DOCSLIB.ORG

Acculturation Strategy, Acculturative Stress and Academic Performance in First-Year Chinese International Students at American Institutions of Higher Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Acculturation Strategy, Acculturative Stress and Academic Performance in First-Year Chinese International Students at American Institutions of Higher Education 1 ACCULTURATION STRATEGY, ACCULTURATIVE STRESS AND ACADEMIC PERFORMANCE IN FIRST-YEAR CHINESE INTERNATIONAL STUDENTS AT AN AMERICAN COLLEGE A research thesis presented by James Stephen Lee To The School of Education In partial fulfillment of the requirements for the degree of Doctor of Education In the field of Education College of Professional Studies Northeastern University Boston, Massachusetts December 2016 2 Table of Contents Abstract ...................................................................................................................................... 6 Acknowledgements .................................................................................................................... 7 Chapter 1: Introduction ............................................................................................................. 8 Statement of the Problem ....................................................................................................... 8 Significance of the Study ..................................................................................................... 11 Practical Significance....................................................................................................... 11 Research and Theoretical Significance ............................................................................ 13 Positionality Statement ........................................................................................................ 15 Research Questions .............................................................................................................. 16 Theoretical Framework ........................................................................................................ 17 Acculturation and Acculturation Theory ......................................................................... 17 Acculturation Strategies ................................................................................................... 21 Integration ........................................................................................................................ 23 Separation/Segregation .................................................................................................... 23 Assimilation ..................................................................................................................... 24 Marginalization ................................................................................................................ 24 Acculturative Stress ............................................................................................................. 25 Summary .............................................................................................................................. 26 Definition of Terms.............................................................................................................. 27 Chapter 2: Literature Review .................................................................................................. 30 Acculturation and Acculturative Stress: Historical Perspective and Development ............. 30 Development of Acculturation Measures for Asian Migrants ............................................. 34 Acculturation Strategies in Chinese International Students................................................. 35 Acculturative Stress in Chinese International Students ....................................................... 39 Measuring Acculturative Stress in Chinese International Students ..................................... 40 Stressors within the Acculturative Process .......................................................................... 42 Phase, Social Integration, and Acculturative Stress......................................................... 42 Communication Patterns and Family Cohesion ............................................................... 46 Cultural Distance, Acculturative Stress, and Academic Impacts .................................... 47 Cultural Identity and Acculturative Stress ....................................................................... 48 Pre-existing Individual-level Variables and Acculturative Stress ................................... 49 Language Proficiency and Social Integration Revisited .................................................. 51 Foundations of Cultural Distance ........................................................................................ 53 Chinese and American Identity and Socialization as Reflected through Education ........ 53 Mandarin to English: The Linguistic Leap ...................................................................... 65 3 Academic Impacts of Language Barriers on International Students ............................... 68 Chinese International Students’ English Language Proficiency and Academic Performance ..................................................................................................................... 69 Summary .............................................................................................................................. 73 Chapter 3: Methodology .......................................................................................................... 78 Research Questions .............................................................................................................. 78 Research Design................................................................................................................... 84 Population and Sampling ..................................................................................................... 86 Data Collection .................................................................................................................... 88 Instruments ........................................................................................................................... 89 Procedures ............................................................................................................................ 90 Data Preparation & Analysis ............................................................................................... 92 Data preparation ................................................................................................................... 92 Preliminary data analyses .................................................................................................... 93 Computation of descriptive statistics ................................................................................... 93 Testing of assumptions ........................................................................................................ 