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1.
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2.
The Rokeach Value Survey was administered to four equivalent groups of students studying in London. It was hypothesized that a number of differences would occur between these groups based on their country of origin, respective affluence and traditional cultural values. Half of the values showed significant differences between groups with the British Control Group and the Europeans being most often more similar to each other than the other groups. The Africans were most different from the three other groups. These results were interpreted in terms of cultural and economic differences and related specifically to the literature of sojourner adjustment. Limitations of the research are also noted.  相似文献   

3.
ABSTRACT

The protests of ‘1968’ are a powerful symbol of generational belonging and central to Germany's collective memory. The so-called ‘68ers’ have been transformed into a mythical yardstick of what constitutes a generation. Yet few people thought of themselves in this way in the late 1960s: the idea of the ‘68er’ only emerged from complex and often retrospective processes of generational building, which this article investigates. It is shown that such age-related affinities were not confined to members of the West German Left. Two alternative generational narratives that emerged out of the late 1960s are examined in this piece: those of the West German moderate right-wing ‘counter-generation’ and of the ‘East German 68ers’. The antagonistic character of the West German events and the subsequent public projection of left-wing activists as a ‘generation’ mobilized their political contemporaries and led to a growing desire to collectivize their experiences in their turn. East Germany's ‘1968’, on the other hand, may have been far less iconic than the West German revolt, but former East German activists have also given their memories generational form, particularly since the 1990s. This article addresses these manifold processes of generation building to show that they have much to reveal about how activists—and those who observed them—made sense of the events of 1968 and about how different groups mobilized the idea of a generational experience politically to powerful effect in the years that followed. We are not dealing with a single and monolithic generation of 1968, but with more diverse communities of German ‘68ers’.  相似文献   

4.
The recent migration flows of refugees to Germany allow for the investigation of social contact between new arrivals and the longer-residing population. By examining this contact from the perspective of natives, I try to explain why West Germans have more frequent contact with refugees compared to their East German counterparts. I add the role of natives’ religiosity to the explanation and, thereby, integrate it into the ‘opportunities–preferences–third parties’ framework, which is commonly used to explain inter-ethnic contact. Based on data from the GGSS (German General Social Survey) in 2016, and by applying logistic regression, I show that natives’ religiosity (highly religious constitute an exception) is a facilitating factor for the establishment of contact with refugees, whereas the role of natives’ religious affiliation is inconclusive. By means of mediation analysis and effect decomposition, it is revealed that the East-West divide in contact with recent refugees is – among other well-known explanatory factors (number of refugees, attitudes towards refugees, and economic situation) – attributable to natives’ lower degree of religiosity in East Germany. The differing number of Christians and Muslims between East and West Germany is not decisive in this regard. In conclusion, the study provides an example of how different contexts of reception, secularised East Germany and less secularised West Germany, shape social contact between natives and refugees, and, thereby, also influence the early integration processes of new arrivals.  相似文献   

5.
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   

6.
A national survey of multicultural and ethnic attitudes in Canada was conducted in 1974 (n = 1849). Data were analysed for the 1244 respondents whose ethnicity could be determined as Angloceltic, French, German, Italian or Ukrainian Canadian, A five group by five group intergroup attitude matrix was created, with each group acting both as attitude object and as holder of attitudes. Analysis indicated the existence of reciprocity or balance in the matrix: groups tended to reflect the attitude held toward them back onto the group holding the attitude. However this structural balance was moderated by the existence of shared attitudes about the position of a group in the national ethnic hierarchy. Further analysis indicated the existence of ethnocentrism in the matrix: attitudes toward ingroup and positive reference groups were more positive than toward out-groups. Perceived intergroup similarity and familiarity were positively correlated with each other and with intergroup acceptance. Results were discussed in relation to attitude balance theory and ethnocentrism theory, and in their implication for intergroup research in multicultural societies.  相似文献   

