Know Your Heritage: Exploring the Effects of Fit in Cultural Knowledge on Chinese Canadians’ Heritage Identification

In the present research, we introduce the notion of fit in cultural knowledge (FICK) – which we define as a match between the self and others in representing a cultural tradition. For ethnic minorities, FICK can be manifested in different degrees of matching their personal beliefs about their heritage culture with outgroup as well as ingroup beliefs about their heritage culture. We conducted two studies with the objective of exploring the potentially negative effects of FICK on Chinese Canadians’ heritage identification. In both studies, Chinese Canadian university students (N = 102; N = 156) indicated their personal beliefs about what values are normative in Chinese culture. Ingroup beliefs were assessed by beliefs about Chinese values that Chinese Canadians ascribed to their parents (Study 2), whereas outgroup beliefs were assessed by beliefs about Chinese values that were held by Euro-Canadians (Study 1) or that Chinese Canadians ascribed to Euro-Canadians (Study 2). The main findings based on a series of path models are as follows: (1) a stronger FICK generally predicted lower Chinese identification (centrality, ingroup ties, and affect), yet those negative effects were largely manifested in the openness to change versus conservation rather than in the self-transcendence versus self-enhancement value dimension. (2) The negative effects could be explained by Chinese Canadians’ experience of bicultural conflict (Study 1) and the frustration of continuity, meaning, and belonging identity motives (Study 2), suggesting that it matters which specific views of Chinese culture are matched in FICK. 3) Individuals who agreed with the perceived outgroup beliefs, and parental beliefs to a lesser extent, were more likely to apply the model minority stereotype to other Chinese Canadians (Study 2). Taken together, those findings demonstrate the challenges FICK presents to heritage identity maintenance among Chinese Canadian young adults. Implications for enculturation and cultural fit are discussed

To see ourselves as others see us”: On the implications of reflected appraisals for ethnic identity and discrimination

This study examined how immigrants' feelings of ethnic identity align with their . The results showed that both generations generally felt that they were regarded by both Chinese and Anglo Canadians as more Chinese than they felt themselves but indicated few discrepancies between self-and reflected appraisals of Canadian identity. Reflected appraisals were associated with the experience of personal discrimination only in the second-generation group. The discussion emphasizes the importance of a situational perspective on ethnic identity and underscores important differences between generational groups in their experience of identity and discrimination. Emigrating from one's home country and entering a new, unfamiliar one, entails adapting in many ways, including changing patterns of identificatio

Culture-level dimensions of social axioms and their correlates across 41 cultures

Leung and colleagues have revealed a five-dimensional structure of social axioms across individuals from five cultural groups. The present research was designed to reveal the culture level factor structure of social axioms and its correlates across 41 nations. An ecological factor analysis on the 60 items of the Social Axioms Survey extracted two factors: Dynamic Externality correlates with value measures tapping collectivism, hierarchy, and conservatism and with national indices indicative of lower social development. Societal Cynicism is less strongly and broadly correlated with previous values measures or other national indices and seems to define a novel cultural syndrome. Its national correlates suggest that it taps the cognitive component of a cultural constellation labeled maleficence, a cultural syndrome associated with a general mistrust of social systems and other people. Discussion focused on the meaning of these national level factors of beliefs and on their relationships with individual level factors of belief derived from the same data set.(undefined

Measuring collective action intention toward gender equality across cultures

Collective action is a powerful tool for social change and is fundamental to women and girls’ empowerment on a societal level. Collective action towards gender equality could be understood as intentional and conscious civic behaviors focused on social transformation, questioning power relations, and promoting gender equality through collective efforts. Various instruments to measure collective action intentions have been developed, but to our knowledge none of the published measures were subject to invariance testing. We introduce the gender equality collective action intention (GECAI) scale and examine its psychometric isomorphism and measurement invariance, using data from 60 countries (N = 31,686). Our findings indicate that partial scalar measurement invariance of the GECAI scale permits conditional comparisons of latent mean GECAI scores across countries. Moreover, this metric psychometric isomorphism of the GECAI means we can interpret scores at the country-level (i.e., as a group attribute) conceptually similar to individual attributes. Therefore, our findings add to the growing body of literature on gender based collective action by introducing a methodologically sound tool to measure collective action intentions towards gender equality across cultures