94 Testing of covariates ............................................................................................................ 96 Data analyses for study research questions .......................................................................... 96 Validity, Reliability, and Generalizability ........................................................................... 98 Ethical Considerations ....................................................................................................... 100 Summary ............................................................................................................................ 101 Chapter 4: Results .................................................................................................................. 102 Data Preparation................................................................................................................. 103 Descriptive Statistics: Study Participants .......................................................................... 103 Descriptive Statistics: Demographic Questions ................................................................. 103 Descriptive Statistics: Academic Achievement ................................................................. 106 Descriptive Statistics: Student Family, Friends, and Living Arrangements ...................... 106 Descriptive Statistics: Number of Foreign Languages and Chinese Dialects Spoken and Number of Foreign Countries Visited................................................................................ 108 Descriptive Statistics: Study Variables .............................................................................. 109 Testing of Assumptions ..................................................................................................... 112 Assumption 1: Variables are Measured Without Error.................................................. 112 Assumption 2: Normality in the Distribution of Scale Scores ...................................... 113 Assumption 3: Lack of Multicollinearity ....................................................................... 113 Assumption of lack of multicollinearity: Independent variables ................................... 114 Assumption of lack of multicollinearity: Dependent variables ..................................... 115 Assumption 4: Little to no Autocorrelation between Regression Residuals ................. 115 4 Assumption 5: Homoscedasticity .................................................................................. 115 Testing of Covariates ......................................................................................................... 117 Covariate Testing: Descriptive Variables and Acculturative Stress .............................. 118 Covariate Analyses: Descriptive Variables and First-year
Load more

Recommended publications
  • Introduction: in the Event—Toward an Anthropology of Generic Moments
    IntroductIon In the Event—toward an Anthropology of Generic Moments Bruce Kapferer Against the Case as Illustration: The Event in Anthropology The exploration of events and situations has long been at the focus of anthro- pological ethnographic description. In common with many other disciplines in the social sciences and humanities, this has been so in two main and frequently combined senses: (1) as exemplifications or illustrations, usually in the form of case studies, of more general ethnographic descriptive or theoretical assertions, or (2) as happenings or occasions, slices of life, that establish a conundrum or problematic that the presentation of an ethnography and its analysis will solve or otherwise explain. Most anthropological ethnographies offer examples or variations of the first. The second is relatively common, especially among histo- rians, but perhaps the work of Clifford Geertz is the most celebrated example in anthropology. An outstanding instance is Geertz’s (1980) study Negara, which opens with the mass suicide of the Balinese court before the Dutch invaders. This event sets the stage for his exploration of the Balinese theatre state, Geertz demonstrating the suicide as consistent with a Balinese political logic that pres- ents power as defined and determined in the performance of status. The concern with events and situations in this book seeks to extend beyond these more or less conventional usages and to argue for a deepening of the methodological significance of events and situations in anthropological ethno- graphic practice. The overall direction of the approach that I essay is one that takes the event as central to anthropological analysis rather than the concept of society, in relation to which the event or the event-as-case is commonly engaged, either to substantialize the abstract (society) or to provide a means to grasp the foundational or general organizational principles of society.
    [Show full text]
  • Conceptualizations of Culture, Culture Teaching, and Culture Exploration in Second Language Education
    CONCEPTUALIZATIONS OF CULTURE, CULTURE TEACHING, AND CULTURE EXPLORATION IN SECOND LANGUAGE EDUCATION by Rourniana Ilieva B.A. , University of Constantine, Algeria, 1984 THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in the Faculty of Education O Rourniana Ilieva 1997 SIMON FRASER UNIVERSITY April 1997 All rights reserved. This work may not be reproduced in whole or in part, by photocopy or other means, without permission of the author National Lbrary ~iblhh&qu&nationale 1*1 of Canada c du Canada Acquisitions and Acquisitions et Bibliographic Services services bibliographiques 395 Wellington Street 395. rue Wellington O(tawaON KlAW -ON KIAW Canada CaMda Our he Norre retwence The author has granted a non- - L'auteur a accorde une licence non exclusive licence alloiving the exclusive permettant a la '1 National Library of Canada to Bibliotheque nationale du Canada de reproduce, loan, distribute or sell reproduife, preter, distribuer ou copies of this thesis in mcroform, vendre des copies de cette these sous paper or electromc formats. la fornje de rnicrofiche/film, Be repmduction SF papier ou sur format electronique. The author retains ownershp of the L'auteur conserve la propriete du -' copyright in tlus thesis. Neither the droit d'auteur qui protege cette these. thesis nor substantial extracts fiom it Ni la these ni des extraits substantiels may be priqd or otherwise de celle-ci ne doivent etre imprimes , reproduced without the author's ou autrement reproduits sans son permission. autorisation. Can APPROVAL - NAME Roumiana llieva DEGREE Master of Arts TITLE Conceptualizations of Culture, Culture Teaching and Culture Exploration in Second Language Education EXAMINING COMMITTEE: Chair Heesoon Bai ~e&n Toohey, Assoc~atePfofessor Senior Supervisor ~&eBeynon, Associate Professor Membev - Professor Fraser University Examiner Date: April 4, 1997 Abstract This study attempts to offer a conceptual, historiographic and critical analysis of the place of culture in second language education.
