Lecture 6: Multiculturalism Flashcards Preview

🚫 PSY321H1F: Cross-Cultural Psychology with A. Sharples > Lecture 6: Multiculturalism > Flashcards

Flashcards in Lecture 6: Multiculturalism Deck (21)
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1
Q

acculturation (2)

A
  • Changes that take place as a result of contact with culturally dissimilar people, groups, and social influences
  • Process by which people migrate to and learn a culture that’s different from their original (or heritage) culture
2
Q

cultural maintenance (1)

A
  • Preference for maintaining one’s own culture
3
Q

contact participation (1)

A
  • Preference for having contact with and participating in larger society with other cultural groups
4
Q

four acculturation strategies (1)

A
5
Q

integrative strategy (4)

A
  • Attempting to fit in and fully participate in host culture while striving to maintain traditions of one’s heritage culture
  • Most common strategy
  • Hypothesized to lead to lowest acculturative stress + most favourable outcomes
  • Incorporates protective features: lack of prejudice, involvement in two cultural communities and having access to two support groups, clear ethnic identity, flexible personality allowing for this
6
Q

marginalization strategy (4)

A
  • Negative views toward both heritage and host cultures
  • Rare and theoretically puzzling
  • Maybe something pursued by people who grew up in multiple cultures around their childhood and identify as more global citizens
  • Most negative outcomes: weakened social support, loss of original culture
7
Q

assimilation strategy (1)

A
  • Attempting to fit in and fully participate in host culture while making little/no effort to maintain traditions of one’s heritage culture
8
Q

separation strategy (2)

A
  • Efforts to maintain traditions of heritage culture while making little or no effort to participate in host culture
  • Often leads to rejection by the host culture
9
Q

How do host cultures react to immigrants? (1)

A
10
Q

meta-analysis (1)

A
  • A statistical technique for combining effects across a number of different studies to increase power and get a more accurate estimate of the size of an effect
11
Q

Nguyen & Benet-Martínez (2012) (2)

(hint: meta-analysis)

A
  • Meta-analysis on biculturalism (successful integration of two cultural identities) and adjustment (psychological and sociocultural)
  • R = 0.51 → medium effect size, suggesting biculturalism → better adjustment
12
Q

cultural distance (1)

A
  • How different heritage and host culture are in their overall ways of life → how much learning you have to do to fit in
13
Q

blending (1)

A
  • Tendency for bicultural people to show psychological tendencies between their two cultures
14
Q

frame-switching (1)

A
  • Tendency for bicultural people to switch between different cultural selves
15
Q

stereotype threat (1)

A
  • Fear that one might do something that will inadvertently confirm a negative stereotype about one’s group
16
Q

Steele (2010) (5)

(hint: stereotype threat)

A
  • Stereotype threat has been found across many domains:
  • Verbal performance of Black participants
  • Math abilities of female participants
  • Athletic performance of White participants
  • These effects may be attenuated if you remove the stereotype
17
Q

cultural appropriation (2)

A
  • The adoption or use of elements of one culture by members of another culture (Wikipedia)
  • When a member of a dominant cultural group adopts elements of a minority group’s culture to express a “unique” or “different” identity
18
Q

Fryberg, Markus, Oyserman, & Stone (2008) (13)

(hint: Native Americans)

A
  • Native Americans shown stereotypical portrayals of Native Americans displayed lower self-esteem, less pride in their community, and fewer achievement goals vs. Native Americans who didn’t see stereotypical portrayals
  • Study 1: Participants viewed Chief Wahoo, Pocahontas (both stereotypical portrayals), or negative statistics about the Native American community
    • Listed words that came to mind, then third party rated for positivity
    • 80% positive words for first two conditions → stereotypes don’t have to be negative (but it doesn’t mean they’re not harmful)
  • Study 2: Repeated Study 1 w/ a control
    • Measured self-esteem following manipulation: Control > Negative Statistics > Pocahontas + Chief Wahoo
    • Might describe latter two as positive but still lower self-esteem because it reminds them that they’re seen in stereotypical ways in society
  • Study 3: Repeated Study 2 w/ perceptions of community
    • Community worth following manipulation: Control > Negative Statistics > Pocahontas > Chief Wahoo
  • Study 4: Measuring achievement related possible selves with five conditions
    • Primed with images of stereotypical Native American chiefs + poster of Native American in an academic setting + control
    • Achievement related possible selves: Control > American Indian College Fund > Chief Images
    • Why did the college fund image not increase rating above controls? The text said “Have you ever seen a real Indian?” → cancelled out the effect by reminding people larger society sees them stereotypically
19
Q

bicultural identity integration (2)

A
  • Extent to which people see their two cultural identities as compatible or in opposition to each other
  • Hypothesis: most frame-switching among those high in bicultural identity integration because they can fluidly react to external cues in culturally consistent ways; happens to be the case
20
Q

Saad et al. (2012) (10)

(hint: bicultural creativity)

A
  • Bicultural experience enhances creativity
  • Experience of internalizing distinct cultural knowledge networks (i.e. sets of norms, values, and behaviours) allows biculturals to encode info in multiple ways → enhance recruitment of unconventional knowledge
  • 177 Chinese-American students at UC Davis; 75% born in USA
  • American primes: Statue of Liberty + Mount Rushmore
  • Chinese primes: Great Wall + opera
  • Bicultural primes: Great Wall + Statue of Liberty
  • Creativity: unusual uses test → list as many uses for a paperclip as possible
  • Mediated moderation: bicultural context → greater originality for high blendedness
    • Blendedness → (+)corr. w/ greater ideational fluency for bicultural vs. monocultural Chinese/Americans
  • Greater idea generation → enhanced creativity among certain biculturals
21
Q

Tadmor, Satterstrom, Jang, & Polzer (2012) (6)

(hint: diverse groups)

A
  • Measured participants’ multicultural experiences (countries lived in, exposure to non-American cultures, languages spoken)
  • Measured creativity both alone and in groups, “generate as many uses of a brick as possible”
  • Coded responses for fluency, flexibility, novelty
  • Individual creativity, averaged across the members of each dyad, positively predicted dyadic fluency, flexibility, and novelty
  • Even after controlling for this effect of individual creativity, individual levels of multicultural experience had a superadditive effect on dyadic creativity
  • Dyadic creativity was greatest when both dyadic partners had high levels of multicultural experience