acculturation dominates much of Psychology, and as such it needs to be revised and reexamined in light of transnational migration and global movements. Drawing on our previous and current scholarship on acculturation and identity [Bhatia, S., & Ram, A. (2001). Rethinking “acculturation” in relation to diasporic cultures and postcolonial identities. Human Development, 44, 1–17; Bhatia, S., & Ram, A. (2004). Culture, hybridity and the dialogical self: Cases from the South-Asian diaspora. Mind, Culture, and Activity, 11(3), 224–241; Bhatia, S. (2007a). American Karma: Race, culture, and identity and the Indian diaspora. New York, NY: New York University Press; Bhatia, S. (2008). Rethinking culture and identity in psychology: Towards a transnational cultural psychology. Journal of Theoretical and Philosophical Psychology, 28, 301–322], we provide a counterargument to models of acculturation that claim that all immigrants undergo a universal psychological process of acculturation and adaptation. More specifically, we show how members from the Indian diaspora reexamined their acculturation status after the events of 9/11. We use interdisciplinary research to critically examine the role of race in the acculturation process. In addition, we provide a new analytical framework to understand the larger structural forces that shape the acculturation and assimilation process of transnational and diasporic migrants. 相似文献
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The reporting of intellectual capital (IC) in higher education institutions is of vital importance, mainly owing to the fact that knowledge is the main output and input in these institutions. Furthermore, the increasing social concern about establishing procedures of accountability and ensuring information transparency in public universities prompted us to consider the need to disclose information on their IC. In this study, we developed a questionnaire that was sent to members of the Social Councils of Spanish public universities in order to identify the intangible elements about which university stakeholders demand most information. It was also used to see which groups of universities have stakeholders who are more proactive to the disclosure of IC. Our results represent a starting point for public universities to identify the most commonly requested information about IC. Universities can then develop an IC report that fits their own characteristics and environment. 相似文献
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Helen St Clair-Thompson Myfanwy Bugler Jamey Robinson Peter Clough Sarah P. McGeown John Perry 《教育心理学》2015,35(7):886-907
Mental toughness has frequently been associated with successful performance in sport; however, recent research suggests that it may also be related to academic performance in Higher Education. In a series of three exploratory studies, we examined the relationship between mental toughness and different aspects of educational performance in adolescents aged 11–16, focusing on academic attainment, school attendance, classroom behaviour and peer relationships. Study 1 revealed significant associations between several aspects of mental toughness (but particularly control of life) and academic attainment and attendance. Study 2 revealed significant associations between several aspects of mental toughness (but again particularly control of life) and counterproductive classroom behaviour. Finally, Study 3 demonstrated significant associations between aspects of mental toughness (confidence in abilities and interpersonal confidence) and peer relationships. The results are discussed in terms of the potential value of mental toughness as a useful concept in education. 相似文献
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Gerardo Blanco Ramírez 《Assessment & Evaluation in Higher Education》2015,40(7):943-957
This article reports on findings from a sociolinguistic qualitative study exploring inter-discursive relations manifested in the approaches and strategies that regional accrediting agencies in the United States utilise when recognising foreign universities. Even as most countries have developed national quality assurance systems and whilst international rankings comparing institutions globally are available, a growing number of universities around the world seek recognition from American regional agencies. By comparing policy statements, manuals, guidelines and other documents, and after interviewing top-level officers at US accrediting agencies, this study makes explicit the assumptions and central discourses associated with US accreditation of non-US institutions of higher education, from the accreditors’ perspective. Following constant comparison and cultural critical discourse analysis, the study reveals concerns about the equivalency of quality, emphasis on capacity building and reluctance toward adapting US standards. An interest in building international partnerships, in order to respond to globalisation, is also identified. 相似文献