Home  About us  Contact
 

Cultural Groups (cultural + groups)

Distribution by Scientific Domains
Humanities and Social Sciences25%
Education25%
Psychology21%
Medical Sciences14%
Business, Economics, Finance and Accounting10%

Selected Abstracts

Generalizability of Cognitive Interview-Based Measures Across Cultural Groups

EDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 2 2009
Guillermo Solano-Flores
We addressed the challenge of scoring cognitive interviews in research involving multiple cultural groups. We interviewed 123 fourth- and fifth-grade students from three cultural groups to probe how they related a mathematics item to their personal lives. Item meaningfulness,the tendency of students to relate the content and/or context of an item to activities in which they are actors,was scored from interview transcriptions with a procedure similar to the scoring of constructed-response tasks. Generalizability theory analyses revealed a small amount of score variation due to the main and interaction effect of rater but a sizeable magnitude of measurement error due to the interaction of person and question (context). Students from different groups tended to draw on different sets of contexts of their personal lives to make sense of the item. In spite of individual and potential cultural communication style differences, cognitive interviews can be reliably scored by well-trained raters with the same kind of rigor used in the scoring of constructed-response tasks. However, to make valid generalizations of cognitive interview-based measures, a considerable number of interview questions may be needed. Information obtained with cognitive interviews for a given cultural group may not be generalizable to other groups. [source]

Can the Discretionary Nature of Certain Criteria Lead to Differential Prediction Across Cultural Groups?

INTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT, Issue 2 2007
Oleksandr S. Chernyshenko
We examined the conjecture that relations between constructs across cultures may be susceptible to cultural moderation where the performance of the criterion construct is discretionary. This hypothesis was investigated using the relationship between personality and three performance constructs, with samples from the United States and New Zealand, two ideologically distinct cultures with respect to achievement orientation. All hypotheses were supported by results of hierarchical moderated regression analyses using bias free measures, suggesting that considering whether construct behaviors are discretionary is important when considering the merit of generalizing research findings across cultures. [source]

Anti-Colonialist Antinomies in a Biology Lesson: A Sonata-Form Case Study of Cultural Conflict in a Science Classroom

CURRICULUM INQUIRY, Issue 3 2003
Paokong John Chang
This case study illustrates and analyzes the tension an ESL science teacher encountered when his science curriculum came into conflict with the religious and cosmological beliefs of one of his Hmong immigrant students. A Hmong immigrant himself, the teacher believes the science he is teaching is important for all his students to learn. He also understands how his science curriculum can be one part of an array of cultural forces that are adversely affecting the Hmong community. The case study examines this tension, but does not resolve it. Instead, the study explores the knowledge the teacher draws upon to respond to the tension in a caring and constructive manner. This knowledge includes the teacher's understanding of science and pedagogy. It also includes his understanding of Hmong history, which enables him to hear what his science curriculum means to one of his students. The case study concludes that teachers need some knowledge of the history of students' specific cultural groups in order to teach science well to all students. This case study was one of seven produced by the Fresno Science Education Equity Teacher Research Project. It uses a special format, a "sonata-form case study," to highlight tensions between specific curricular imperatives and meeting broader student needs. The study is based on real experiences, and employs composite characters and fictionalized dialogue to make its conceptual point. A theoretical preface explaining the methods of research and the modes of representation used in the Fresno Project is included. [source]

Generalizability of Cognitive Interview-Based Measures Across Cultural Groups

EDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 2 2009
Guillermo Solano-Flores
We addressed the challenge of scoring cognitive interviews in research involving multiple cultural groups. We interviewed 123 fourth- and fifth-grade students from three cultural groups to probe how they related a mathematics item to their personal lives. Item meaningfulness,the tendency of students to relate the content and/or context of an item to activities in which they are actors,was scored from interview transcriptions with a procedure similar to the scoring of constructed-response tasks. Generalizability theory analyses revealed a small amount of score variation due to the main and interaction effect of rater but a sizeable magnitude of measurement error due to the interaction of person and question (context). Students from different groups tended to draw on different sets of contexts of their personal lives to make sense of the item. In spite of individual and potential cultural communication style differences, cognitive interviews can be reliably scored by well-trained raters with the same kind of rigor used in the scoring of constructed-response tasks. However, to make valid generalizations of cognitive interview-based measures, a considerable number of interview questions may be needed. Information obtained with cognitive interviews for a given cultural group may not be generalizable to other groups. [source]

