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Book of Abstracts Tenth Biennial Conference June 25–29, 2017 ABSTRACTS INTERNATIONAL ACADEMY FOR INTERCULTURAL RESEARCH The College of Staten Island is a four-year, senior college of The City University of New York that offers exceptional opportunities to all of its students. Programs in the liberal arts and sciences and professional studies are offered that lead to associate’s, bachelor’s, and master’s degrees. Doctoral degrees are offered at the College or jointly with The Graduate Center of The City University of New York. The College also has an extensive Continuing Education program, offering professional certificate programs. The College of Staten Island traces its roots back to the establishment of Staten Island Community College in 1956 as the Borough’s public institution of higher education of The City University of New York, offering associate’s degrees. In 1967, Richmond College was established by CUNY as a two-year upper-division college to offer baccalaureate and master’s degrees, and participate in doctoral education. Staten Island Community College and Richmond College were merged in 1976 and renamed the College of Staten Island. In 1993, the College of Staten Island was relocated to its present location in Willowbrook. Reflecting our high-achieving students, world-class faculty, and outstanding staff, the College has recently received national accolades celebrating our excellence and value from Washington Monthly, Forbes, Money magazine, U.S. News & World Report, G.I. Jobs, PayScale College Salary Report, CollegeNET, Business Insider, and Time magazine. The College’s 204-acre campus is the largest site for a college in New York City. Set in a park-like landscape, the campus is centrally located on Staten Island. Mature trees and woodlands, flowering trees and ornamental plantings, fields and outdoor athletic facilities, the Great Lawn, art installations, and seating areas create a rural oasis in an urban setting. Our destination campus includes state-of-the-art classrooms, laboratories, studios, and offices in two academic quadrangles, and is home to the CUNY Interdisciplinary High-Performance Computing Center. Other noteworthy facilities include the Astrophysical Observatory, the Biological Sciences and Chemical Sciences Building, the Center for the Arts, the Sports and Recreation Center, and the Library. The College opened its first student residence halls in fall 2013. IAIR 2017 PRESENTATION ABSTRACTS 3 4 Acculturation and Academic Success Among Latinas/Latinos in Higher Education Acculturation Theory Multiculturalism Yacihuilca Moní | Dr. Marisa Mealy | Dr. José Carlos Del Ama, Central Connecticut State University, United States In the United States, Latinos are more likely to perform poorly on most indicators of academic success when compared with other major ethnic groups (Ryan & Siebens, 2012). Furthermore, Latinos are facing formidable challenges in terms of college enrollment and retention (Krogstad, 2016). Latinos are not only less likely to enroll in 4-year colleges, but they are also more likely to drop out when they do enroll (Krogstad, 2016). Acculturation is one factor that may help explain differences in academic success among Latinos in higher education (Corder, 2007; Lópex, Ehly, & García-Vazquez, 2002). Research on academic success has consistently viewed acculturation as a unidimensional phenomenon (Kaplan et al., 2007; Greenman, 2013; Aretakis et al., 2015). Thus, one of the most common ways of assessing acculturation has been through questions relating to generational status (Greenman, 2013; Aretakis, 2015). Often the results of these studies have suggested an immigrant paradox, wherein the first generation tends to outperform later generations (Aretakis et al., 2015). However, bidimensional acculturation may provide a more nuanced understanding of the effects of acculturation on academic success. In addition, other factors may be associated with both acculturation and academic success. One of these factors is school effort, which refers to how hard a student is willing to work to do well academically (Ceballo, McLoyd, & Toyokawa, 2004). Another such factor is that of educational values, or to the importance students attribute to education (Aretakis et al., 2015). Thus, this study explores the role of bidimensional acculturation, school effort, and educational values on the academic success (GPA, school attitude, and retention) of Latina/o college students. Ninety Latina/o participants participated in the study. Results from a series of correlations and ANOVA’s revealed that students who adopted the integration acculturation strategy were more likely to have a positive school attitude, whereas students who used the assimilation strategy were more likely to have a negative school