    [Show full text]
  • Downloaded for Free from the Chief Editor’S the Involvement of Acupuncture Meridians (As in Website (
    JOURNAL OF THE ACUPUNCTURE ASSOCIATION OF CHARTERED PHYSIOTHERAPISTS OF CHARTERED ASSOCIATION ACUPUNCTURE THE JOURNAL OF )5(( 6$03/(6 $9$,/$%/( $'$37$707DSH :LWKHODVWLFLW\VLPLODUWRKXPDQVNLQLWSURYLGHV VXSSRUWZLWKQRPRWLRQUHVWULFWLRQVDQGH[WHQGVWR ([FHOOHQFHDW HQKDQFHWKHUDQJHRIPRWLRQ([FHOOHQWVNLQEUHDWKDELOLW\ DOORZVVZHDWKHDWDQGDLUWRSHQHWUDWHWKHWDSHDQGEH 6HQVLEOH3ULFHV GLVSHUVHG:DWHUUHVLVWDQWDQGHDV\WRGU\ $FXSXQFWXUH1HHGOHV $FXSXQFWXUH1HHGOHV 6XUJLFDOVWDLQOHVVVWHHODQGHDV\ &RORXUFRGHGSODVWLFKDQGOHVIRU JOLGLQJLQVHUWLRQ0DGHLQ6RXWK.RUHD HDV\ JDXJH LGHQWL¿FDWLRQ 5RXQGHG WXEHHQGHQDEOHVFRPIRUWDEOHWDSSLQJ RQ QHHGOHLQVHUWLRQDQGDOVRIRU SDWLHQWFRPIRUW 0R[D 6WLFNRQPR[DVPRNHOHVVDQGRGRXUOHVV &XSSLQJ6HW 9HUVDWLOHVKDSHVDFFRPPRGDWHERG\ Journal of the FRQWRXUV'HWDFKDEOHVLOLFRQHYDOYHV DOORZHDV\FOHDQLQJRUVWHULOLVDWLRQ Acupuncture Association of Chartered Physiotherapists LQIR#DFXSULPHFRP ZZZDFXSULPHFRP Autumn Autumn 2014 )RUUHVW8QLWV+HQQRFN5RDG(DVW 0DUVK%DUWRQ,QGXVWULDO(VWDWH $OHDGLQJEUDQGIURP ([HWHU(;588QLWHG.LQJGRP 2014 ISSN 1748-8656 IRU \HDUV &HOHEUDWLQJ\HDUV RIRXUVWDQGDUG &ODVVLF3OXV DFXSXQFWXUHQHHGOH 6HLULQQHHGOHV (OHFWURWKHUDS\ 6SRUWVWKHUDS\ 3HUPHQDQWO\ 1HZ ORZSULFHV 7KHPRVWSRSXODUQHHGOHVXLWDEOHIRU 3UHPLR/DVHU'XRDQG3UHPLR/DVHU 1HZ UDQJHV RI VSRUWV WKHUDS\ FRVPHWLFDFXSXQFWXUHDQGDYDLODEOHLQ $*3URJUDP SURGXFWVLQFOXGHHOHFWURWKHUDS\ XOWUDVRXQG DQG PDJQHWLF ÀHOG SODVWLFKDQGOHDQGDOOPHWDOKDQGOH 6RIWODVHUIRUSK\VLRWKHUDS\ODVHUWKHUDS\ WKHUDS\ JRRGV 2XU YHU\ RZQ VSRUWVPHGLFLQHDQGORFDODSSOLFDWLRQ NLQHVLRORJ\VSRUWVWDSH&ODVVLF3UR LV DOVR QRZ DYDLODEOH 0R[LEXVWLRQIRU
    [Show full text]
  • Different Aspects of Intercultural Nonverbal Communication: a Study
    CPUH-Research Journal: 2016, 1(1), 17-24 ISSN (Online): 2455-6076 http://www.cpuh.in/academics/academic_journals.php Different Aspects of Intercultural Nonverbal Communication: A Study Saurabh Kaushal 1School of Humanities & Management Sciences, Career Point University, Hamirpur (HP) INDIA E-mail: [email protected] (Received 05 July, 2015; Accepted 18 July, 2015; Published 03 Mar, 2016) ABSTRACT: Communication is a dynamic and wide process with its ever changing roles of sending and receiving information, ideas, emotions and the working of mind. Communication is not only a word but a term in itself with multiple interpretations. Out of a number of forms, there are two very important kinds of communication, verbal and non-verbal and the relation between them is inseparable. Non-verbal communication keeps the major portion of the periphery