An examination of the relationship of United States television and Canadian identity

This article is intended to add to the literature on the relationship of imported media to a country's national identity. It focuses on the effects of American television on Canadian national identity. Utilizing metric multidimensional scaling, substantial differences were found in the relation between the self and the concepts “Canada” and the “United States” when a Canadian sample was broken down by frequency of viewing American television. The more U.S. television viewed by Canadians, the less they perceived of themselves as Canadian and the more they perceived of themselves as Americans. In the portion of the sample that watched an extreme amount of American television, the subjects identified significantly closer to the United States than to Canada. The implications of these findings are discussed in light of the Canadian context.     

The importance of ethnicity in ethnic studies programs

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.     

Reciprocity of inter-ethnic attitudes in a multicultural society

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.     

The concept of ethnicity in social psychological research: Definitional issues

Although ethnicity frequently features in current quantitative social psychology, it is rarely theorised. This paper starts by reviewing how ethnicity has been conceptualised in other social sciences. A working definition of ethnicity is provided, and an argument for moderate constructivism is advanced. Then, it is discussed how ethnicity has been treated in some of the major traditions in quantitative social psychology, and problems arising from this are highlighted. Firstly, the way ethnicity is discussed in much psychological work leads to a terminological confusion. Secondly, an overly strong focus on generic identity processes prevalent among some social identity researchers bears the danger of excluding a range of important phenomena related to ethnicity from scientific observation. Thirdly, the way in which ethnicity is conceptualised in much of quantitative social psychology (as evinced by psychological theorising, writing, and methodological choices) is incompatible with the notion of ethnicity as constructed. Ignoring the constructed nature of ethnicity has negative consequences for our ability to interpret research findings, for the well-being of participants, and it can have negative ethical and political implications. Practical steps that might be taken in order to avoid these perils in future research are discussed.     

Values and acculturation: A Native Canadian exploration

The cultural context for Native Canadians is unique compared to Canadians of other descent as they are Indigenous peoples and the historical inhabitants of this country; however, much literature describing Aboriginal culture and values is non-empirical. Acculturation literature primarily examines cognitive and psychosocial phenomena relative to immigration-based and globalization-based acculturation; yet, little research examines the relationship between acculturation and values, especially in relation to colonized peoples. The present research addresses these gaps in the literature by empirically examining the relationship between values and acculturation (cultural attachment) from the context of indigenous inhabitants subsumed in a non-indigenous society.Exploring values in combination with acculturation moves beyond anecdotes and assumptions and paves the way toward a deeper understanding of a rich culture and value system which constitutes an important part of Canada’s cultural mosaic. Not surprisingly, these data revealed that heritage acculturation was strongly endorsed; however, a strong connection to the mainstream culture was also found. Exploratory cluster analyses revealed a four cluster solution with clusters falling along a continuum from relatively higher attachment with both cultures to comparatively lower attachment to both. This finding is consistent with bidimensional theories of acculturation. Value endorsements for each cluster are discussed.     

Self-rated health,gender, and acculturative stress among immigrants in the U.S.: New roles for social support

BackgroundBased on different outcomes, immigrants to the U.S. may experience a decline in health with length of time or acculturation. Acculturative stress is often applied as an explanation for these changes and may be impacted by social supports and social networks, but more information is needed on the specific role of each. Thus far little research has examined acculturative stress and health by both ethnicity and gender.MethodsDrawing on the 2002–2003 National Latino and Asian American Study (NLAAS), we examine data on a nationally-representative sample of foreign-born Latino (N = 1,627) and Asian (N = 1,638) adults living in the United States. We examine relationships between acculturative stress and self-rated physical and mental health, as well as the potential role of social support factors, with a primary focus on gender.ResultsAs a group Latinos report more acculturative stress than Asians. However, among Latino immigrants acculturative stress has no association with health, and for Asian immigrants there is an association with physical health among women and mental health among men – but only the latter persisted after adjusting for controls. We do find that among Latino men and women, acculturative stress is health damaging when specific types of social support are low but can even be health promoting at higher support levels.DiscussionWhile self-rated health differs among immigrant groups, we find that acculturative stress may not be the primary driving force behind these differences, but interacts with specific elements of social support to produce unique impacts on health by gender and ethnicity.     

Communication channels within ethnic groups

Major channels of communication are examined for two major functions: providing news of the ethnic community, and linking ethnics to the “mother country.” The four major channels are: interpersonal channels (friends and neighbors), radio, local metropolitan daily newspapers, and ethnic-language newspapers. Size of ethnic group is linked to channel preference, and greater ethnicity is related to a preference for ethnic media for both functions. Lower SES ethnics lend to rely more on interpersonal communication and ethnic media, while higher SES ethnics turn more to metro media and magazines. Channel preference as indicated by respondents is also linked to actual usage patterns.     