attitude. Students who used the integration strategy also scored higher on school effort and educational values than students who used the assimilation strategy. In turn, high levels of school effort and educational values were related to both a higher GPA and a more positive school attitude. Finally, students who were thinking about dropping out of college scored lower on school attitude, school effort, and educational values than their counterparts. However, there was no difference in the GPA of the two groups. These results suggest that bidimensional acculturation may be more important to academic success than generational status. In addition, students who indicated that they might drop out of college had lower school attitude, school effort, and educational values than their counterparts. However, they did not have a lower GPA. Based on these findings, schools serving Latinos should place a special emphasis on acculturation patterns and academic attitude when assessing at risk students. These factors may play a role not only in school effort, educational values, and school attitude, but also in the likelihood of a student dropping out of school. 5 Acculturation and Preferred Help-Seeking Behaviour for Depression Among Different Ethnic Groups in a Norwegian Context Acculturation Theory Healthcare Immigration: Adjustment Valeria Markova, Dept. of Pulmonology, Haukeland University Hospital, Bergen, Norway Gro M. Sandal, Dept. of Psychosocial Science, University of Bergen, Norway Fons van de Vijver, Tilburg University, the Netherlands, North-West University, South Africa, University of Queensland, Australia, and Higher School of Economics, Russian Federation, Netherlands Background: A challenge for many countries is to develop mental health services that meet the need of all parts of the population. This study aim to examine and compare intended help seeking behaviour for depression held by different ethnic groups, and how such intentions relate to their acculturation orientation. Method: A survey was administrated to immigrants from Pakistan (n = 153), Somalia (n = 103), and Russia (n = 98) and Norwegian student population (n = 265). The survey consisted of a vignette describing a moderately depressed person (based on ICD-10 and DSM criteria). The respondent was asked to provide advice to the vignette character completing a modified version of the General Help Seeking Questionnaire and the immigrant population responded to questions about preferred acculturation strategies using the Vancouver Acculturation Scale. Results: Factor analysis indicated three areas for help-seeking behaviour; close network (e.g. parents), traditional authorities (e.g. religious leader) and professionals (e.g. psychiatrist/psychologist). Further the analyses indicate differences between ethnic groups in preferred help-seeking behaviour. Specifically, immigrants from Somalia and Pakistan endorsed the importance of help-seeking from traditional authorities, while Norwegian respondents endorsed help seeking from professionals more often than the other groups. Among immigrants from Somalia and Pakistan help-seeking from traditional authorities were positively correlated with maintenance acculturation orientation, while help-seeking from professionals was positively correlated with adoption acculturation orientation. Immigrants from Russia on the other side indicated more reluctance than other groups to seek help from any of the sources listed. Conclusion: Public mental health promotion programs should consider the patterns of help-seeking behavior in different ethnic groups. Differences in help-seeking behaviour requires further attention, particularly in light of research in several countries showing health inequalities between ethnic groups. A Cross-Cultural Analysis of Prevalence Rates and Vulnerability Factors for Sexual Victimization in Chilean and Turkish College Students Healthcare Other Isabell Schuster | Barbara Krahé, University of Potsdam, Dept. of Psychology, Germany Sexual aggression is recognized as a severe problem worldwide (Abrahams et al., 2014; WHO, 2014). However, current evidence on the prevalence and impact of sexual aggression is primarily based on studies from the United States and, increasingly, Western Europe. Studies from other parts of the world, in particular from Chile and Turkey, are rare, and even less is known about vulnerability 6 factors for sexual victimization in different cultures. The present contribution examines prevalence rates and factors associated with a higher likelihood of sexual victimization among sexually- experienced college students from Chile (n = 1,089), a Latin American country, and Turkey (n = 880), a transcontinental country located between Southeast Europa and Western Asia. Both countries were
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