occupied and in absence of it communication can never happen. In the era of caveman, just using nonverbal communication could help to understand the other person, but in the complex society of today both ver- bal and non-verbal forms of communication are needed to fully understand each other. We start taking lessons in nonverbal communication from the very starting of our life from parents and the society in which we are surviving. There is a very common perception among people that for understanding any oral message we have to concentrate and subsequently be able to understand the nonverbal elements, but in reality nonverbal communication is not as easy to understand as it seems to be. Often it is misinterpreted and because of that wrong message is understood by the receiver.
    [Show full text]
  • Understanding Immigration, Acculturation and Gender On
    Exploring Perceptions of Child Sexual Abuse and Attitudes Towards Help-Seeking among South Asian College Students By Shanta Nishi Kanukollu A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Psychology and Women’s Studies) in The University of Michigan 2010 Doctoral Committee: Associate Professor Ramaswami Mahalingam, Chair Professor Silvia Pedraza Professor Christopher M. Peterson Associate Professor Edward C. Chang Adjunct Instructor Pamela S. Ludolph © Shanta Nishi Kanukollu 2010 To my sister who inspired this work, my parents for their blessings and immigration story, my fiancé for his endless support and patience, my friends for giving me a voice and my advisor for making a dream come true. ii Acknowledgements I would like to thank my advisor and committee chair, Professor Ram Mahalingam, for reading my personal statement years ago in which I described wanting to do a dissertation project on this topic. Since then, he has been my biggest advocate, providing guidance, feedback, faith and encouragement to make this research idea into a reality. I would like to thank my committee members, Professors Chris Peterson, Edward Chang, Pam Ludolph, and Sylvia Pedraza for their guidance and feedback on my proposal and dissertation. Each of them has made an impact on my graduate career through their classes, research or important conversations with me. I would like to thank my sister and family for their personal stories that have inspired me to pursue this doctoral degree and focus on this line of work. I hope they know how important they are to me. Additionally, my friends from NJ, MI and IL including Ami, Kristine, and Quyen have been an amazing source of strength, support and love - I would like to thank them from the bottom of my heart.