The importance of traits and group memberships

EUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY, Issue 1 2001
David Trafimow
Anglo-Americans and Mexican-Americans were asked to list five of their traits and five of their group memberships. They were also asked to rank (relative to each other) and rate (on an absolute scale) the importance of these traits and groups. Consistent with the distinction between individualist and collectivist cultures, Mexican-Americans ranked and rated their groups as being more important than did Anglo-Americans. In addition, although participants from both cultural groups gave greatly decreased ratings for less important groups, this decrease was more pronounced for Anglo-Americans than for Mexican-Americans. Finally, the data indicated that the perceived importance of group memberships is only weakly related to their cognitive accessibility. Copyright © 2001 John Wiley & Sons, Ltd. [source]

Perceptions of Elderly Self-Neglect: A Look at Culture and Cohort

FAMILY & CONSUMER SCIENCES RESEARCH JOURNAL, Issue 3 2007
Sylvia Marie San Filippo
Abuse and neglect are issues of concern that face the elderly population. This study investigated differences in perception of self-neglect behaviors among four cohort and four cultural groups. Data were collected from students, staff, and faculty at a large state university, attendees at multiple senior centers, and people attending cultural fairs in Southern California. Using this convenience sample of 494 participants, age 18 years or older, researchers identified factors influencing self-neglect perceptions in the culture and cohort models. Significant variables identified in both models are: having a daily caloric intake of fewer than 1,000 calories, avoiding friends and social events, drinking three to four alcoholic drinks at social occasions, and working part-time. It is important for professionals working with self-neglecting elders to understand differences in perception by culture and cohort. Agreement on a definition of self-neglect is a step toward better addressing self-neglect in the elderly community. [source]

Advances in Latino Family Research: Cultural Adaptations of Evidence-Based Interventions

FAMILY PROCESS, Issue 2 2009
GUILLERMO BERNAL PH.D.
The stark contrast between frequent calls for research and practice that are applicable across a broad spectrum of cultural and ethnically diverse groups and the dearth of empirical knowledge about Latino families provided the impetus for this special issue on advances in Latino family research. A focus on empirically based practice frames the issue, focusing specifically on how concepts (expressed emotion, parenting style) can be used within interventions, how Latino parents perceive efforts to deliver evidence-based interventions, and how pilot projects that delivered culturally adapted interventions in three separate cities impacted family functioning. In all, the introduction highlights the complexities for researchers in meeting the needs of the field to ensure that effective interventions are applicable across cultural groups. Meeting the challenges is important to address the need of the growing Latino population. Advances in intervention research with ethnic minorities also stand to contribute to the advancement of intervention research broadly. This special issue provides examples of efforts that are underway to better understand what treatments work for Latino families, provided by whom, for what specific problems, and in which specific circumstances, paving the way to begin attempting to answer a challenge posed more than 40 years ago by Gordon Paul. RESUMEN El marcado contraste entre las frecuentes convocatorias para investigaciones y prácticas aplicables a un amplio espectro de grupos de distintas culturas y razas, y la escasez de conocimiento empírico sobre las familias latinas sirvieron como impulso para publicar este número especial sobre los avances en las investigaciones relativas a las familias latinas. La publicación está enmarcada en el análisis de la práctica sustentada empíricamente, centrándose específicamente en cómo los conceptos (emoción expresada, estilo de crianza de los hijos) pueden utilizarse dentro de las intervenciones, en cómo los padres latinos perciben las iniciativas de realizar intervenciones sustentadas empíricamente y en cómo los proyectos piloto que ofrecieron intervenciones adaptadas culturalmente en tres ciudades distintas influyeron sobre el desenvolvimiento familiar. En general, la introducción destaca las complicaciones que enfrentan los investigadores a la hora de responder a las necesidades del campo para garantizar que puedan aplicarse intervenciones eficaces a distintos grupos culturales. Resolver estas complicaciones es importante para responder a la necesidad de la población latina en aumento. Los avances en las investigaciones sobre intervenciones con minorías étnicas también contribuyen al avance de las investigaciones sobre intervenciones en general. La publicación especial ofrece ejemplos de iniciativas que están en marcha para comprender mejor qué tratamientos son eficaces para las familias latinas, quiénes deben proporcionarlos, para qué problemas específicos y en qué circunstancias específicas, allanando el camino para comenzar a responder un problema que planteó Gordon Paul hace más de 40 años. Palabras clave: Latinos/hispanos, familia, adaptación cultural, intervención, salud mental de los latinos [source]

