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1.
Relying upon archival research, this article examines children's food advertising during the 1930s. More specifically, I highlight advertiser-created “clubs.” As a complement to 1930s radio and comic strip sponsorships, dozens of national food brands introduced “clubs” for children. Through a series of case studies, I argue that by creating these clubs, national food advertisers embedded themselves in children's popular culture with the outcome of brand socialization—not simply immediate sales. These clubs offered access to exclusive branded communities, encouraging children to be brand-conscious and brand-loyal consumers. Unlike toy advertisers, who did not enter children's popular culture until the television era, food advertisers sold products meant to be consumed daily; as such, brand loyalty was highly sought after.  相似文献   

2.
This study examines the role that culture plays in the way individuals learn. Experiential learning theory is used to describe the learning process and the Kolb Learning Style Inventory is used to assess differences in how individuals learn. Using the framework for categorizing cultural differences from the Global Leadership and Organizational Effectiveness (GLOBE) study, national cultures are examined by cultural clusters and individual cultural dimensions. The first part of the study assesses the relative influence of culture in comparison to gender, age, level of education and area of specialization of 533 respondents born in and currently residing in 7 nations. We found that a significant portion of the variance in the preference for abstract conceptualization was explained by culture, gender, level of education and area of specialization. The variability in preference for active experimentation over reflective observation was accounted for by age and area of specialization. The impact of culture was only marginally significant. In the second part of the study where we examined the influence of individual culture dimensions in shaping the learning style preferences, we discovered that individuals tend to have a more abstract learning style in countries that are high in in-group collectivism, institutional collectivism, uncertainty avoidance, future orientation and gender egalitarianism. Individuals may have a more reflective learning style in countries that are high in in-group collectivism, uncertainty avoidance and assertiveness.  相似文献   

3.
Co-cultural differences in assertiveness within the United States have not been explored, despite noted regional differences in communication patterns (Andersen, Lustig, & Andersen, 1987). This study examines assertiveness behaviors, focusing on university students from the Upper Midwest (n = 148) and the New York Metropolitan region (n = 159) who completed the Rathus Assertiveness Schedule (Rathus, 1973 Rathus, SA. 1973. A 30-item schedule for assessing assertive behavior. Behavior Therapy, 4: 398–406. [Crossref], [Web of Science ®] , [Google Scholar]). New York Metropolitan respondents reported significantly higher levels of assertive communication than did respondents from the Upper Midwest. Males in the Upper Midwest region reported significantly higher levels of assertive communication than did females in the same region. Implications for regional differences in assertiveness are discussed.  相似文献   

4.
Children's names reflect their gender, culture, religion, language, and family history. Use of students' personal names has the power to positively affirm identity and signal belonging within the classroom and school community. However, naming practices also have the power to exclude, stereotype, or disadvantage students. For many students from diverse cultural and linguistic backgrounds, their names can be a source of cultural conflict and a watershed for issues of identity and belonging within the school setting. Through multicultural explorations of students' names, educators can affirm students' cultures and identities, and draw upon these as resources to support learning and development from early childhood through the adolescent years. The purpose of this article is to (a) discuss the importance of a person's name to cultural identity, (b) describe strategies to build multicultural communities in K-8 classrooms through exploration of students' names, and (c) suggest multicultural children's literature and curricular activities to teach about the importance of personal names, and develop cross-cultural understandings.  相似文献   

5.
ABSTRACT

With its dynamic narrative, Shawn Wong's Homebase recounts the story of four generations of a Chinese family searching for a homebase on the land of the United States. Personal experiences, family chronicles, and Chinese American history are portrayed through various forms, including short stories, correspondences, student essays, memories, and dreams. A major theme of the novel is geographically and spiritually “reclaiming America,” or attempts by Chinese Americans to make the United States their “real” home. The protagonist's way to reclaim America involves revisiting landmarks and other places in the United States where his father and grandfather had traveled, through which he tries to discover the meaning of his own life in the United States and thereby to find his personal identity and home in this country. In drawing the topography of Chinese American history, Shawn Wong not only inscribed Chinese American presence on those places where the protagonist's forefathers had lived and worked, but also used legends to implant their heritage into those soils. Shawn Wong hopes that through his writing he can build for Chinese Americans a history, a cultural foundation with myths and legends of their own. Only when a people's myths spread over the land they inhabit can the land truly be considered theirs. The Chinese American identity shaped in Homebase is heroism, rooted in the ethnic identity of the male Chinese American in the American West, and this is the “home” that the protagonist as well as many other Chinese Americans ever quest for.  相似文献   