    [Show full text]
  • Alfred Kroeber Died in Paris in His Eighty- O Fifth Year, Ending Six Decades of Continuous and Brilliant Pro- Ductivity
    NATIONAL ACADEMY OF SCIENCES A L F R E D K ROE B ER 1876—1960 A Biographical Memoir by J U L I A N H . S TEWARD Any opinions expressed in this memoir are those of the author(s) and do not necessarily reflect the views of the National Academy of Sciences. Biographical Memoir COPYRIGHT 1962 NATIONAL ACADEMY OF SCIENCES WASHINGTON D.C. ALFRED LOUIS KROEBER June II, 1876-October 5, i960 BY JULIAN H. STEWARD THE LAST DAY N OCTOBER 5, i960, Alfred Kroeber died in Paris in his eighty- o fifth year, ending six decades of continuous and brilliant pro- ductivity. His professional reputation was second to none, and he was warmly respected by his colleagues as the dean of anthropology. Kroeber's insatiable curiosity had not been curtailed, his scientific writing had not slackened, and his zest for living was undiminished. His last illness, resulting from, a heart condition which had been in- curred during the Second World War, came less than an hour before his death. The fullness of Kroeber's life was manifest in many ways.1 He xFor much of the personal information, I have drawn upon several unpublished manuscripts written by Kroeber in 1958 and 1959 for the Bancroft Library: "Early Anthropology at Columbia," "Teaching Staff (at California)," and the typescript of an interview. Mrs. Kroeber has rilled me in on many details of his personal life, especially before 1925 when I first knew him, and Professor Robert Heizer has helped round out the picture in many ways. Important insights into Kroeber's childhood and youth are provided by the late Dr.
    [Show full text]
  • Cross‐Cultural Phenomenology of Obsessive‐Compulsive Disorder M
    4 Cross‐Cultural Phenomenology of Obsessive‐Compulsive Disorder M. T. Williams, L. K. Chapman, J. V. Simms, and G. Tellawi Introduction Obsessive‐compulsive disorder (OCD) is a debilitating mental disorder, involving dis- tressing obsessions and repetitive compulsions. Obsessions are intrusive, unwanted thoughts, images, or impulses that increase anxiety, whereas compulsions are repeti- tive behaviors or mental acts used to decrease anxiety. OCD appears in every culture, with the earliest reports dating back to the first half of the second millennium BC, described in ancient Babylonian texts. Although they had little knowledge of the brain or psychological functions, Babylonian physicians carefully recorded the abnormal behaviors that we now recognize as OCD. One such text states that the sufferer, “does not know why he has a morbid fear of beds, chairs, tables, lighted stoves, lamps, etc., of leaving or entering a city, city gate, or house, or of a street, temple, or road” (Reynolds & Wilson, 2011). We do not know how many people suffered from OCD in ancient times, but in the contemporary United States, the National Comorbidity Survey Replication (NCS‐R) found that approximately 1.6% of the population met criteria for OCD within their lifetime (Kessler et al., 2005a), with 1% of the sample meeting criteria within the last year (Kessler, Chiu, Demler, Merikangas, & Walters, 2005b). The prevalence of OCD appears to be roughly consistent across US ethnic groups, with African and Caribbean Americans having shown an OCD lifetime prevalence of 1.6% (Himle, et al., 2008). Epidemiologic studies conducted in other countries find similar rates cross‐nationally (Weismann et al., 1994), ranging from 0.3% in Brazil to 2.7% in Hungary.
