Dynamics of Acculturation Processes Among Foreign Students in the Multi-Ethnic Educational Environment of the Higher Educational Establishment
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The Model Minority: Asian American Students and the Relationships
The Vermont Connection Volume 31 Think Globally, Act Locally, Care Personally: Connecting Personal and Professional Article 16 Discoveries in Student Affairs January 2010 The oM del Minority: Asian American Students and the Relationships Between Acculturation to Western Values, Family Pressures and Mental Health Concerns Nathan Panelo Follow this and additional works at: https://scholarworks.uvm.edu/tvc Part of the Higher Education Administration Commons Recommended Citation Panelo, Nathan (2010) "The odeM l Minority: Asian American Students and the Relationships Between Acculturation to Western Values, Family Pressures and Mental Health Concerns," The Vermont Connection: Vol. 31 , Article 16. Available at: https://scholarworks.uvm.edu/tvc/vol31/iss1/16 This Article is brought to you for free and open access by the College of Education and Social Services at ScholarWorks @ UVM. It has been accepted for inclusion in The eV rmont Connection by an authorized editor of ScholarWorks @ UVM. For more information, please contact [email protected]. Panelo • 147 The Model Minority Student: Asian American Students and the Relationships Between Acculturation to Western Values, Family Pressures, and Mental Health Concerns Nathan Divino Panelo As the Asian American student population grows in United States (U.S.) higher education, so does the demand for resources on campus. One major concern facing Asian Americans today is the cultural pres- sure from home which often leads to mental health concerns. Many Asian American students acculturate to Western values in United States colleges, and in doing so, sacrifice part of their traditional iden- tities. As Asian American students acculturate to Western values, it becomes difficult for them to relate to their immigrant parents or first- generation Asian American parents. -
3 (39) 2014 Abstract. "Book" and "Tradition" Are Two Phenomenons
3 (39) 2014 Part I. INFORMATION AND COMMUNICATION SCIENCES S. N. Lutov BOOKS TRADITIONS IN MODERN INTERPRETATIONS Abstract. "Book" and "tradition" are two phenomenons, the combination of which is largely determined by the cultural evolution of mankind. Traditions associated with the domestic use of the book began to take shape in the early stages of literacy development, enriching the culture of developing societies. As the scale of books and spheres of influence of the book, these traditions helped to shape the foundations of book culture. Landmark study milestones in the history of book culture reveals some patterns to preserve the traditions of the book when the forms, methods of making and using it. Perception traditions in society changed, they maintained through interpretations correspond to the spirit of time. Problems of the book culture at the turn of XX – XXI centuries again show the opposition of tradition and modernity that highlights the issue of the mechanisms of inheritance traditions of book culture in the emerging information society. Keywords: book-learning, book culture, traditional book, tradition, innovation, patterns, interpretation, mechanisms of inheritance A. V. Shtoler REGIONAL HISTORY BOOK CASE: URAL LOCUS Abstract. The characteristics of the methodological aspects of the study of regional literacy in the context of the study of the history of books and publishing the Urals. Keywords: history books, book business, Ural, historical and bibliographic research, creation of bibliographic descriptions, local publications N. S. Kolpakova FUTURE TEACHERS-MUSICIANS INFORMATION COMPETENCE FORMATION ON THE BASIS OF THE ELECTIVE COURSE AND A RISING ROLE OF THE INSTITUTE LIBRARY Abstract. The article says about the necessity of future teachers-musicians information competence formation that allows to keep professional activity supplied with information on the basis of the elective course. -
Mental Health Clinicians Perspectives on the Role Of
MENTAL HEALTH CLINICIANS PERSPECTIVES ON THE ROLE OF ACCULTURATION IN THE PROVISION OF SERVICES TO LATINOS: A GROUNDED THEORY EXPLORATION by GABRIELA SEHINKMAN Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Social Welfare Program Jack, Joseph, and Morton Mandel School of Applied Social Sciences CASE WESTERN RESERVE UNIVERSITY May, 2020 i CASE WESTERN RESERVE UNIVERSITY SCHOOL OF GRADUATE STUDIES We hereby approve the dissertation of Gabriela Sehinkman candidate for the degree of Doctor of Philosophy*. Committee Co-Chair Dr. David Hussey Committee Co-Chair Dr. Anna Maria Santiago Committee Member Dr. Elizabeth Tracy Committee Member Dr. Susan Painter Date of Defense December 9, 2019 *We also certify that written approval has been obtained for any proprietary material contained therein. ii Table of Contents List of Tables .................................................................................................................... vii List of Figures .................................................................................................................. viii Acknowledgments ............................................................................................................. ix Abstract .............................................................................................................................. xi Chapter 1 : Introduction ...................................................................................................... 1 The Role of Acculturation in -