6.
This article starts with the “encounter” between feminists in the “International Symposium on Chinese Women and Visual Representation” and Chinese documentary filmmaker Xu Tong’s Wheat Harvest, and explores the viewpoints and standpoints of feminist actors. With the analysis of the similarities and differences between the independent documentary perspective and the feminist stance, the author elaborates more deeply on why Chinese female directors do not have the consciousness of “feminism.” China’s independent documentary shows how the issue of feminism in China is intertwined with China’s various complex socio-political issues. The way of Chinese documentary filmmaker as “living with the bottom rung” is a kind of practical behavior that seeks truth by integrating itself with it. This requires great courage and idealism, as well as social experience. The bottom layer is where the dark side of the society exists which is beyond the law and morality. The question raised is precisely how to promote the development of feminism and documentary together to work for an equal and just society itself. The more urgent task of Chinese feminism is how to rethink the relationship between the reality of China and feminism, and how to re-establish effective dialogue and cooperation with various critical forces in this society. In the historical perspective of the feminism development of China over one century, gender and women's issues have never existed in isolation, but have moved forward with various social and political movements. How to re-examine this historic heritage to face China's problems and crises today is an uncompleted answer that China's feminism must hand over.  相似文献   

7.
《Popular Communication》2013,11(1):65-72
The shift of the research gaze from First World concerns and research questions to the different imperatives of a small nation such as New Zealand enables scrutiny of many conventional assumptions made about globalizing processes, children's evolving public spaces, and commodified culture. New Zealand provides an invaluable site to explore the processes creating the postmodern cultural experiences of globalized popular communication. Children in New Zealand respond as joyously as children in San Jose and Sheffield to the pleasures of global popular communication, but we argue that the global can only be tracked in the ways it emerges in a variety of local/ities. Researching the particular experiences of children in a small South Pacific nation also highlights the range of challenges faced by public intellectuals in a period of rapid global technical, economic, and cultural change.  相似文献   

8.
《Popular Communication》2013,11(2):89-109
This study investigates the ways in which gender transgression and "queering" are used as an indicator of deviance and villainy in children's animated full-length movies. Through an analysis of male villains in 10 full-length animated movies, this article examines the ways in which gender transgression creates what is termed a "villain-as-sissy" archetype that signifies villains as deviant and enhances the positive gender qualities of heroes. Further, this study discusses the potential impact this pattern of representation may have in terms of limiting and reinforcing heteronormative gender roles and promoting negative associations about gays.  相似文献   

9.
《Popular Communication》2013,11(2):103-118
This article presents findings from 2 studies examining the impact of the 1996 Federal Communications Commission (FCC) processing guideline mandating educational television for children. The studies include (a) a content analysis of 3 episodes of each of 41 different programs listed as "core" educational programming under the FCC's requirements and (b) an examination of industry perspectives on children's educational programming based on 22 in-depth telephone interviews with independent producers, network executives, and program consultants. The article contrasts the results of the content analysis with findings from the industry interviews to explore the economic factors that determine what is offered as "educational and informational" (E/I) on commercial broadcast television for children. The article concludes by considering why broadcasters may be more likely to offer "prosocial" programming (i.e., shows that deal with social and emotional issues) than "traditionally academic" programming (i.e., shows related to school-type subjects) to satisfy their educational television obligations to children.  相似文献   