Measuring collective action intention toward gender equality across cultures

Collective action is a powerful tool for social change and is fundamental to women and girls’ empowerment on a societal level. Collective action towards gender equality could be understood as intentional and conscious civic behaviors focused on social transformation, questioning power relations, and promoting gender equality through collective efforts. Various instruments to measure collective action intentions have been developed, but to our knowledge none of the published measures were subject to invariance testing. We introduce the gender equality collective action intention (GECAI) scale and examine its psychometric isomorphism and measurement invariance, using data from 60 countries (N = 31,686). Our findings indicate that partial scalar measurement invariance of the GECAI scale permits conditional comparisons of latent mean GECAI scores across countries. Moreover, this metric psychometric isomorphism of the GECAI means we can interpret scores at the country-level (i.e., as a group attribute) conceptually similar to individual attributes. Therefore, our findings add to the growing body of literature on gender based collective action by introducing a methodologically sound tool to measure collective action intentions towards gender equality across cultures.info:eu-repo/semantics/acceptedVersio

Psychometric Properties and Correlates of Precarious Manhood Beliefs in 62 Nations

Precarious manhood beliefs portray manhood, relative to womanhood, as a social status that is hard to earn, easy to lose, and proven via public action. Here, we present cross-cultural data on a brief measure of precarious manhood beliefs (the Precarious Manhood Beliefs scale [PMB]) that covaries meaningfully with other cross-culturally validated gender ideologies and with country-level indices of gender equality and human development. Using data from university samples in 62 countries across 13 world regions (N = 33,417), we demonstrate: (1) the psychometric isomorphism of the PMB (i.e., its comparability in meaning and statistical properties across the individual and country levels); (2) the PMB’s distinctness from, and associations with, ambivalent sexism and ambivalence toward men; and (3) associations of the PMB with nation-level gender equality and human development. Findings are discussed in terms of their statistical and theoretical implications for understanding widely-held beliefs about the precariousness of the male gender role

Self determined motivation for language learning: The role of need for cognition and language learning strategies

Over the last decade, there has been a notable revival of scholarly interest in second language (L2) motivation (see Dörnyei 1998; Oxford 1996a). Since a number of critical reviews of the conceptual and empirical status of L2 motivation theory appeared in the early to mid-1990s (e.g., Crookes and Schmidt 1991; Dörnyei 1994; Oxford and Shearin 1994), several L2 theorists and researchers have made considerable advances in expanding on and complementing existing models of L2 acquisition (SLA; e.g., Clément 1980, 1986; Gardner 1985, 1988; Giles and Byrne 1982; Schumann 1978) by drawing on a variety of non-L2 motivational concepts from both educational and general psychology (see, e.g., Dickinson 1995; Dörnyei 1998; Noels 2001a, 2001b; Noels et al. 1999, 2000, 2001; Oxford 1996a; Tremblay and Gardner 1995; Williams 1994). The present study builds further on this body of work by examining the relations between a number of personality and motivational variables, namely, need for cognition (NC; Caccioppo and Petty 1982), self-determination (Deci and Ryan 1985), and language learning strategies (LLS; Oxford 1990), as well as these variables' relations to L2 achievement

Self determined motivation for language learning: The role of need for cognition and language learning strategies

Over the last decade, there has been a notable revival of scholarly interest in second language (L2) motivation (see Dörnyei 1998; Oxford 1996a). Since a number of critical reviews of the conceptual and empirical status of L2 motivation theory appeared in the early to mid-1990s (e.g., Crookes and Schmidt 1991; Dörnyei 1994; Oxford and Shearin 1994), several L2 theorists and researchers have made considerable advances in expanding on and complementing existing models of L2 acquisition (SLA; e.g., Clément 1980, 1986; Gardner 1985, 1988; Giles and Byrne 1982; Schumann 1978) by drawing on a variety of non-L2 motivational concepts from both educational and general psychology (see, e.g., Dickinson 1995; Dörnyei 1998; Noels 2001a, 2001b; Noels et al. 1999, 2000, 2001; Oxford 1996a; Tremblay and Gardner 1995; Williams 1994). The present study builds further on this body of work by examining the relations between a number of personality and motivational variables, namely, need for cognition (NC; Caccioppo and Petty 1982), self-determination (Deci and Ryan 1985), and language learning strategies (LLS; Oxford 1990), as well as these variables' relations to L2 achievement