CLASSIFYING PHYSICAL GEOGRAPHIC FEATURES: THE CASE OF MANINKA FARMERS IN SOUTHWESTERN MALI

GEOGRAFISKA ANNALER SERIES B: HUMAN GEOGRAPHY, Issue 4 2008
Chris S. Duvall
ABSTRACT. This article argues that understanding how people classify physical geographic features is necessary for identifying fundamental, cross-cultural geographic concepts that are required for successful communication of geographic knowledge. Academic geographers have not given sufficient attention to systems of local geographic knowledge, even though promising theoretical frameworks exist, particularly in the field of ethnoecology. However, the research approach that has characterized ethnoecology is insufficient to develop ethnogeography as a field of inquiry, because ethnoecologists have overemphasized limited aspects of local knowledge systems, such as soils, which has often led researchers to incompletely sample local knowledge systems. Using ethnographic methods, this article analyses the content and structure of physical geographic knowledge in the Maninka language as spoken in southwestern Mali, and compares Maninka knowledge to that of other cultural groups. The results suggest that broad physical geographic concepts may be shared pan-environmentally, but that most physical geographic knowledge is contained in culturally specific classifications embedded within a broad cross-cultural framework. Academic geographers should expect only broad correspondence between their categories of physical geographic variation and those of people who classify biophysical features according to local knowledge systems. Finally, this article also shows that ethnoecological research will be advanced if geographic theories of place are given more prominence in ethnoecological studies. [source]

Mother,Infant Person- and Object-Directed Interactions in Latino Immigrant Families: A Comparative Approach

INFANCY, Issue 4 2008
Linda R. Cote
Cultural variation in durations, relations, and contingencies of mother,infant person-and object-directed behaviors were examined for 121 nonmigrant Latino mother,infant dyads in South America, Latina immigrants from South America and their infants living in the United States, and European American mother,infant dyads. Nonmigrant Latina mothers and infants engaged in person-directed behaviors longer than Latino immigrant or European American mothers and infants. Mother and infant person-directed behaviors were positively related; mother and infant object-related behaviors were related for some cultural groups but not others. Nearly all mother and infant behaviors were mutually contingent. Mothers were more responsive to infants' behaviors than infants were to mothers. Some cultural differences in responsiveness emerged. Immigrant status has a differentiated role in mother,infant interactions. [source]

Child temperament in three U.S. cultural groups,

INFANT MENTAL HEALTH JOURNAL, Issue 5 2009
Marc H. Bornstein
Temperament among children (N = 111 20-month-olds) from three cultural backgrounds in the United States (Latin American, Japanese American, and European American) was investigated. In accord with a biobehavioral universalist perspective on the expression of early temperament, few significant group differences in child temperament were found, regardless of cultural background; however, factors associated with maternal reports of child temperament differed by cultural group. The findings provide insight into the nature of child temperament generally and temperament of children in immigrant families specifically as well as parenting in immigrant families. [source]

Cross-cultural study on adult age-group differences in the recall of the literal and interpretive meanings of narrative text1