Modes of victim blaming in a case of stabbing: Victim and offender ethnicity and observer ethnicity and religious affiliation

This study examined the effects of ethnicity on victim-blaming in a case of stabbing by addressing victim and offender ethnicity as well as observer ethnicity and religion. Jewish (n = 285), Muslim Arab (n = 249), and Christian Arab (n = 51) students from Israeli universities and colleges read a single stabbing scenario, in which we manipulated victim (Arab/Jewish) and offender ethnicity (African/Arab/Jewish). The results showed that participants blamed a Jewish victim more than an Arab victim. Also, our findings indicated that Christian Arabs expressed significantly higher victim-blaming than Jews. However, victim-blaming among Christian Arabs did not significantly differ from victim-blaming among Muslim Arabs, and victim-blaming among Muslim Arabs did not significantly differ from victim-blaming among Jews. Furthermore, the interactions between observer and victim ethnicity and between observer and offender ethnicity were significant. The discussion addresses the findings in the context of prejudice against members of African and Arab communities, the black sheep effect, and defensive attribution. In addition, the discussion suggests that observer ethnic and religious background may be related to blame-attribution mode: fixed (not affected by victim and offender ethnicity) or modular (affected by victim and offender ethnicity). From the practical standpoint, our findings suggest a need for further education on prejudice against minorities and promoting ethnic diversity among practitioners assisting and treating victims.     

Ethnic identity and close friendship in Chinese-American college studentsL'identité ethnique et l'amitié intime chez les étudiants chinoisaméricainsIdentidad etnica y amistad intima entre estudiantes chino-americanos

This article reports an empirical study on the relationship between ethnic identity and close friendship communication patterns in Chinese-American students. The friendship communication variables were: proximity, network size, frequency of interaction, perceived similarity, and degree of intimacy between subjects and close friends. Several hypotheses in this study were confirmed. Generation difference was a reliable predictor of ethnic identity on the 1st and 2nd generation subjects. Proximity was found to be a crucial factor that influenced the ethnicity of subjects' close friendship networks. All friendship variables were related on the zero-order correlation analyses. However, the relationship between ethnic identity and the ethnicity of subjects' friendship networks was not supported. This was explained in terms of sample bias, and the variable of friendship as a universal relational bond that transcends culture. The paper concludes with a set of research questions for future work on ethnic identity and cross-cultural friendship communication.     

Femininity Perceptions of Cross-ethnic Forenames: A Comparative Analysis of Latina and European American Women

ABSTRACT

Research shows a tendency to ascribe high importance to the gender associations of a forename. To examine community-specific conceptions of gender as well as how groups position themselves in relation to others, this study analyzed the gender-marked perceptions of women’s forenames, with rater ethnicity and name ethnicity as independent variables. Bilingual Latina American and monolingual European American women assigned femininity ratings to a series of Hispanic, Anglo, and ethnolinguistically neutral forenames. The names also varied by the sub-attributes of translatability, letter ending, gender specificity, and semantic class, among others. Rater ethnicity significantly correlated with perceptual patterns, as both groups attributed more femininity to same-ethnicity names. However, neutral names received the highest ratings overall. Some ratings appeared to be highly dependent on experience, suggesting limited intergroup contact. The data also suggest a greater general sensitivity to gendered naming on the part of Latinas. The implications of perceptual differences for intergroup relations are discussed.     

Moderating effects of educational standing on interethnic relations in the classroom

The study investigated the roles of ethnicity and educational standing as determinants of interpersonal acceptance among integrated Western and Middle Eastern junior high school students in Israel. A previous study found that often reported ethnic asymmetries were dissipated once educational standing of targets was controlled. The present study hypothesized that the use of sociometric formulations emphasizing self-initiated desire rather than acquiescent agreement would reassert the importance of ethnic biases alongside educational considerations. A sample of 1127 students completed two versions of the Interpersonal Relationship Assessment Technique, emphasizing either willingness to agree or desire to initiate relations with each classmate. Findings indicated that educational standing was the central determinant of relations. In the case of acquiescent acceptance a target's high educational status was found to ameliorate the impact of ethnicity which appeared at low status. In the case of self-expressed desire, ethnic effects appeared alongside the more prominent educational ones: Westerners exhibited same group preference across educational levels, whereas Middle Easterners displayed no group preference. These findings suggest that personalized considerations of educational status overshadow group ones of ethnicity, yet do not obliterate them when interpersonal stakes are high.     

Canadian identity attenuates the negative impact of familial rejection on psychological distress

Bicultural individuals generally maintain their heritage cultures and live in accordance with mainstream culture with relative ease. However, when the two cultures hold incompatible values, beliefs, and social norms over what is considered appropriate, bicultural individuals may face unique challenges. One such challenge is potentially experiencing rejection from their families for transgressing their heritage cultural norms, which can cause psychological distress. The present study explored the association of familial rejection for transgressing heritage cultural norms and psychological distress in situations where those norms are incompatible with mainstream Canadian norms, and the role that Canadian group identification plays. Results revealed that familial rejection for transgressing heritage cultural norms may be associated with psychological distress; however, that association can be attenuated for those who strongly identify as Canadian. Results of the present study provide empirical support for the widely held but untested assumption that bicultural individuals’ experiences of familial rejection for transgressing heritage cultural norms is associated with psychological distress. Additionally, results of the present study suggest that Canadian group identification can assist bicultural Canadians to better cope when their familial relationships are threatened as a result of their heritage cultural norm transgressions.     

