Difficult dialogs: Majority group members’ willingness to talk about inequality with different minority groups

The present study explored attitudes of a majority group, Turks, toward dialog with two minority groups, Kurds and Armenians, in Turkey. We examined whether Turks would be equally likely to avoid discussing inequality (power talk) in imaginary dialogs with Kurds and Armenians, two groups that while equally devalued differ in their likelihood of being considered ingroup members. Specifically, we tested the hypothesis that because Turks share a common religious identity with Kurds but not with Armenians, they would be more willing to engage in power talk with Kurds than with Armenians. In addition, we explored the role of intergroup contact, majority group identification (Turkish and Muslim), social dominance orientation (SDO), and the legitimizing ideologies of belief in cultural diversity and perceptions of ethnic discrimination as predictors of willingness for power talk with each group. Ethnic Turks were more willing to talk about commonalities with both minority groups, and less willing to talk about power inequalities with either group, even less so with Armenians than with Kurds. As expected, this difference was moderated by religious identification, such that Turks with stronger Muslim identification were more willing to have power talk with Kurds but not with Armenians. These findings point to the importance of common ingroup identity in majority members’ responses to different minority groups.     

Investigating direct and indirect globalization-based acculturation

Cultural globalization affects most people around the world in contemporary, modern societies. The resulting intercultural contact have been examined using the theory of globalization-based acculturation. However, little is known about possible differences and similarities in processes underlying the effects of direct (e.g., through contact with immigrants) and indirect (e.g., engagement with cultural elements through media) forms of new cultural exposure. Drawing on the contact hypothesis, social identity theory, and symbolic threat theory, we examined whether perceived intercultural threat and local and global identities would explain whether both forms of contact result in multicultural acquisition or in ethnic protection. In Study 1 (N = 402), indirect, but not direct, intercultural contact was positively associated with multicultural acquisition; and both types of intercultural contact were negatively linked with ethnic protection. Global identity significantly mediated the association of both direct and indirect intercultural contact with both multicultural acquisition and ethnic protection, whereas perceived cultural threat only significantly mediated the associations of direct intercultural contact with multicultural acquisition and ethnic protection. In Study 2 (N = 424), higher levels of ethnic protection, and lower levels of multicultural acquisition, emerged in the experimental group primed with indirect, versus direct, intercultural contact. Furthermore, intercultural threat was negatively, and global identity positively, associated with multicultural acquisition, while intercultural threat was positively, and global identity negatively, associated with ethnic protection. Results are discussed in relation to similarities and differences across direct and indirect intercultural contact, providing a nuanced understanding of contemporary intercultural contact and globalization-based acculturation among majority populations.     

Development of a cultural self-efficacy scale for adolescents (CSES-A)

We developed a cultural self-efficacy scale for adolescents (CSES-A) and tested its psychometric properties using both exploratory and confirmatory factor analyses. Cultural self-efficacy (CSE) was defined as person's perception of his/her own capability to function effectively in situations characterized by cultural diversity. On the basis of Bandura's guideline for the development of a domain-specific self-efficacy measure, we tailored 50 items after reviewing literature about cultural competence, adolescents’ school-problems and social self-efficacy scales developed in previous studies in intercultural contexts. After pre-testing and analyzing psychometric properties of the scale, we selected 33 items. Eight hundred sixty-eight adolescents with five different cultural origins completed a set of questionnaires, including the CSES-A, internal control expectancies, general self-efficacy, academic expectancies, number of people from diverse cultures they keep in touch with, acculturation attitudes, perceived enrichment of other cultures, acculturation stress and demographic data. An EFA with MPLUS 2.14 highlighted a five-factor solution with 25 items that was supported by a subsequent CFA. The five factors were: self-efficacy in mixing satisfactorily with other cultures, in understanding different ways of life, in processing information from other cultures, in coping with loneliness and in learning and understanding other languages. The pattern of correlation with internal control expectancies, general self-efficacy and cultural variables supported the validity of the scale. CSES-A may be useful for future research on multicultural contexts, in which self-efficacy in cultural adaptation could be a fundamental variable.     