Ethnography, Cultural and Social Anthropology
UC Berkeley Anthropology Faculty Publications Title Ethnography, Cultural and Social Anthropology Permalink https://escholarship.org/uc/item/9t13v9kz Journal American Anthropologist, 55(4) Author Lowie, Robert H. Publication Date 1953-10-01 Peer reviewed eScholarship.org Powered by the California Digital Library University of California ETHNOGRAPHY, CULTURAL AND SOCIAL ANTHROPOLOGY By ROBERT H. LOWIE HE discussion by Professors Murdock and Firth, Professor Fortes's T contribution to the debate, Professor Radcliffe-Brown's illuminating letter in a recent issue of this journal, and a number of other statements by American and British colleagues (Murdock 1951; Firth 1951; Radcliffe-Brown 1952; Fortes 1953; Evans-Pritchard 1951) stimulate reflections on cultural and social anthropology. In the present, wholly uncontroversial article I shall first define the aims of cultural anthropology as I understand them and shall then inquire intQ the relations of that discipline with social anthropology as defined by British scholars. I Whatever differences may divide cultural from social anthropologists, they are hardly greater than those which divide self-styled cultural anthropologists. IndeedJ I should say that many of us feel incomparably closer to the English anthropologists referred to above than, say, to Goldenweiser in his later phases. A concrete example will illustrate the issue. In one of his books (Golden weiser 1922) this writer devotes a chapter to the Baganda, relying as he was bound to do on Roscoe's well-known work. He tells us that "maize is perhaps the principal staple food, but plantain trees are also cultivated on a large scale." Now the primary source (Roscoe 1911: 5, 432) states in unmistakable terms that plantains "furnish their staple food," whereas maize "was never grown in any quantity .. -
Culture and Sustainability: Environmental Anthropology in the Anthropocene
PERSPECTIVES: AN OPEN INTRODUCTION TO CULTURAL ANTHROPOLOGY SECOND EDITION Nina Brown, Thomas McIlwraith, Laura Tubelle de González 2020 American Anthropological Association 2300 Clarendon Blvd, Suite 1301 Arlington, VA 22201 ISBN Print: 978-1-931303-67-5 ISBN Digital: 978-1-931303-66-8 http://perspectives.americananthro.org/ This book is a project of the Society for Anthropology in Community Colleges (SACC) http://sacc.americananthro.org/ and our parent organization, the American Anthropological Association (AAA). Please refer to the website for a complete table of contents and more information about the book. Perspectives: An Open Introduction to Cultural Anthropology by Nina Brown, Thomas McIlwraith, Laura Tubelle de González is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted. Under this CC BY-NC 4.0 copyright license you are free to: Share — copy and redistribute the material in any medium or format Adapt — remix, transform, and build upon the material Under the following terms: Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. NonCommercial — You may not use the material for commercial purposes. 1414 CULTURE AND SUSTAINABILITY: ENVIRONMENTAL ANTHROPOLOGY IN THE ANTHROPOCENE Christian T. Palmer, Windward Community College [email protected] Learning Objectives • Identify the methods and theories anthropologists use to examine human interactions with the environment. • Define political ecology and explain its relationship to anthropology. • Describe the Anthropocene and discuss how anthropology contributes to understanding the human role in environmental destruction. -
The Role of Acculturation and White Supremacist Ideology
American Psychologist © 2019 American Psychological Association 2019, Vol. 74, No. 1, 143–155 0003-066X/19/$12.00 http://dx.doi.org/10.1037/amp0000368 Racial Trauma, Microaggressions, and Becoming Racially Innocuous: The Role of Acculturation and White Supremacist Ideology William Ming Liu and Rossina Zamora Liu Yunkyoung Loh Garrison, Ji Youn Cindy Kim, University of Maryland Laurence Chan, Yu C. S. Ho, and Chi W. Yeung The University of Iowa Acculturation theories often describe how individuals in the United States adopt and incor- porate dominant cultural values, beliefs, and behaviors such as individualism and self- reliance. Theorists tend to perceive dominant cultural values as “accessible to everyone,” even though some dominant cultural values, such as preserving White racial status, are reserved for White people. In this article, the authors posit that White supremacist ideology is suffused within dominant cultural values, connecting the array of cultural values into a coherent whole and bearing with it an explicit status for White people and people of color. Consequently, the authors frame acculturation as a continuing process wherein some people of color learn explicitly via racism, microaggressions, and racial trauma about their racial positionality; White racial space; and how they are supposed to accommodate White people’s needs, status, and emotions. The authors suggest that acculturation may mean that the person of color learns to avoid racial discourse to minimize eliciting White fragility and distress. Moreover, acculturation allows the person of color to live in proximity to White people because the person of color has become unthreatening and racially innocuous. The authors provide recommendations for research and clinical practice focused on understanding the connections between ideology, racism, microaggressions and ways to create psychological healing. -