7.
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   

8.
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   

9.
ABSTRACT

To compensate for measurement issues in previous studies and to further test the utility of the social contact hypothesis, this mixed-methods study compared ethnocentric attitudes of American and international undergraduate students who participated in a semester-long collaboration with undergraduate students in a control group. The Generalized Ethnocentrism scale was used to measure the ethnocentrism levels of the 120 participants before and after the collaboration. Paired samples t tests were conducted to compare pre and post-test means. Qualitative data was also collected with open survey questions. Results reveal no significant differences in ethnocentrism levels as a result of the collaboration. However, qualitative findings indicate increased comfort levels and a desire for more frequent collaborative opportunities. Implications of the findings are discussed.  相似文献   

10.
According to many educators, textbooks will eventually be replaced by digital versions. Today's teachers, school administrators, and education policy makers are often digitally disconnected or at best digital immigrants, individuals who were born before the existence of digital technology and adopted it later in life. Unfortunately, when students enter most classrooms they are expected to turn off their digital devices and learn through textbooks and teacher-led discussions. This digital disconnect is counterproductive to cultivating film/video literacy, an innovative method that has been supported by the National Council of Social Studies (NCSS) as a means to make learning relevant and meaningful for all students in social studies classrooms. The purpose of this study is to showcase the NCSS position through two lenses: Look closely at film and video viewing strategies currently in place in social studies classrooms and point toward viewing strategies that bring engagement and deeper thinking and responses to interact with ideas and information for all students.  相似文献   

11.
Perception is affected by culture. Since there are subcultural differences among blacks, Mexican Americans, and Anglos, it may be expected that perceptual differences would exist among them. Statistics indicate that ethnic differences appear in virtually every aspect of crime. Therefore, it was speculated that perceptual differences would exist in relation to crime. Results of the present study conducted among college students and adult nonstudents revealed that there were significant differences among the three ethnic groups in perception of seriousness of crimes, personally threatening crimes, perception of most common crimes committed in their city, and imputation of responsibility for crimes. Members of all three ethnic groups showed a distorted perception of the criminal activity that was occurring around them.  相似文献   

12.
This article discusses Kelly's theory of personal constructs and its Repertory grid technique as means of revealing the nature of cultural differences and similarities. It shows how Kelly's theory relates to cognitive theory, implicit personality theory and subjective culture theory. According to Kelly, people and groups are best understood in terms of the ways they anticipate events. People are all psychologists since they employ constructs. These bases of discrimination are bipolar in nature and open to revision. A group's culture is summarized by its members' shared superordinate constructs. Kelly's Commonality Corollary explains that members of a group are similar because they use the same constructs to order events. Kelly's Sociality Corollary states that, in order to enter into a relationship with others, people need first to subsume the others' personal constructs. His custom-built Repertory grid elicits constructs by having a person decide how in a matrix other people, for example, are similar and different. In the rated grid form, each person or element is rated from most to least on the positive pole of each construct. Either principal components or cluster analysis or multidimensional scaling can reveal the interviewed person's superordinate dimensions of appraisal. As an emic technique, the grid is contrasted with the semantic differential and other fixed-format tests. A review of the personal construct literature shows that many individuals and cultural groups have been explained in their own terms. In this research, difference is construed as interesting and others are understood by construing their construction processes as a first step towards approval.  相似文献   

13.
This paper assesses German students’ adjustment strategies after a six months expeditionary learning programme on high seas with intercultural encounters in Cuba and Costa Rica. A postal survey (N = 128, global response quote rg = .44) has been conducted with students having returned from four separate learning expeditions from 2008 to 2012. The students reports were coded in five categories, i.e. (1) reintegration narratives (RN), (2) perception of schooling (PoS), (3) self-perception (SP), (4) perceived programme effects (PPE), and (5) social context (SC), which were also quantified on a 5-point Likert-scale. By means of principal components analyses (PCA) and polynominal interpolation (PI), we searched into underlying distribution patterns in the categories. No significant differences were found with respect to gender in the four groups in a one-way ANOVA. However, significant differences with respect to (4) self-perception (SP) and perceived programme effects (PPE) can be referred to group 3. This accords well with the findings of the PCA and PI, which corroborate a U-curve with its apex after eight months at home. It can be shown that all four cohorts show symptoms of expedition reverse culture shock, which indicates that pedagogical intervention also after the cruise may be undertaken.  相似文献   