Satisfaction and closeness in same- and cross-national college roommate relationships: What similarity matters?

Living with a cross-national roommate provides unique opportunities for college students to engage in cross-cultural learning and to form meaningful intercultural relationships. However, little is known about the challenges faced by college students in building a successful cross-national roommate relationship. Based on the similarity hypothesis, this study examined whether or not perceived dissimilarities in living habits or attitudes toward college life accounted for discrepancies between same- and cross-national roommate pairs’ closeness and satisfaction with their roommate relationships. Structural equation modelling with survey data from 479 students (66.4 % female; 13.6 % international students; 17 % with a cross-national roommate) living in on-campus residence halls in a large university in the US showed that college students experiencing cross-national roommate relationships perceived more dissimilarities in living habits and attitudes toward college life than those living with same-nationals, which in turn related to lower levels of roommate satisfaction and/or roommate closeness. However, when perceived dissimilarities along with other variables (including gender, roommate’s study participation status, and roommate assignment method) were controlled, they reported no less satisfaction and even higher levels of closeness than those living with same-national roommates. Findings suggest that the benefits of cross-national affiliations in college residence halls are more likely to occur if educators and staff can help students prepare for and manage perceptions of differences, especially in living habits.     

Bridging (Identification) divides: Ethnic minority endorsement of new diversity ideologies

In culturally diverse societies, ethnic minorities are faced with the challenge of negotiating between their national and ethnic identification. Diversity ideologies address this challenge in different ways, by prioritizing national identification in the case of assimilation, and ethnic identification in the case of multiculturalism. However, existing research has highlighted the risks and drawbacks of both ideologies, presenting polyculturalism and interculturalism as new alternatives which construe identities as more complex, dynamic, and interconnected between groups. Given that little is known about these ideologies from the minority perspective, the present study investigated their endorsement among ethnic minorities, as well as associations with their ethnic and national identification in the USA. Results show that, in general, pro-diversity ideologies (multiculturalism, interculturalism, and polyculturalism) are all supported by ethnic minorities, in contrast to assimilation. Moreover, ethnic identification is associated with support for multiculturalism, national identification is associated with support for assimilation, and both are associated with polyculturalism. For interculturalism, associations with ethnic and national identification depend on its subcomponents, which seem to address and bring together the other three ideologies. Interculturalism may therefore be a promising way forward to minimize the risks of assimilation, multiculturalism, and polyculturalism, while also maximizing their benefits to minorities and societies at large.     

More facebook,less homesick? Investigating the short-term and long-term reciprocal relations of interactions,homesickness, and adjustment among international students

Homesickness is one of the challenges that international students may encounter when they leave home. Homesickness is associated with social interactions and sociocultural adjustment, yet the directions of associations and temporal precedence are not clear. Thus, in this study, we tested a model which proposes that face-to-face (FtF) interaction with the host-country network, and Facebook interactions with the host- and the home-country networks predict homesickness, which, in turn, predicts sociocultural adjustment. We used cross-lagged and non-lagged reciprocal effects path analyses on a three-wave panel data gathered via online surveys. The results indicated that Facebook interaction with the host-country network lowered homesickness, in the long-term and the short-term. Paradoxically, homesickness increased Facebook interaction with the host-country network in the short-term. Lastly, homesickness lowered sociocultural adjustment in the short-term. We discuss how Facebook interaction with the host-country network could provide solace to international students when they miss home; and describe the implications of these findings for Facebook use and sociocultural adjustment among international students.     

