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1.
ABSTRACT

Ethnocentrism and intercultural willingness to communicate (IWTC) can contribute to the success or failure of intercultural communication in the context of health care. The present study aims to survey and compare the levels of 180 Iraqi and Iranian medical students’ ethnocentrism and IWTC based on the participants’ nationality and gender, in Iran. The findings of this study revealed that Iraqi medical students were more ethnocentric and less willing to communicate interculturally than their Iranian counterparts. Both Iraqi male and female students were significantly more ethnocentric than Iranian male and female medical students. Iraqi male students were significantly less intercultural willing to communicate than their female compatriots and Iranian male and female peers. These findings were explained considering the context of Iraq and Iran, participants’ degree of religious practice, and their degree of foreign language proficiency. Practical implications, direction, and limitations are discussed.  相似文献   

2.
The purpose of this study was to compare the intelligence and vocational aspirations of students in single-sex monolingual high schools with those in mixed-sex bilingual high schools. Subjects were 153 boys and girls from the upper middle class in Tehran, Iran. There were 50 girls and 44 boys from single-sex monolingual high schools with 44 girls and 15 boys from mixed-sex bilingual high schools. Measures included Raven's Progressive Matrices, asking the subjects to write their aspired vocation and Kuder's Preference Record (Form C Vocational) which was adjusted to the Iranian culture and the goals of the schools sampled.Chi square, t test, and two-way ANOVA were used to analyze the data. The results showed that bilinguals scored higher than monolinguals on nonverbal intelligence and mathematical preferences; girls in mixed-sex bilingual high schools and those in single-sex monolingual high schools had the highest and lowest mean scores on Raven's test, respectively. No significant difference was found between the IQ scores of the boys from the two types of high schools. The girls showed higher preferences in literary, artistic, and mathematical areas than the boys. No significant differences were found between the mechanical and the scientific preferences of the two sexes. The girls in both types of schools showed high occupational aspirations and vocational preferences due to their social class and their parents' level of education. It was concluded that bilingualism seems to have had a salutary effect on nonverbal intelligence of Iranian high school students in general and of girls in particular.  相似文献   

3.
A study was undertaken to determine the importance of ethnicity in an ethnic studies program. Three different dimensions were examined (1) the importance of the ethnicity of the teacher in the opinions of administrators and students; (2) ethnic differences among students in attitudes and expectations regarding such a program; (3) the relationship between the structure or content of the ethnic studies program and the long-range ethnic goals of society. Results of a nationwide sample of academic deans and a sample of students from two colleges in San Antonio, Texas, indicate that the ethnicity of teachers is an important concern for both administrators and students. It was also found that attitudes and expectations, as well as what the primary function of the program and the long-range ethnic goals should be, differed with the ethnicity of students.  相似文献   

4.
The purpose of this study was to investigate whether the students who were being trained under the new system of Iranian education were more scientifically minded than the ones trained under the old system. Procedures included the development of a measure of science-mindedness by the investigator, which consisted of 18 items, nine positive and nine negative, forming nine parallel ones. It was pilot tested for reliability and administered twice with a time lapse of six weeks to 100 subjects balanced on sex and exposure to modern or traditional. Analysis included three-way ANOVA to study differences by sex, type of classroom, and test-retest scores. Findings indicated significant sex differences (p<.001) and classroom type differences (p<.001) overall. No significant differences were found for test-retest scores, indicating the stability of the measure over time. However, a second three-way ANOVA testing for difference in endorsement of positive and negative items obtained no significant difference for the traditional and modem classroom students. This finding was further examined by testing individual parallel items by ANOVA. Results showed that all pairs obtained significantly different rates of endorsement (p<.001). Two pairs obtained significant sex differences (p<. 05, p<.01) and two pairs obtained significant differences for classroom type (p<.05, p<.001) in the rate of endorsement. It was concluded that although the first statistical analysis had indicated gain for students in the modern classrooms with respect to science-mindedness, there was very little difference in its endorsement by the two groups. The inconsistencies that were found were explained in the light of the transformation process that the Iranian educational system has undergone during the last decade.  相似文献   