14.
The purpose of this study was to elicit college students’ knowledge and perceptions about sexually transmitted infections (STIs), attitudes and practices regarding condom use, and information about what educational and prevention materials that they think would be most effective for their peers. As part of a larger study, data was collected using focus groups and questionnaires. While American and Malaysian college students in the US participated in the focus groups, the open-ended questionnaire was emailed to college students recruited in Malaysia, Singapore, and England. Participatory communication was used as the theoretical framework to generate information and message concepts necessary for the design of effective health education and promotion materials. This study revealed that college students, regardless of nationality, should be informed and educated of the STIs problem on a gradual basis through various means and communication channels.  相似文献   

15.
Future teachers need to attain skills, knowledge, and positive dispositions in multicultural education to provide a culturally sensitive learning environment. It is the responsibility of teacher educators to use tools of assessment to train and gauge student progress toward this end. The purpose of this article is to describe the process of creating and using vignettes as a classroom assessment tool to better prepare teacher candidates for diverse classrooms. Results from our experiences using vignettes indicate that most students are only beginning to develop proficient performance standards, and need additional learning experiences. Implications for using vignettes to partially address National Council for Accreditation of Teacher Education standards and prepare students for the Principles of Learning and Teaching (PLT) test are also presented and discussed.  相似文献   

16.
The goal of this study was to develop and validate a short version (TMIC-S) of the Test to Measure Intercultural Competence (TMIC; Schnabel, Kelava, Seifert, & Kuhlbrodt, 2015). TMIC-S measures six malleable abilities that support handling novel or difficult cross-cultural situations. The short TMIC-S version, comprising 25 self-report and six situational judgment items, was administered to 1032 Germans and 769 Brazilians. Confirmatory factor analysis (CFA) showed a good fit of the sixfactor multimethod model in both samples. Measurement invariance was examined by multigroup CFA, which showed metric and scalar invariance of the TMIC-S. An initial construct validation was addressed by computing correlations of the German and Brazilian TMIC-S versions with the Cultural Intelligence Scale (Van Dyne, Ang, & Koh, 2008). Additionally, prior intercultural experience was positively associated with latent TMIC-S means in both samples, highlighting criterion validity. Thus, TMIC-S is a valid instrument, which can be administered efficiently.  相似文献   

17.
One hundred and sixty-five high school students in the Virgin Islands were asked to rate the extent to which they associate each of 62 behaviors with their concepts of “success,” “joy,” and “satisfying expectations.” They were also asked to rate the frequency with which they performed each of the behaviors. Results indicated that Virgin Islands students associate the word “success” not with academic behaviors, but with being modern, attractive, and nurturing. Moreover, individual students are less apt to perform those behaviors which Western teachers believe lead to academic success and more apt to perform those behaviors which the sample as a whole associates with being successful. The data indicate that although many Virgin Islands students enjoy traditional island activities, they do not feel successful when they engage in them. The results of the investigation are interpreted within the context of what is known concerning achievement behaviors of middle-class American youth, and implications are drawn for the teaching of young persons from diverse cultural backgrounds who attend classes conducted in the Western mode.  相似文献   

18.
ABSTRACT

International students face challenges associated with identity negotiation as they interact with others who may hold distinctly differing worldviews while operating from a position of cultural dominance. The current study explores how African students negotiate identity in interactions with domestic students within a relational-conflict context. Themes emerging include uncertainty in self-presentation, constrained relationships with domestic students, and avoidance as a response to relational conflict. The emergent concept is that of “being careful”, attributable to African students’ perception of power differences between foreign and domestic students, as well as risk associated with assertive conflict behavior. Theoretical and practical implications are discussed.  相似文献   

19.
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   

20.
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   

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