JAPANESE PSYCHOLOGICAL RESEARCH, Issue 2 2006
AYA HOSOKAWA
Abstract:, This study examined cultural and age differences in the recall of the literal and interpretive meanings of narrative text. Twenty Japanese younger adults (age: M = 21.05, SD = 1.02), 20 Japanese older adults (age: M = 66.95, SD = 1.71), 20 American younger adults (age M = 21.7, SD = 1.76), and 16 American older adults (age M = 69.56, SD = 3.43) participated in this study. One story rich in both literal and interpretive content was used as a stimulus text for two recall tasks, to retell and interpret the story. The response task order was counterbalanced across the participants for each group. When asked to retell a story as close to the original as possible, the younger adults in both of the two cultural groups recalled more of the literal propositions than did the older adults. Both older and younger adults in the two cultural groups recalled more of the main ideas relative to the details; however, when asked to interpret the same story, more older than younger adults represented deep and synthetic representations of the story's interpretive meanings in the Japanese group. The interpretive responses by both the older and younger adults were almost to the same extent on depth; however, the younger adults' responses were slightly higher on synthesis in the American group. These interpretive patterns stem from cultural background. [source]

Anger, Blame, and Dimensions of Perceived Norm Violations: Culture, Gender, and Relationships

JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 8 2004
Ken-Ichi Ohbuchi
From a social cognitive perspective on anger, we attempted to examine the structure of perceived norm violations and their relationships with anger. We asked 884 university students from 4 countries (United States, Germany, Japan, and Hong Kong) to rate their experiences of being harmed in terms of norm violations, angry feelings, blame, and relationship with the harm doers. We found 2 culturally common dimensions in perceived norm violations (informal interpersonal norms and formal societal norms), and these dimensions substantially increased both angry feelings and blame in almost all cultural groups. The violation of interpersonal norms generally evoked anger more frequently than that of societal norms, but there were interactions between culture and relationship closeness and between gender and relationship closeness. [source]

Music and its effect on anxiety in short waiting periods: a critical appraisal

JOURNAL OF CLINICAL NURSING, Issue 2 2005
Marie Cooke PhD
Aims and objectives., This paper undertakes a critical appraisal of the methodological issues associated with studies that have investigated the extent to which music decreased the anxiety experienced by patients in short-term waiting periods such as day surgery. Background., Investigations and surgery undertaken on a day basis have significantly increased in number over the last decade. Music has been evaluated as an appropriate nursing intervention in relation to pain, discomfort and anxiety in a number of clinical settings but its usefulness for decreasing anxiety in short-term waiting periods such as day surgery is only beginning to be understood. Conclusion., A number of methodological limitations are identified by this critical review, particularly in relation to the design of research studies. Recommendations to strengthen research in this area are suggested and include (i) describing methods clearly and with detail to allow assessment of the validity and rigour of study results; (ii) using permuted block randomization; (iii) recruiting from a variety of surgical procedures and cultural groups; and (iv) standardizing the health care provided during waiting period. Relevance to clinical practice., Music as a simple and cost-effective intervention to reduce the anxiety experienced in limited time periods will have enormous impact on clinical practice where patients wait and undergo invasive investigations, procedures or surgery. However, the evidence of its utility in these unique environments is only beginning to emerge and this critical review provides a basis for considerations for future research. [source]

Understanding families in their own context: schizophrenia and structural family therapy in Beijing

JOURNAL OF FAMILY THERAPY, Issue 3 2002
Lawrence Hsin Yang
Evidence from a number of family intervention strategies demonstrates a beneficial impact on the course of schizophrenia. It appears that different family interventions have generic features that aid the patient to avoid relapse and improve functioning. A significant challenge for researchers is to modify these generic strategies to be sensitive to different cultural groups in order to ensure their effectiveness. Chinese culture, with its distinct cultural norms governing family interaction and intense stigma towards the mentally ill, would seem to raise a particular challenge. This paper offers an account of an eclectic model of structural family therapy that incorporates psychoeducation and behavioural treatments for schizophrenia as a theoretical guide to working in a cross,cultural context. A Beijing family, consisting of parents and their daughter with schizophrenia, were seen for sixteen months during a trial of family intervention in China. Through structural family concepts, China's sociocultural context of treatment resource constraints, population policy and stigma are examined and the impact of the illness on family organization is explored. [source]