5.
This qualitative study examines the resources that Vietnamese refugee parents use in raising their adolescent youth in exile and how they, and their adolescents, regard their experiences of different parenting styles. The study is based on 55 semi-structured interviews and several focus groups performed with a small sample of Vietnamese refugee parents and their adolescent children. Three main themes from the interviews were identified: the role of the extended family and siblings in bringing up children; language acquisition and cultural continuity and, finally, religion and social support. Our findings suggest extended kin are involved in the raising of adolescent children, providing additional family ties and support. Parents regarded Vietnamese language acquisition by their youth as facilitating both communication with extended kin and cultural transmission. Several parents stressed the importance of religious community to socialising and creating a sense of belonging for their youth. Vietnamese refugee parents seek a balance between Vietnamese values and their close extended family social networks, and the opportunities in Norway to develop autonomy in pursuit of educational and economic goals. Together these parenting practices constituted a mobilization of resources in support of their youth. These findings may have important implications for future research on resiliency and the role of these strategies as protective factors mediating mental health outcomes. They may also have implications for treatment, in terms of the types of resources treatment can access and for prevention strategies that maximize key cultural resources for Vietnamese refugee youth.  相似文献   

6.
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   

7.
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8.
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   

9.
When Multicultural Education Is Not Enough   总被引：1，自引：0，他引：1  
In the face of rising white nationalism, multicultural education is simply not enough. In addition to suggestions for curriculum and instruction, in this article the author suggests that teachers, parents, administrators, and students need to be organizing to push back against this tide of racism, sexism, and xenophobia and find ways to concretely support their students and communities.  相似文献   

10.
This paper describes an empirical investigation of changes incurred as a result of participation in a semester-long intercultural experience. “The A.M.I.G.O. Project” is conducted in small group communication classes and requires students to meet and interact weekly with foreigners living in their community. The project is designed to allow college students to obtain some of the benefits of a foreign experience without going abroad. The program is also intended to provide a meaningful and worthwhile experience to individuals temporarily living in the U.S. A single-factor repeated measures analysis of variance was used to examine differences between participants and non-participants at the beginning and end of the semester. Five dependent variables-acceptance of differences, openness to new ideas, importance of foreign exchange, responsibility toward foreigners living in the community, and attitudes toward peace-were evaluated. The results of the questionnaire strongly indicate a significant change in the attitudes of the participants. Overall, students became more accepting of diversity and differences, felt greater responsibility to and increased importance of foreign visitors to the United States, and developed a sense of importance and desire for travel abroad. Furthermore, the members of the English as a Second Language class [the Amigos] demonstrated significantly greater improvement on their English proficiency exams than non-participants. Implications of the results and a discussion of the limitations of the study conclude with suggestions for future research.  相似文献   

11.
The Japanese Private University is viewed as a modern socialization system for processing youth into leadership positions in business and industry. A “degreeocracy” and an “assimilation” hypothesis were proposed to explain the process of psychological development through the university. The “degreeocracy” hypothesis ascribes a utilitarian view of one's certification by a particular university. According to this hypothesis, students will come to shape their behaviors and attitudes to be compatible with the “degree” as they progress from freshmen to seniors. In contrast, the “assimilation” hypothesis denotes that the extent to conforming to, and identifying with the norms and goals of the university will depend upon social and educational background. Three groups differing in terms of the potential for assimilation were identified based upon social and educational background. Data were collected from samples of freshmen, sophomores, juniors, and seniors majoring in engineering in one of the largest private universities in Japan. Results supported both hypotheses. Differences among “assimilation” subgroups were significant but these differences were not exacerbated over grade year. The findings are discussed in terms of the particular nature of the private university and the larger employment system for college graduates in Japan.  相似文献   

12.
Attitudes toward multiculturalism in educational contexts – i.e., multicultural attitudes – are desirable qualities for good teaching practices. Unfortunately, little is known about the antecedents of prospective teachers’ multicultural attitudes. Before this backdrop, we argue that prospective teachers’ multicultural ideology, national pride, and intergroup contact are related to their multicultural attitudes. Studying these relationships can offer valuable insights for initial teacher education programs. We assessed prospective teachers’ (n = 72) multicultural attitudes (adapted version of the Teachers’ Multicultural Attitude Survey), multicultural ideology (Multicultural Ideology Scale), national pride (single item from large scale studies) and intergroup contact (experiences in multicultural classrooms and intergroup friendship). Results showed that higher multicultural ideology and lower national pride were related to more positive multicultural attitudes. We found no such relation for intergroup contact. Based on these new insights into prospective teachers’ multicultural attitudes, we argue that initial teacher education programs should reinforce and develop prospective teachers’ multicultural ideology and consider the role of national pride.  相似文献   