Exploring religiosity and attitudes towards Christians and non-believers among recent Muslim refugees to Finland

This study is among the first to investigate the religiosity patterns, identity motives and attitudes towards Christians and non-believers among recent Muslim refugees in Finland (N = 128). There are two novelties in this study. First, it applies the religious orientation framework to study religious identities among Muslim refugees in Europe. Second, it combines a variable- and person-centred approach to study religiosity in the context of intergroup relations. Using the variable-centred approach with a multiple mediation analysis, we found that refugees’ extrinsic religiosity was associated with more positive attitudes towards Christians. Neither intrinsic religiosity nor participants’ religious identity motives were associated with out-group attitudes. Using the person-centred approach with a Two-Step cluster analysis, we showed that individuals with higher levels of intrinsic as compared to extrinsic religiosity and those with pronounced religious identity motives were more biased towards non-believers than towards Christians. Attitudes towards Christians and non-believers were similarly positive in a group characterised by equal levels of intrinsic and extrinsic religiosity. We discuss these findings in light of the role of religiosity in understanding Muslim refugees’ attitudes towards receiving societies.     

National pride,social trust,and cultural nativism: Findings from East and Southeast Asia

Using the latest (fourth) wave of Asian Barometer Survey (2014–2016), this study examines how national pride and two types of trust (general and particular) are related to nativist preference (cultural nativism), independent of anti-immigration attitudes, among citizens in East and Southeast Asian countries. Findings from multilevel models show that, at the individual level, national pride and particular trust are positively related to cultural nativism, while general trust is negatively related. At the subnational-regional level, we also find significant contextual effects. Living in geographic areas with greater national pride is positively associated with nativist preference, as is residency in places with higher levels of particular trust. In contrast, residency in subnational contexts with higher levels of general trust is negatively associated. Finally, the association between national pride and cultural nativism is stronger in regions with greater contextual national pride.     

Intercultural contacts and acculturation resources among International students in Australia: A mixed-methods study

This paper explores the impact of acculturation conditions, orientations and outcomes on international students in Australia’s tertiary education sector. Specifically, we investigate the factors that facilitate or hinder acculturation of international students within a multidimensional acculturation context (Arends-Tóth & van de Vijver, 2006). We used a sequential exploratory mixed-methods design in two studies to investigate acculturation of international students at an Australian university and test how these factors are related to psychological and sociocultural outcomes. In Study 1, we conducted a generic qualitative study using semi-structured interviews with a conventional content analyses approach,which compared the experiences of international students who on average had high numbers of positive experiences versus those who had high numbers of negative experiences. We found that a support network of mixed-nationals, and especially host locals, facilitates positive psychological and sociocultural adjustment, and buffers acculturative stress. Study 2 quantitatively tested the association of factors found in Study 1 (perceived stereotypes, intercultural and ethnic network/resources) with psychological and sociocultural acculturation outcomes. Study 2, shows that perceived negative stereotypes loosen ties with the dominant (host) culture and reinforces ties with the ethnic (non-host) culture. The social resources associated with either culture was found to be useful for acculturation, with both independently contributing to participant well-being. Contact with host locals played a particularly crucial role in developing these resources. Our findings provide foundations for pragmatic policy implications, suggesting value in the development of formally organized contact programs in the early sojourn experience of international students.     

Pan-African solidarity in South Africa: An empirical public opinion analysis

Social cohesion issues, such as xenophobia and racism, are major societal challenges for South Africa. What can be put forward to address these challenges? By drawing together separate threads of literature from Pan-Africanism and common ingroup identities, the study puts forward the Pan-African Solidarity thesis: low levels of supranational identification with Africa undermines social cohesion in South Africa and low supranational identifications are caused by local ideational/socio-psychological factors as well as cluing from political elites. This thesis is unique, mass identifications with Africa are understudied and little is known about how people in the country identify with the continent. In order to validate this Pan-African Solidarity thesis, the article will answer three important questions: (i) are mass identifications with Africa in South Africa low?; (ii) are attachment to an African identity associated with anti-minority views?; and (iii) what is driving mass identifications with Africa? An IPSOS funded attitudinal dataset fielded in four of the country’s nine provinces was used to answer these questions. Results provide empirical support for the Pan-African Solidarity thesis and found that a continental identity was related to intolerance of different outgroups (e.g., racial minorities, refugees and cross-border migrants). This is consistent with the expectations of the Common Ingroup Identity Model. But the study also makes original contributions to the literature, finding that the formation of continental identifications is informed by South Africa’s history of white settler colonialism. Cross-border contact, retrospective sociotropic evaluations, pro-black sentiment and trust in national elites were identified as determinants of citizens' identification with Africa.     