    [Show full text]
  • PDF Download Intercultural Communication for Global
    INTERCULTURAL COMMUNICATION FOR GLOBAL ENGAGEMENT 1ST EDITION PDF, EPUB, EBOOK Regina Williams Davis | 9781465277664 | | | | | Intercultural Communication for Global Engagement 1st edition PDF Book Resilience, on the other hand, includes having an internal locus of control, persistence, tolerance for ambiguity, and resourcefulness. This textbook is suitable for the following courses: Communication and Intercultural Communication. Along with these attributes, verbal communication is also accompanied with non-verbal cues. Create lists, bibliographies and reviews: or. Linked Data More info about Linked Data. A critical analysis of intercultural communication in engineering education". Cross-cultural business communication is very helpful in building cultural intelligence through coaching and training in cross-cultural communication management and facilitation, cross-cultural negotiation, multicultural conflict resolution, customer service, business and organizational communication. September Lewis Value personal and cultural. Inquiry, as the first step of the Intercultural Praxis Model, is an overall interest in learning about and understanding individuals with different cultural backgrounds and world- views, while challenging one's own perceptions. Need assistance in supplementing your quizzes and tests? However, when the receiver of the message is a person from a different culture, the receiver uses information from his or her culture to interpret the message. Acculturation Cultural appropriation Cultural area Cultural artifact Cultural
    [Show full text]
  • Development and Validation of the Wesleyan Intercultural Competence Scale (WICS): a Tool for Measuring the Impact of Study Abroad Experiences
    Development and Validation of the Wesleyan Intercultural Competence Scale (WICS): A Tool for Measuring the Impact of Study Abroad Experiences Steven E. Stemler Wesleyan University Toshie Imada Brunel University, United Kingdom Carolyn Sorkin Independent Consultant, USA As globalization becomes commonplace and the world becomes increasingly interconnected, institutions of higher education have begun to prioritize the development of intercultural competence in their students. A recent review of university statements of essential learning outcomes revealed that 85% of top-ranked National Universities in the U.S. and 68% of top-ranked Liberal Arts colleges in the U.S. stated that the development of intercultural competence is one of their primary objectives (Stemler, 2012). For National Universities this was the most frequently cited objective across the entire sample, edging out other priorities such as writing, quantitative reasoning, and information literacy. The importance of developing the intercultural competence of students has been emphasized by private-sector businesses as well. A 2010 study commissioned by the Association of American Colleges and Universities found that 67% of the 302 employers interviewed felt that the ability to understand the global context of situations and decisions was one of the most important aims of higher education (AAC&U, 2010). Despite the relative consensus that exists regarding the importance of developing intercultural competence, scholars vary greatly in how they define or even name the construct (Deardorff, 2009; Spitzberg & Changnon, 2009). Different terms found in the literature include intercultural communication competence, transcultural communication, cross-cultural adaptation, intercultural literacy, multiculturalism, and intercultural sensitivity, among others (Fantini, 2006; Sinicrope, Norris, & Watanabe, 2007).
    [Show full text]
  • Psychic Unity Constraints Upon Successful Intercultural Communication
    University of Kentucky UKnowledge Law Faculty Scholarly Articles Law Faculty Publications August 1997 Psychic Unity Constraints upon Successful Intercultural Communication James M. Donovan [email protected] Brian A. Rundle Follow this and additional works at: https://uknowledge.uky.edu/law_facpub Part of the Anthropology Commons Right click to open a feedback form in a new tab to let us know how this document benefits ou.y Repository Citation Donovan, James M. and Rundle, Brian A., "Psychic Unity Constraints upon Successful Intercultural Communication" (1997). Law Faculty Scholarly Articles. 431. https://uknowledge.uky.edu/law_facpub/431 This Article is brought to you for free and open access by the Law Faculty Publications at UKnowledge. It has been accepted for inclusion in Law Faculty Scholarly Articles by an authorized administrator of UKnowledge. For more information, please contact [email protected]. Psychic Unity Constraints upon Successful Intercultural Communication This article is available at UKnowledge: https://uknowledge.uky.edu/law_facpub/431 Language & Communication, Vol. 17, No. 3, pp. 219-235, 1997 © 1997 Elsevier Science Ltd Pergamon All rights reserved. Printed in Great Britain 0271-5309/97 $17.00 + 0.00 PII: S0271-5309(97)00015-3 PSYCHIC UNITY CONSTRAINTS UPON SUCCESSFUL INTERCULTURAL COMMUNICATION JAMES M. DONOVAN and BRIAN A. RUNDLE Miscommunication is accepted as an inevitable feature of intercultural communication. The majority of writings implicitly assume that these failures are the consequence of lack of competencies on the part of the interactants. Alternatively, at least a small percentage of these failures may be the result of the language itself. Psychic unity, the anthropological concept of a fundamental biological homogeneity of man's mental life, is the unexamined property which makes communication of any sort possible.