A model of ethnic perspective-taking ability applied to Mexican-American children and youth

A model is presented that characterizes a development of ethnic perspective-taking ability from preschool to early adulthood. This model was constructed from a model of social perspective-taking ability, previous research, and 97 interviews with Mexican-American children and youth aged 6 to 18 years. The proposed model is one of the first to integrate research on ethnic cognition in early childhood with research on racial/ethnic identity development during late adolescence and early adulthood. Five levels of ethnic perspective-taking ability applied to Mexican-American children are presented ranging from a physicaiistic perspective of ethnicity to a multicultural perspective of ethnicity.     

Refugee Identities: Ethnicity as a Communicative Process

Ethnicity and, by extension, ethnic identity, are problematic concepts to define. This article explores self-defined boundaries of ethnic identity by framing ethnicity as a communicative process through a narrative study focusing on a particular refugee group called Meskhetian Turks. Twelve in-depth interviews were analyzed for emerging themes. The results revealed three inter-connected themes demonstrating the significance of (1) the past, (2) cultural preservation, and (3) a sense of community. Thus, the study demonstrated self-defined borders of ethnic identity and revealed ethnicity as a communicative process, whose emergence, preservation, and continuity depends solely upon communication.     

Ethnic identity and close friendship in Chinese-American college students

This article reports an empirical study on the relationship between ethnic identity and close friendship communication patterns in Chinese-American students. The friendship communication variables were: proximity, network size, frequency of interaction, perceived similarity, and degree of intimacy between subjects and close friends. Several hypotheses in this study were confirmed. Generation difference was a reliable predictor of ethnic identity on the 1st and 2nd generation subjects. Proximity was found to be a crucial factor that influenced the ethnicity of subjects' close friendship networks. All friendship variables were related on the zero-order correlation analyses. However, the relationship between ethnic identity and the ethnicity of subjects' friendship networks was not supported. This was explained in terms of sample bias, and the variable of friendship as a universal relational bond that transcends culture. The paper concludes with a set of research questions for future work on ethnic identity and cross-cultural friendship communication.     

A longitudinal examination of the effects of self perceived leader–member dyadic communication differentiation and perceived group member performance: Does ethnicity make a difference?

This study investigated the notion that ethnicity similarity/dissimilarity and leader–member dyadic communication differentiation at several different points of time effect group member's performance. Longitudinal data from 4 studies on 141 matching dyads in 28 group's projects were used. Both leader's and member's perceptions on dyadic communication was assessed at three points (Time 1, 2 and 3) and used to predict group leader's perceived ratings of performance in Time 4 during groups’ life cycles. Results of hierarchical linear modeling (HLM) analyses indicate that the effect for leader–member dyadic communication differentiation and the dyads ethnicity similarity only occurs near the end of the group's lifecycle. These findings show that effects for leader–member dyadic communication differentiation on group member performance differ depending on the ethnicity of the dyads to which they belong at what point in the group's lifecycle dyadic communication is assessed. Results showed that such effects are distinct at the later stage of the group development.     

Integration in Canada: A systematic review of the youth experience

Although there is substantial research examining adult perspectives of immigration and integration, there is notably less data on youth attitudes and experiences. When youth are surveyed, a preliminary review of the existing literature reveals that non-immigrant voices are very rarely included. This systematic literature review (a) identifies the major themes and summarizes the findings of existing research; (b) determines gaps in the existing literature and; (c) proposes recommendations for future integration research, policy, and interventions. Ultimately, this paper finds that integration policy and research in Canada tends to focus on the changes required by immigrant youth but rarely discuss the cultural adaptation and inclusion required by settled Canadians. A paradigm shift in research, settlement practice, and policy is necessary to better reflect the bi-directional cultural exchange and the mutual responsibilities of integration.     

Perception of value congruence and interethnic behavioral intentions

Two studies were conducted to investigate the effects of ethnocentrism, cognitive differentiation and extent of contact/information experienced with three stimulus groups varying in ethnicity on (a) respondents' perceptions of similarity in personal values between themselves and members of these ethnic groups, and (b) social distance orientations toward these groups. None of the predictor variables systematically induced differential attributions of value similarity. Ethnocentrism was found to be the most potent determinant of social distance, with low ethnocentric persons showing less social distance toward ethnic outgroups. The results were generally compatible with the notion of social competition proposed by Turner (1975) as a relevant factor in interethnic relations and are discussed in relation to the belief differences theory of prejudice (Rokeach, Smith & Evans, 1960) and the concept of positive prejudice (Dienstbier, 1970; Dutton, 1976).     

Educating Late Arrival High School Immigrant Students: A Call for a More Democratic Curriculum

Examining the vital relation between immigrants' race or ethnicity, language, documented or undocumented legal status, and multicultural citizenship education is essential in the reconceptualization of current curricula and practice. The analysis provides relevant critiques of the traditional American History and citizenship curricula that are often enacted in increasingly ubiquitous late arrival high school immigrant centers. The tensions provide educators with an opportunity to define and redefine American citizenship as a unique cultural, historical, and transformative learning opportunity via the broader use of World Geography Studies.