A comparison of American and international prototypes of successful managers

JOURNAL OF LEADERSHIP STUDIES, Issue 1 2009
Melenie J. Lankau
In the present study, similarities and differences between prototypes of successful managers were examined across four cultural groups: Americans, Europeans, Asians, and Latin Americans. Managers from the hospitality industry (N = 366) used an 84,item attribute inventory to rate a successful middle manager. In addition, Americans' stereotypes of ethnic managers were compared with prototypes held by managers from those ethnic cultures. Specifically, American managers' perceptions of Asian and Hispanic managers were compared against Asian and Hispanic/Latin American managers' prototypes. A high level of correspondence in prototype characteristics was found across the four cultural groups. In addition, American-defined ethnic manager stereotypes also contained profiles similar to cultural prototypes. However, important differences were also detected on many managerial characteristics. Implications of the findings for cross-cultural congruence and areas for future research are discussed. [source]

Breastfeeding Care in Multicultural Populations

JOURNAL OF OBSTETRIC, GYNECOLOGIC & NEONATAL NURSING, Issue 2 2001
FAAN, IBCLC, Jan Riordan ARNP
Although the number and diversity of minority women in the United States is growing, breastfeeding rates remain low. Nurses can increase breastfeeding rates in minority populations if they are aware of and appreciate cultural differences. Following an overview of culture's effect on breastfeeding, this article focuses on practical aspects of caring for breastfeeding mothers in various cultural groups. Breastfeeding educational programs are effective when they are culturally sensitive and emerge from the culture itself. [source]

Is Self-Determined Functioning a Universal Prerequisite for Motive,Goal Congruence?

JOURNAL OF PERSONALITY, Issue 2 2010
Examining the Domain of Achievement in Three Cultures
ABSTRACT Research has shown that capacity for accessing implicit motives promotes congruence between the implicit and the explicit motivational system: Individuals able to test a conscious goal for its fit with their implicit motivation commit themselves more fully to self-congruent goals. However, it has not yet been shown whether this is a universal phenomenon or limited to Euro-American cultures in which individual needs are less strictly constrained by the social environment than in other cultural contexts. Thus, the present study examined whether self-determination interacts with the implicit achievement motive to predict how much importance individuals from Cameroon, Germany, and Hong Kong ascribe to achievement goals. Moreover, the importance ascribed to goals should indirectly predict life satisfaction via success in goal realization. Results showed that the associations described above are valid in all three cultural groups and are discussed in terms of their implications for the universal processes characterizing motivation. [source]

Science inquiry and student diversity: Enhanced abilities and continuing difficulties after an instructional intervention

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 7 2006
Okhee Lee
This study examines elementary students' abilities to conduct science inquiry through their participation in an instructional intervention over a school year. The study involved 25 third and fourth grade students from six elementary schools representing diverse linguistic and cultural groups. Prior to and at the completion of the intervention, the students participated in elicitation sessions as they conducted a semistructured inquiry task on evaporation. The results indicate that students demonstrated enhanced abilities with some aspects of the inquiry task, but continued to have difficulties with other aspects of the task even after instruction. Although students from all demographic subgroups showed substantial gains, students from non-mainstream and less privileged backgrounds in science showed greater gains in inquiry abilities than their more privileged counterparts. The results contribute to the emerging literature on designing learning environments that foster science inquiry of elementary students from diverse backgrounds. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 607,636, 2006 [source]