Relating Intercultural Communication Sensitivity to Conflict Management Styles,Technology Use,and Organizational Communication Satisfaction in Multinational Organizations in China

This research examines intercultural communication sensitivity in relation to other organizational communication factors in China branches of multinational corporations. We found minor differences existed between Chinese employees with overseas living experience vs. those without any overseas living experience with respect to their intercultural communication sensitivity, conflict management style, technology use, and organizational communication satisfaction. Chinese employees with a higher level of intercultural sensitivity were more satisfied with their organizational communication, tended to use control and solution-oriented conflict management styles, and used different communication technologies in organizational settings.     

To vent or not to vent? The impact of venting on psychological symptoms varies by levels of social support

The current study examined the interaction between venting (as a form of emotional coping) and perceived emotional social support in predicting internalising psychological symptoms (anxiety, depression and somatic symptoms) over time in international students. A short-term longitudinal survey design was employed with three months between two measurement points. Participants were 130 international students from a university in New Zealand. The questionnaire included questions on venting, perceived emotional social support and internalising symptoms. The longitudinal impacts of venting and its interaction with emotional support on internalising symptoms were evaluated using structural equation modelling. Perceived emotional social support significantly moderated the effect of venting on internalising symptoms over time. Specifically, venting was associated with decreased internalising symptoms when students reported low levels of perceived emotional social support. However, venting was associated with increased symptoms when they reported very high levels of perceived support. In the presence of moderate to high emotional support, venting was not associated with changes in internalising symptoms over time, indicating that venting has no significant psychological consequences for international students with moderate to high perceived support. Venting can be an adaptive coping response for those with low perceived support, but it can be harmful in the presence of very high perceived support.     

Impact of cross-cultural training on black and white mental health professionals

In a 3-year period, 174 mental health professionals received intensive 8-day cross-cultural/interracial communication workshops involving didactic, transactional, experiential, and cultural immersion techniques. Comprehensive evaluation strategies investigated changes in social distance, attitudes, and values comprehension, as well as improvement in therapeutic performance. Comparison of 68 white and 54 black clinical practitioners indicated significant differences in impact, with the former more oriented toward cognitive and attitudinal change, and the latter toward insight into personal identity and role conflict. Among white trainees, increased values comprehension, increased agreement with preferential treatment for minorities, and decreased social distance to tri-ethnic (black, Hispanic, white) stimulus figures at three socioeconomic status (SES) levels, were associated with improved therapeutic skills with a poor black client. Among black trainees, self-distancing responses to social, attitudinal, and values items which implied both acknowledgment and rejection of “black professional” identity, were associated with highly significant improvement in therapeutic performance with a poor black client. In addition to demonstrated efficacy in building knowledge and skill, cross-cultural training appears to be a consciousness-raising process for minority professionals conflicted about culture-abandonment and irrelevancies in clinical training.     

How intergroup contact and communication about group differences predict collective action intentions among advantaged groups

Though greater intergroup contact has been shown to predict greater support for social change among advantaged group members, little is known about what occurs during the contact that may encourage members of advantaged groups to become willing to engage in collective action in solidarity with the disadvantaged. We argue that intergroup contact with disadvantaged group members may motivate advantaged group members’ willingness to engage in collective action through the mediating pathway of communication about group differences in power during contact. Two studies tested this proposition by examining how advantaged group members communicate about group differences with disadvantaged groups during contact in two distinct national contexts: White Americans in contact with Black Americans in the U.S. (Study 1) and Turks in contact with Kurds in Turkey (Study 2). In addition, Study 2 extended the research by specifying that it is communication about group differences in power—not communication about group differences in culture—that mediates the relation between advantaged group members’ contact with the disadvantaged and their willingness to engage in collective action in solidarity with the disadvantaged. We discuss the implications of these findings for future research on intergroup contact, along with highlighting the importance of communicating about power differences across group lines.     

Returned exchange students: Becoming mediating persons

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.     