10.
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   

11.
A multilevel modeling approach was employed to investigate the relationship between preschool rural migrant composition and the pre-academic and behavioral outcomes of young rural migrant children with different durations of residence in urban China. This study represents a unique contribution because (1) few studies have focused on young Chinese rural migrant children and examined the influence of preschool rural migrant composition on their academic skills and behaviors, (2) few researchers in China have used a continuous (i.e., percentage of rural migrants in school) as opposed to a binary (i.e., mixed school versus rural migrant school) indicator for school rural migrant composition, and (3) few investigations have distinguished groups of rural migrant children by the duration of urban residence (i.e., short-duration (SD) rural migrant children versus long-duration (LD) rural migrant children). Based on data of 1213 Chinese children (2.7–6.17 years of age) and their parents and teachers from 81 urban preschools in Beijing, we found that SD rural migrants (≦2.5 years) were rated significantly lower in oral language and numeracy skills and that LD rural migrants (>2.5 years) were rated as having significantly more behavioral problems than their urban counterparts after controlling for the children’s gender, age, family socioeconomic status (SES) and preschool SES. Cross-level interactions indicated that SD rural migrant children in preschools with proportionally more rural migrant peers fared better in terms of oral language skills, and LD rural migrant children had fewer behavioral problems when there were more rural migrant peers in their preschools, whereas urban children performed worse in terms of oral language skills and displayed more behavioral problems in preschools with a high rural migrant composition. These findings provide insights into improving the early development and adaptations of rural migrant children.  相似文献   

12.
When viewed through the lens of critical pedagogy, children's literature offers a viable avenue for tapping the "funds of knowledge" abounding in culturally and linguistically diverse communities. It is an effective means for promoting dialogue, arousing critical consciousness, and facilitating the "coming to voice" of oppressed people. In this article I examine the tenets of critical pedagogy as practiced in the Libros y Familias Program, a family literacy program for Spanish-speaking families in Independence, Oregon. It gives practical examples of how children's literature can be used as a vehicle for building community and personal transformation and presents a model adaptable to other communities.  相似文献   

13.
《Int J Intercult Relat》1987,11(3):295-312
This study examines factors influencing men's attitudes toward women's roles in Libya. Interviews were conducted during the summer of 1979 with 200 males in the city of Tripoli. Bivariate and multivariate analyses examined respondents' attitudes toward women's roles in the division of labor in the home, family decision making, labor force participation, and political participation. Men's age, education, and type of family of orientation (nuclear or extended) were important in both types of analysis. Social status, while unimportant in bivariate relationships, became significant in the multivariate framework. Whether the respondent's mother worked outside the home was important in the bivariate matrix but contributed nothing significant in the multivariate analysis. The results indicate that nontraditional attitudes are being displayed among the young and the educated. Attitudes toward the status of women in Libya appear to be changing from those characterized as traditional to those viewed as more modern or egalitarian. Attitude-behavior inconsistencies are noted and discussed.  相似文献   

14.
Abstract

In this paper, gender negotiations in the production, musical forms, and consumption of Cantopop are taken as a cultural exemplar for a social and political imagination of ambivalence, which seems to be shaping popular life in Hong Kong. It has three focal points – musical forms and expressions of Cantopop (style, lyrics, iconography, affect), gender politics, and ‘everyday‐ness’ – which converge to mark a notable cultural logic performing an enlarging sense of ambivalence about a city that has seen a shift from high moments of economic prosperity to the current postcolonial uncertainties. In other words, Cantopop signals a shift in our sensibilities, a redrawing of our affective map of everyday life after an important historical and politico‐administrative shift. In a sense then, this paper explores Hong Kong's changing identity within the sight and sound of popular culture, by specifically tracing some of the ways in which gender politics is inscribed, coded, negotiated, performed, or simply flirtingly posed on the surface of popular culture.  相似文献   

15.
English-Spanish cognates are an important subset of words in both the English and Spanish languages. Cognates are words that possess identical or nearly identical spellings and meanings in both languages as a result of being derived from Latin and Greek. Of major importance is the fact that many of the more than 20,000 cognates in English are academic vocabulary words, terms essential for comprehending school texts.

?The Pura Belpré Children's Book Award has been given since 1996 to outstanding children's and young adult literature that represents, affirms, and celebrates the Latino cultural experience. The books are judged for their literary and artistic quality.