13.
Intercultural competence/sensitivity is increasingly recognized across the global spectrum of educational institutions, corporations, government agencies and non-government organizations as a central capability for the 21st century. The Intercultural Development Inventory (IDI) is an assessment tool that measures the level of intercultural competence/sensitivity across a developmental continuum for individuals, groups, and organizations and represents a theoretically grounded measure of this capability for perceiving cultural differences and commonalities and modifying behavior to cultural context. This study represents additional cross-cultural validity testing of the IDI, building on the previous work of Paige, Jacobs-Cassuto, Yershova, and DeJaeghere (2003) and Hammer, Bennett, and Wiseman (2003). The 50 items from IDI v2 were administered to 4763 individuals from 11 distinct, cross-cultural samples. Confirmatory factor analysis confirms the following basic orientations toward cultural difference originally explicated by [Bennett, 1986] and [Bennett, 1993] in the Developmental Model of Intercultural Sensitivity (DMIS): Denial, Defense, Reversal, Minimization, Acceptance, and Adaptation. In addition, it also identifies Cultural Disengagement as an additional scale within the IDI; but one that is not located along the developmental continuum. Second, the inter-scale correlations support the theoretically proposed, developmental formulation from Denial through Adaptation. Third, the current analysis offers strong support for an overall Developmental Orientation (DO) scale and an overall Perceived Orientation (PO) scale. Fourth, Minimization is found to be a transitional orientation toward cultural differences and commonalities, between the more monocultural (ethnocentric) orientations of Denial and Polarization (Defense, Reversal) and the more intercultural mindsets of Acceptance and Adaptation. Fifth, readability analysis indicates the IDI is appropriate for high (secondary) school students (age 15 or above) or individuals with a 10th grade reading level. Finally, criterion validity of the IDI was assessed. The results indicate that the IDI has strong predictive validity toward bottom-line goals within organizations; namely, the achievement of diversity and inclusion goals in the recruitment and staffing function. These findings complement previous results that demonstrated that the IDI also possesses strong content and construct validity across culture groups.  相似文献   

14.
In a diverse and interconnected world, developing students’ global outlook is necessary. Global competence (GC) refers to the capacity and disposition to thrive in this globalized environment. In 2018, PISA conducted an international assessment of adolescents’ GC. Using this data, we adopted a person-centered approach to investigating Korean adolescents’ GC. The present study pursued two aims: (1) to identify GC profiles based on multiple dimensions and (2) to test what student, parent, and school variables predict membership in these profiles. The sample included 15-year-old Korean adolescents (N = 1940) and their parents (N = 1940). We conducted latent profile analysis (LPA) using Mplus and identified four distinct GC profiles: (1) Average Practice but Less Developed Profile, (2) Near-Average Profile, (3) Developed Cognition and Tolerance Profile, and (4) Whole Developed Profile. Predictors of membership in these profiles included student variables (gender, academic performance, self-efficacy), parent variables (parental economic, social, and cultural status, parents’ interest in learning about different cultures), and school variables (number of learning activities at school, teachers’ attitudes toward various cultural groups, school’s cooperative environment). Based on our findings, we suggest educational support strategies for improving adolescents’ GC.  相似文献   

15.
The global increase in international students’ population necessitates identifying their needs and engaging in practices that may support their adjustment. Along with excitement, positive attitudes and high expectations about higher education and life abroad, international students might also experience dread as they prepare to start a new life. Challenges in adjustment during the transition and developmental issues might contribute to such students’ susceptibility of intense emotional experiences, anxiety, depression and other mental health issues. Nevertheless, limited research has been conducted on interventions to facilitate transition and adjustment. Indeed, there is a dearth of psychological interventions that enhance the adjustment of international students in Turkey. This study involves a program and examines how effective this program is in enhancing the adjustment levels of international students. With a 2 × 3 controlled quasi-experimental group design, the participants in the experiment group underwent eight weekly sessions of a cognitive-behavioral-oriented psychoeducational program. The posttest results indicated significant differences in coping self-efficacy favoring the experiment group. However, no significant differences were noticed between the two groups in terms of psychological adaptation and distress. Follow-up results revealed significant changes in all the three measures favoring the experiment group. The findings indicated a positive long-term effect of the psychoeducational program in enhancing the international students’ adjustment levels. Consequently, implications for college counseling service providers in terms of designing psychoeducational programs were discussed.  相似文献   