Improving science inquiry with elementary students of diverse backgrounds

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 3 2005
Peggy Cuevas
This study examined the impact of an inquiry-based instructional intervention on (a) children's ability to conduct science inquiry overall and to use specific skills in inquiry, and (b) narrowing the gaps in children's ability among demographic subgroups of students. The intervention consisted of instructional units, teacher workshops, and classroom practices. The study involved 25 third- and fourth-grade students from six elementary schools representing diverse linguistic and cultural groups. Quantitative results demonstrated that the intervention enhanced the inquiry ability of all students regardless of grade, achievement, gender, ethnicity, socioeconomic status (SES), home language, and English proficiency. Particularly, low-achieving, low-SES, and English for Speakers of Other Languages (ESOL) exited students made impressive gains. The study adds to the existing literature on designing learning environments that foster science inquiry of all elementary students. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 337,357, 2005 [source]

On the cultural validity of science assessments

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 5 2001
Guillermo Solano-Flores
We propose the concept of cultural validity as a form of test validity in science assessment. The conceptual relevance of cultural validity is supported by evidence that culture and society shape an individual's mind and thinking. To attain cultural validity, the process of assessment development must consider how the sociocultural context in which students live influences the ways in which they make sense of science items and the ways in which they solve them. These sociocultural influences include the values, beliefs, experiences, communication patterns, teaching and learning styles, and epistemologies inherent in the students' cultural backgrounds, as well as the socioeconomic conditions prevailing in their cultural groups. We contend that current approaches to handling student diversity in assessment (e.g., adapting or translating tests, providing assessment accommodations, estimating test cultural bias) are limited and lack sociocultural perspective. We find that attaining cultural validity may conflict with current basic principles and assumptions in testing, such as item independence and standardization. We discuss the ways in which adopting cultural validity as a criterion for test validity makes it necessary to shift assessment paradigms and adopt new procedures for assessment development. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 553,573, 2001 [source]

Omega-3 polyunsaturated acids and cardiovascular disease: notable ethnic differences or unfulfilled promise?

JOURNAL OF THROMBOSIS AND HAEMOSTASIS, Issue 10 2010
J. V. PATEL
Summary., The consumption of long chain omega-3 polyunsaturated acids (PUFA) is considered to protect against cardiovascular disease and promote longevity following a heart attack. Historically, research in this area was fuelled by compelling reports of the cardiovascular benefits of omega-3 PUFA in select populations and cultures. More recent studies, in wider populations, suggest discordant findings: differences that are difficult to reconcile as the mechanism of action of omega-3 PUFA are poorly understood. As such, the use of this ,natural treatment' for cardiovascular disease is increasingly controversial, and potentially one of unfulfilled promise. To what extent does ethnicity influence the impact that omega-3 PUFA have on cardiovascular disease and its associated complications? We were interested to review the benefits of omega-3 PUFA in the management of cardiovascular risk amongst diverse ethnic groups. Using a systematic review of literature relating to omega-3 PUFA and cardiovascular disease, we found ethnicity to be a factor that accounts for inconsistency between studies. Some of the effects of omega-3 PUFA are limited to cultures with a very high omega-3 intake, and in turn, ethnicity moderates the efficiency with which PUFA are derived from the diet. Moreover, omega-3 PUFA are an important health care intervention in the current climate of globalization, where supplementation is likely to give protection to cultural groups undergoing dietary transition. Future epidemiological research into the efficacy of omega-3 PUFA in cardiovascular disease should consider the influence of ethnicity. [source]

Dispute Resolution and the Politics of Cultural Generalization

NEGOTIATION JOURNAL, Issue 1 2003
David Kahane
This essay argues that generalizations about cultural identities and values should play a key role in designing procedures to resolve disputes. Generalizations about cultures are risky given the complexity of memberships and group boundaries, not to mention the power dynamics within and between social groups. But it is important to take the risk: attempts to avoid or transcend culture in resolving disputes pose an even greater danger, of reiterating the understandings of dominant cultural groups under the guise of neutrality. The author explores the "politics of cultural generalization" in theoretical terms, then considers its implications for concrete elements of dispute resolution training and process design. [source]

Respect in southeast asian American children and adolescents: Cultural and contextual influences