The adaptation of African students to American societyLa adaptación de estudiantes Africanos a la educacion NorteAmericanaL'adaptation d'etudiants Africains a l'education Americaine

This report summarizes the results of a questionnaire study involving 296 sub-Saharan African students from a representative set of nine American campuses. Some of the results suggest that African students in this country in the middle 70s: are predominantly Christian and middle-class in origin. coming mostly from cities of over 10,000; Nigerians vastly outnumber those from any other country; are two-thirds undergraduates and one-third graduate students, with at least a third having started their American education in a community college; are mostly supported by their families or themselves. Their major problems at first are in the areas of climate, communication with Americans, discrimination, homesickness, depression, irritability, and tiredness. Only a minority feel comfortable with the basic elements of American culture, though the vast majority are pleased with the education they arc receiving. It was possible to identify several correlates of adjustment, defined as happiness and freedom from various problems. Students have a more positive attitude toward American values if they are from more prominent families, have attended an orientation to American education, and spend time with Americans rather than other Africans. Contact with the foreign-student office on campus seems to he an effective bridge to American culture and also engenders positive attitudes toward American education.     

Does acculturation predict interpersonal adjustment? It depends on who you talk to

Much acculturation research has investigated links with depression or with general psychological adjustment. Social adjustment, although critical to the acculturation process, has been relatively neglected. The association between acculturation and interpersonal problems was assessed in two samples of Chinese-Canadian university students using the Vancouver Index of Acculturation (VIA) and the circumplex version of the Inventory of Interpersonal Problems (IIP-C). Sample 1 participants (N = 185) completed the standard IIP-C, yielding a single effect: Mainstream acculturation predicted fewer problems with nonassertiveness. Sample 2 (N = 187) completed a short-form of the IIP-C twice – once referring specifically to problems they experienced in interacting with Chinese-Canadians and once referring specifically to problems interacting with Euro-Canadians. In this case, heritage acculturation predicted a pattern of interpersonal problems with Chinese-Canadian others and mainstream acculturation predicted a similar pattern with Euro-Canadian others. These results support the use of interpersonal adjustment measures in acculturation research, and suggest that such instruments should be modified so that questions refer directly to salient cultural groups in the respondent's social world.     

A More Diverse Circle of Friends

In this study the authors explored the social inclusiveness of classrooms with culturally competent teachers who were identified both by their participation in in-service diversity training and by principal nomination. The design of this study is quantitative, using a one-way ANOVA to analyze whether students (N = 125) in classrooms with teachers identified as culturally competent are more inclusive in their mutual friendships than students (N = 117) in classrooms with untrained teachers at the same schools. Sociometric questionnaires were used to collect data on mutual friendships. In the social psychological research mutual friendships are considered to be a strong indicator of less social distance between diverse social groups. Findings from the sociometric questionnaire suggest that students with culturally competent teachers, also referred to as culturally responsive teachers in the literature, have broader and more diverse social networks than students in classrooms with teachers that were not trained.     

Predicting Intrapersonal Communication Satisfaction on the Basis of Imagined Interactions in the Pacific Rim

Intrapersonal communication satisfaction was regressed on a type of intrapersonal communication known as imagined interactions (IIs) in which people daydream about talking with others who are important in their lives. This study examined the functions of IIs impacting intrapersonal communication satisfaction and measures of cultural patterns in America, Japan, and Thailand. Additionally, cultural patterns were examined. Horizontal individualism is a cultural pattern in which the self is independent but is equal in status with others. Vertical individualism is a pattern characterized by an autonomous self but there are differences in authority, based on status, low equality, and high freedom. Horizontal collectivism is a pattern in which the self is seen as equal in status with others. Vertical collectivism is a pattern characterized by the self being connected with other group members and inequality is accepted. Results revealed that intrapersonal communication satisfaction was predicted by imagined interactions that serve a self-understanding, catharsis, and boldness function. Horizontal collectivism also predicted communication satisfaction for Thai participants. Results are discussed in terms of the importance and functions of conflict-linkage and rumination.