Flexible Acculturation
FLEXIBLE ACCULTURATION HSIANG-CHIEH LEE National Science and Technology Center for Disaster Reduction, Taiwan “Flexibility” has become an important concept in studies of globalization and transnationalism. Most academic discus- sions fall into the literature of global capitalist restructuring: e.g., Piore and Sabel’s (1984) notion of flexible specialization and David Harvey’s concept (1991) of flexible accumulation. These discussions are centered on economic production and market logics. Theoretical discussions of flexibility about other regimes of power — such as cultural reproduction, the nation- state and family — are relatively insufficient. In this paper, I explore the concept of “flexible acculturation,” first proposed by Jan Nederveen-Pieterse (2007), to show a cultural aspect of transnational flexibility. I situate my discussion in the literature of transmigration studies and define flexible acculturation as having four important virtues: (1) it has diverse social players, rather than just political and economic elites; (2) it refers to interac- tions, not just differences; (3) it involves multiple processes; and (4) it is not just about agency but also about social regulations. These definitions help to explain why flexible acculturation is different from other concepts that have been proposed. I further argue that definitions of important social actors are contingent on a specific set of flexible acculturation processes. Social ac- tors discussed in this paper include governments, the public, transmigrants, and women. “Flexibility” has become an important concept in studies of globalization and transnationalism, especially after David Harvey’s Hsiang-Chieh Lee (PhD, University of Illinois at Urbana-Champaign, 2008) is a senior assistant research fellow in National Science and Technology Center for Disaster Reduction in Taiwan. -
Acculturation for Resistance
Acculturation for Resistance HIRANO Kenichiro* Key words: antagonistic acculturation, modernization of the non-Western society, Herodianism and Zealotism, non-Western nationalism, Chinese Westernizers / Japanese Europeanizers / Korean reformers, national essence ideology 1. Antagonistic Acculturation Antagonistic Acculturation In this article, acculturation stands for changes in culture that take place in consequence of its contact with another culture. Here, we are specifically concerned with resistance to acculturation. Generally speaking, we can divide resistance to acculturation into four types (See Figure 1). They are: type I— combination of resistance concerning cultural elements and resistance against acceptance; type II—combination of resistance concerning cultural elements and resistance against giving; type III—resistance concerning a group in contact and resistance against accep- tance; and type IV—combination of resistance concerning a group in contact and resistance against giving. Most cases of resistance to acculturation are of Figure 1 Four types of resistance to acculturation resistance against acceptance resistance against giving resistance concerning type I type II cultural elements resistance concerning type III type IV a group in contact * This is a full English translation by the author himself, with a minimum of adaptations, of Chapter 7 of Hirano Kenichiro, Kokusai Bunka-ron (International Cultural Relations), Tokyo: University of Tokyo Press, 2000. The book’s Korean translation by Kim Dong-Myong and Jang In-Sung has been published from Seoul and the Chinese translation by Zhang Qi-xiong, Zhou Zhao-liang, Huang Dong-lan and Feng Qing is going to be published soon. 38 Journal of Cultural Interaction in East Asia Vol.1 2010 type I, namely, resistance to accepting a particular cultural element because of its characteristics. -
Acculturation Factors Among Arab/Moslem Women Who Live in the Western Culture
ACCULTURATION FACTORS AMONG ARAB/MOSLEM WOMEN WHO LIVE IN THE WESTERN CULTURE DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor Philosophy in the Graduate School of The Ohio State University By Hend Al-Ma’seb, M.S.W. ***** The Ohio State University 2006 Dissertation Committee: Approved by Dr. Maria Julia, Adviser Dr. Thomas Gregoire ------------------------------------------- Adviser Dr. Denise Bronson Graduate Program in Social Work ABSTRACT The purpose of this study was to explore the cultural changes experienced by Arab/Moslem women residing in Columbus, Ohio, during the Winter of 2006 based on the six indicators of religion, relationships with non-relative men, living alone, control over decisions, drinking alcohol, and smoking cigarettes. This study also intended to discover the predictive relationship between the period of time that Arab/Moslem women stay in the USA, contact with American culture and people, contact with Arab culture and people, educational level, and acculturation. One hundred and two Arab/Moslem women were recruited through the Islamic organization in Columbus, Ohio. Non-probability data collection method (convenience sampling) was utilized. The participants responded to a questionnaire developed by the researcher. Descriptive statistics were used to answer the first research question (To what extent do Arab/Moslem women who live in Columbus, Ohio acculturate). Multiple regression analysis was conducted to answer the second research question (Can a model consisting of a linear combination of the period of time that Arab/Moslem women stay in the USA, contact with American culture and people, contact with Arab culture and people, and educational level predict the level of acculturation of the Arab/Moslem women living in Columbus, Ohio?). -