NEW DIRECTIONS FOR CHILD & ADOLESCENT DEVELOPMENT, Issue 114 2006
Carl L. Bankston III
There are similarities and differences in the concept of respect as it develops in American children and adolescents whose families came from Vietnam, Cambodia, Thailand, Laos, and the Philippines. In addition, respect has different effects on adjustment, relationships, and achievement at home and at school, depending on whether cultural groups were primarily refugees or immigrants. [source]

Discourse Resistance And Negotiation By Indigenous Australians

PEACE & CHANGE, Issue 2 2003
John Synott
In the context of intercultural relations, the boundaries between dominant and subordinated communities are constructed in a variety of ways. Language frames, or discourses, understood from a sociological rather than a linguistic perspective can be considered to constitute one of the main processes for determining the character of intercultural boundaries. Using this theoretical perspective, this article examines a number of discourses that have contributed to the construction of social relations between Australian Aborigines and the dominant nonindigenous cultural groups in Australia. Examples from the colonial period show the way in which indigenous people were oppressed along racial boundaries, even as they resisted, while more recent instances chart the process of indigenous people in renegotiating social relations and in asserting the process of self-determination and cultural celebration. [source]

How white people suffer from white racism

PSYCHOTHERAPY AND POLITICS INTERNATIONAL, Issue 2 2003
Neil Altman
Abstract One major but subtle manifestation of white racism is the failure to recognize whiteness as a cultural and racial category. Rather, whiteness silently functions as the ,standard' from which other racial and cultural groups deviate. In this way, non-white groups and people become ,deviant' in the very act of defining them. Recognizing whiteness as a category in every way correspondent to blackness opens the door to thinking about the particularity of the state of whiteness, and the ways in which people defined as white may benefit from the privileges, and suffer from the burdens, of whiteness. The disavowal of qualities defined as ,black' or ,coloured' or ,non-white' is shown to have a special distorting and limiting effect on people defined as white. Copyright © 2003 Whurr Publishers Ltd [source]

Relatedness of identities and emotional closeness with parents across and within cultures

ASIAN JOURNAL OF SOCIAL PSYCHOLOGY, Issue 3 2007
E. Olcay Imamo
Differences in emotional- and identity-relatedness with parents were explored across two cultural groups (863 university students from the USA and Turkey, representing individualist and collectivist societies, respectively) in Study 1, and across two socioeconomic status (SES) groups (353 high school students from the upper and lower SES in Turkey) in Study 2. In both studies, within-cultural differences in emotional- and identity-relatedness with parents were also explored in terms of: (i) self-directed and other-directed value orientations; and (ii) self-types, as suggested by the Balanced Integration-Differentiation Model. Results indicated cultural groups to be quite similar in emotional-relatedness, but to differ in relatedness of identities, with Turks reporting more related identities. Similarly, in Turkey, SES seemed to have more impact on identities than on emotional closeness, the lower SES adolescents reporting more relatedness with parents than upper SES adolescents. Thus, relatedness of identities appeared to be more important than emotional relatedness in differentiating between cultural and SES contexts. Results involving different self-types and value orientations pointed to both cross-cultural similarities and within-cultural diversity in the two domains of relatedness. Theoretical implications of cross- and within-culture differences in emotional- and identity-relatedness with parents are discussed. [source]

The influence of culture on ethical perception held by business students in a New Zealand university

BUSINESS ETHICS: A EUROPEAN REVIEW, Issue 4 2010
Margaret Brunton
The demand for principled and transparent corporate moral judgement and ethical decision making in the workplace makes it necessary for business students as future managers to understand the expectations of ethical workplace conduct. Corporate scandals mean that there is enhanced interest in ensuring that ethical content is included in curricula in universities. In this study, we re-visit the question of whether culture has an influence on ethical perceptions of workplace scenarios, using students enrolled in a College of Business in a New Zealand (NZ) university as respondents. Consistent with current research, this study demonstrated mixed results. However, we also found evidence to suggest some identifiable patterns in the data across cultural groups. Overall, Chinese and Other respondents were more likely than NZ European to consider the scenarios as ethical. On the other hand, Chinese respondents were significantly less likely to report that their peers would carry out ethically questionable actions. [source]