16.
Theater     
In this study, I examine the perspectives of preservice teachers enrolled in a multicultural education course at a large predominately White Midwestern university. Past research on the development of multicultural attitudes and knowledge of White preservice teachers is inconclusive. In an effort to examine the multicultural perspectives of preservice teachers, 13 prospective teachers enrolled in required semester-long multicultural education courses were regularly interviewed and observed. Results of the study indicate that preservice teacher perspectives toward diversity were influenced by their social and educational histories; popular culture, such as the news media and movies; and the traditional structure of the teacher education program. The single course had minimal impact on their perspectives. Recommendations include infusing a multicultural perspective throughout the teacher education program and the development of collaborations between the program and culturally diverse schools.  相似文献   

17.
The relations between perceived discrimination, perceived acceptance of immigrants, acculturation orientations, and acculturation outcomes (psychological and sociocultural adjustment) were investigated in a sample of 232 Iranian refugees in the Netherlands. A good fit was found for a path model with perceived discrimination and perceived acceptance as correlated antecedent variables, acculturation orientations as intervening conditions, and measures of psychological and sociocultural adjustment as outcome variables. Perceived discrimination was the most salient variable in the model and showed significant associations with all outcome measures. Acculturation orientations (partially) mediated the relations between antecedent variables and outcomes. Gender differences were found. Women reported significantly less discrimination, more positive and fewer negative acculturation outcomes than did men. It is concluded that despite the high levels of sociocultural adjustment of Iranian refugees in the Netherlands, perceived discrimination plays an essential role in their acculturation.  相似文献   

18.
ABSTRACT

This article traces the transformation of an Iranian nationalist poem by Simin Behbahani entitled “I Will Rebuild You, Homeland” (1981) into an expatriate national anthem, and the poem-song’s subsequent incorporation into protests and political speeches by individuals and groups in and outside of Iran. Employing musical and textual analysis, interviews, and a transnational perspective on cultural circulation and reception, I show how exile pop singer Dariush Eghbali’s adaptation of the original poem mobilized the text and opened it to audience participation. The article argues that the poem and its musical–textual permutations exemplify contemporary Iranian practices of national identification in which conflicting parties attempt to motivate “the Iranian people” to political ends. As actors from around the world and across the political spectrum repeatedly turn to nationalist poetry, song, anthem, and political speech, we observe how mass-mediated popular culture reveals ongoing recourse to nationalist forms even in transnational space.  相似文献   

19.
In the current research, we examined whether promoting an inclusive national ingroup that includes both immigrants and nonimmigrants would improve attitudes toward immigrants and immigration among members of receiving societies. We also determined whether one's nation of citizenship and individual differences in social dominance orientation would moderate the effects. Participants were 126 Canadian students and 282 German students, who completed a measure of social dominance orientation and were then asked to respond to a series of questions designed to heighten the salience of national identity (national identity), promote a national ingroup that includes immigrants (common national ingroup), or irrelevant questions (control). The dependent measures included attitudes toward immigrants and immigration, and subtle prejudice toward immigrants. Results revealed that the manipulation of a common national ingroup successfully promoted more positive attitudes toward immigrants and immigration among higher social dominance oriented Canadian participants, but tended to have detrimental effects on the attitudes of higher social dominance oriented German participants. Results are discussed in terms of the importance of considering the context in which groups are situated, as well as implications for developing strategies to promote harmony between immigrants and members of receiving societies.  相似文献   

20.
We investigated how allocentrism, or the tendency to emphasize in-group attributes was related to the amount and the kind (intrinsic vs. extrinsic) of congruity perceived between own and in-group goals. School teachers (N=114) rated the importance of own and coworkers’ intrinsic and extrinsic goals and completed measures of allocentrism and coworker satisfaction. As predicted, allocentrism was positively correlated with extrinsic goal congruity. In general, increasing congruity on intrinsic goals was related to higher coworker satisfaction. However, there were individual differences in reactions to congruity: high allocentrics who perceived congruity on both, intrinsic and extrinsic goals were more satisfied than those who perceived high congruity only on extrinsic goals.  相似文献   

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