When Philadelphia Was the Capital of Jewish America
When Philadelphia Was the Capital 9 of Jewish America The Making of an American Jewish Culture JONATHAN D. SARNA Culture, Vytautas Kavolis reminds us, is not randomly and evenly distributed. Historically, "in each nation or international civilization, periods of increasing or declining creativity ... may be identified." There have been golden ages in the history of culture, and there have been dark ages, eras of cultural renewal and eras of cultural stag nation. 1 Edited by Jewish cultural life in Philadelphia in the late nineteenth and early Murray Friedman twentieth centuries falls somewhere between these two extremes. It does not compare to Viennese culture during the same period, but one can, nevertheless, identify a period of extraordinary cultural fer ment and institutional reorganization within the community that had considerable implications for Jewish cultural life throughout the United States. To borrow a phrase from Frederic Morton, the Jewish cultural leaders of Philadelphia, members of the Philadelphia Group, were men who created "not industries, but climates; men who brewed the very weather of our minds today."2 Working in their home city or in neighboring cities (New York, Baltimore, Washington, D.C.), sometimes laboring alone and sometimes in conjunction with non Philadelphians, they created the basic institutions, characteristics, and standards of twentieth-century American Jewish cultural life reaching almost to contemporary times. Philadelphia's role in American Jewish cultural life dates far back into the nineteenth century. Individuals like Isaac Leeser and Rebecca Gratz, along with institutions like the Hebrew Sunday School Society, Philadelphia the first Jewish Publication Society, and the Hebrew Education Society, The Balch Institute Press amply illustrate the community's early commitment to Jewish educa London and Toronto: Associated University Presses tion, at least of a rudimentary sort. -
Culture and Society in the Digital Age
information Article Culture and Society in the Digital Age Ilya Levin 1,* and Dan Mamlok 2 1 Department of Mathematics, Science and Technology Education, School of Education, Tel Aviv University, Tel Aviv-Yafo 69978, Israel 2 Department of Educational Policy and Administration, Tel Aviv University, Tel Aviv-Yafo 69978, Israel; [email protected] * Correspondence: [email protected] Abstract: This paper aims to examine a theoretical framework of digital society and the ramifications of the digital revolution. The paper proposes that more attention has to be paid to cultural studies as a means for the understanding of digital society. The approach is based on the idea that the digital revolution’s essence is fully manifested in the cultural changes that take place in society. Cultural changes are discussed in connection with the digital society’s transformations, such as blurring the distinction between reality and virtuality and among people, nature, and artifacts, and the reversal from informational scarcity to abundance. The presented study develops a general model of culture. This model describes the spiritual, social, and technological facets of culture. Such new phenomena as individualization, transparisation, and so-called cognification (intellectualization of the surrounding environment) are suggested as the prominent trends characterizing the above cultural facets. Keywords: digital revolution; digital society; digital culture; information technologies; web presence; online-identity; social media Citation: Levin, I.; Mamlok, D. 1. Introduction Culture and Society in the Digital Age. Information 2021, 12, 68. We live in a dynamic world, which is continuously and rapidly changing. The ubiquity https://doi.org/10.3390/ of information communication technologies (ICTs) has transformed the human experience. -
Acculturation Quick Screen (AQS)
ACCULTURATION QUICKSCREEN (AQS III) Administration Manual & Screening Form Third Edition Dr. Catherine ACCULTURATION QUICK SCREEN Administration Manual & Screening Form CrossCultural Developmental Education Services www.crosscultured.com © 2016 Dr. Catherine Collier, All Rights Reserved 2 Acculturation Quick Screen (AQS) Table of Contents WHAT THE AQS III IS ............................................................................................................... 4 WHY USE THE AQS III ............................................................................................................. 4 WHAT DOES THE AQS III DO? ............................................................................................... 5 WHEN TO USE THE AQS III .................................................................................................... 5 HOW DOES THE AQS III WORK? .......................................................................................... 5 WHO CAN BE PROFILED ON THE AQS III? ....................................................................... 6 DEVELOPING THE AQS III ..................................................................................................... 6 SCORING THE AQS III.............................................................................................................. 6 WHAT INFORMATION IS NEEDED TO COMPLETE THE AQS III? .............................. 7 LANGUAGE PROFICIENCY .................................................................................................... 7 TERMS