?There are many English-Spanish cognates in each of the Pura Belpré picture books. The purpose of this article is to introduce the Pura Belpré Cognate Database, which lists all of the English-Spanish cognates for each of the children's picture books that have won the award or have been designated as honor books. Ideas for vocabulary, spelling, and morphology lessons or mini-lessons are also presented.  相似文献   

16.
Popular culture requires readily identifiable villains. Subcultural groups often serve this role, creating controversies. Controversies based on religion are especially bitter. As a rule, religion in the movies is inoffensively sentimental, but The Da Vinci Code is both popular and provocative, treading on the dangerous ground of Jesus's mortality. An Inconvenient Truth, another unexpectedly popular recent movie, is not as amusing, but it concerns issues Jesus cared more about.  相似文献   

17.
The present study investigated gender, age, and culture differences in immigrants’ ownership of the idea to immigrate to Australia. Married immigrants (N = 1702) indicated whose idea it was to immigrate: their own, their partner's, or a joint idea. Consistent with a patriarchal model, female immigrants were significantly less likely to claim ownership of the idea than male immigrants, and this difference partially mediated gender differences in post-immigration satisfaction. In addition, age and culture qualified gender differences in ownership of the idea to immigrate. Young women and nonWestern women were least likely to claim ownership of the idea. The generality of the patriarchal model across age and culture is discussed.  相似文献   

18.
Opportunities for individuals from varied cultural backgrounds to interact, and therefore conflict, are inherently greater because the technologies, economies, and livelihoods of people of many countries are increasingly interdependent. In light of globalization, it is ever more valuable to understand how culture influences the way people manage conflict. The purpose of this study was to examine factors influencing people's individualistic-collectivistic culture tendencies and conflict styles, and whether or not acculturation is a moderating factor between individualism-collectivism and conflict style among foreign nationals living within the United States. In addition to acculturation, researchers also measured media use. The data revealed statistically-significant relationships for media-use and acculturation on individualism-collectivism and conflict styles, and supported the idea that acculturation is a moderating factor between individualism-collectivism and conflict style, although this relationship was only significant among those who preferred the dominating conflict style.  相似文献   

19.
Abstract

In Hong Kong, even though the Bill of Rights Ordinance (the localized version of ICCPR), Sex Discrimination Ordinance and a series of legal reforms (such as the cancellation of marital exemption of rape and the recognition of sexual discrimination in criminal law) were enacted and introduced respectively since the 1990s, gender/sexual discrimination in the legal discourse still persists; for example: Chinese customary law which only recognizes the male’s right to build small houses in the New Territories remains an exception under the Sex Discrimination Ordinance; the government insists on not tabling an anti‐sexual‐orientation discrimination bill; the right to same sex marriage/partnership is still absent from any legal‐political agenda; and so on. Some politicians and academics argue that any attempt to transplant a Euro‐American individual‐centric perspective of gender/sexual equality/justice will violate the Han‐Chinese culture of harmony. In the paper, I will adopt a critical perspective in examining the above argument and examine why harmony politics becomes a meta‐narrative in Han‐Chinese socio‐legal culture and how human nature/subjectivity is re‐constituted in such a context. I will further argue that a culture should always be meticulously and critically represented and investigated in order to reproduce ‘gender/sexual justice’. I will also investigate the possibility of scrutinizing and exploring the spaces of resistance within the Han‐Chinese socio‐legal culture in Hong Kong, where foreign theory of gender/sexual justice/equality and related legal reforms can be engaged to politicize current discrimination and suppression.  相似文献   

20.
The teacher readaloud is an instructional tool established in its ability to foster children's language and literacy development. Increasing cultural and linguistic diversity and changing standards place pressure on teachers to provide literacy and language instruction relevant to children's everyday lives and learning. This article presents a framework for conducting culturally and linguistically relevant readalouds within two essential components, talk and text, in terms of developing cultural competence, maintaining high academic expectations, and fostering a critical stance. Particular attention is given to the interactive nature of these readalouds and how they can be used to promote children's active co-construction of textually-based meaning.  相似文献   

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