    [Show full text]
  • Enhancing Silk Road's Religious and Cultural Legacy
    LOCAL O CLARIM | Macau Catholic Weekly | FRIDAY | 13 July 2018 2 EN MACAU RICCI INSTITUTE ANNUAL SYMPOSIUM IN NOVEMBER Enhancing Silk Road’s religious and cultural legacy PEDRO DANIEL OLIVEIRA to the B&R,” while bearing in have formed bridges of under- [email protected] mind, “the work of Fr [Matteo] standing internationally.” Ricci and his companions is it- Regarding the second, “an self a significant part of the Silk understanding of how social Road legacy, and the friendship innovation occurred as a result that Matteo Ricci enjoyed with of the Silk Road can shed a wel- On November 22-23, the Macau China’s scholars and officials is come light on the challenges Ricci Institute (MRI) is holding extended even today through and opportunities that today’s its annual symposium under MRI’s mission.” innovators may face, encour- the theme “Exploring The Silk MRI Director Fr Stephan aged by the remembrance of Road Economic Belt and The try’s efforts to sustain and further but also of ideas as well as spirit- Rothlin, SJ, told O CLARIM, “the China’s deep history of engage- 21st- Century Maritime Silk develop cooperative relationships ual and religious practices, and symposium will highlight each of ment with its neighbors.” Road: The Challenge of Cross- with its neighbors near and far, engagement with the peoples the three dimensions of the MRI The latter dimension offers Cultural Exchange and Com- and to work out mutually benefi- who cherished them.” mission,” such as the “compara- many challenges, both theoreti- munication.” cial policies of economic develop- “Indeed, save for Daoism, tive appreciation of spirituality,” cal and practical.
    [Show full text]
  • Crossing Cultures: Readings for Composition Pdf, Epub, Ebook
    CROSSING CULTURES: READINGS FOR COMPOSITION PDF, EPUB, EBOOK Myrna Knepler, Annie Knepler, Ellie Knepler | 416 pages | 23 Feb 2007 | Cengage Learning, Inc | 9780618918065 | English | Belmont, CA, United States Crossing Cultures: Readings for Composition PDF Book I can see myself picking up this book to read for pleasure. The flapping flag in the painting features a circle of stars on a blue field and red and white stripes. But they are generalizations and stereotypes that have been proven to be statistically valid when applied to large populations of people over time, but to which nonetheless there are always exceptions and variations in individual and collective behavior. Sophie marked it as to- read May 22, Comparative literature Cosmopolitanism Cross-cultural leadership Cross-cultural narcissism Cross-cultural psychiatry Emotions and culture Globalism Hybridity Interculturalism Interculturality Negotiation Third culture kid Transculturation Transnationalism. Papacharissi, Zizi, ed. He created an inspirational vision of brave and upright men from a variety of backgrounds standing up and fighting together against incredible odds for the common cause of liberty. Students study select court transcripts and other primary source material from the second Scottsboro Boys Trial of , a continuation of the first trial in which two young white women wrongfully accused nine African American youths of rape. Published in , The Sound and the Fury is often referred to as William Faulkner's first work of genius. Turkle, Sherry, ed. This is the notion of distributed intelligence. Timur Sattybayev marked it as to-read Jan 17, To Kill a Mockingbird and the Scottsboro Boys Trial of Profiles in Courage Students study select court transcripts and other primary source material from the second Scottsboro Boys Trial of , a continuation of the first trial in which two young white women wrongfully accused nine African American youths of rape.
    [Show full text]