Culturally responsive online design: learning at intercultural intersections

Abstract

This article presents evidence-based guidelines to inform culturally responsive online learning design in higher education. Intercultural understanding is now a recognised core learning outcome in a large majority of Canadian public universities; however, supporting design methodology is underdeveloped, especially in online contexts. Our search for valid intercultural learning design criteria began with two questions: What is the research evidence for learning design practices that support intercultural learning? In what ways do current course design rubrics address intercultural learning? For answers, first we explored recent literature reviews, articles, books, professional discourse on cultural aspects of learning, and the related internationalisation and Indigenous literatures on formal learning. Next, we examined three course design rubrics commonly used in Canada to identify practice supports and gaps in relation to the literature. Various research-indicated supports are present in these rubrics; however, major gaps include critical and holistic pedagogies, explicit intercultural learning outcomes, and intentional diversity group work. The proposed guidelines synthesise key research-indicated supports for intercultural learning and show how they can be integrated in core online course design components. The guidelines present a base for online design methodology to support intercultural learning and enable formative evaluation of pedagogy, learning activity and assessment applications.     

ESTIMATING WITHIN-HOUSEHOLD CONTACT NETWORKS FROM EGOCENTRIC DATA

Acute respiratory diseases are transmitted over networks of social contacts. Large-scale simulation models are used to predict epidemic dynamics and evaluate the impact of various interventions, but the contact behavior in these models is based on simplistic and strong assumptions which are not informed by survey data. These assumptions are also used for estimating transmission measures such as the basic reproductive number and secondary attack rates. Development of methodology to infer contact networks from survey data could improve these models and estimation methods. We contribute to this area by developing a model of within-household social contacts and using it to analyze the Belgian POLYMOD data set, which contains detailed diaries of social contacts in a 24-hour period. We model dependency in contact behavior through a latent variable indicating which household members are at home. We estimate age-specific probabilities of being at home and age-specific probabilities of contact conditional on two members being at home. Our results differ from the standard random mixing assumption. In addition, we find that the probability that all members contact each other on a given day is fairly low: 0.49 for households with two 0-5 year olds and two 19-35 year olds, and 0.36 for households with two 12-18 year olds and two 36+ year olds. We find higher contact rates in households with 2-3 members, helping explain the higher influenza secondary attack rates found in households of this size.     

Preschoolers' Beliefs About the Stability of Antisocial Behavior: Implications for Navigating Social Challenges

The relation between 3‐ to 5‐year‐old children's beliefs about sociomoral stability (the tendency for antisocial behavior to remain stable over time) and their reasoning about peer interactions was examined. Participants were 100 preschoolers enrolled in a Head Start program. Children who endorsed sociomoral stability beliefs were less likely than their peers to make prosocial inferences, were rated by their teachers as less likely to engage in prosocial behavior, and were more likely to endorse the use of aggression to solve conflict with peers. These findings suggest that as early as preschool, children have general patterns of beliefs about the stability of antisocial behavior that predict a tendency to de‐emphasize prosocial strategies that can mediate social challenges.     

Modesty can promote trust: Evidence from China

When people let others know about their accomplishments, they can improve their social standing, but doing so may also have a cost, especially within social environments in which there is great emphasis on the value of modesty. One particular downside of self‐promotion, the risk of being seen as untrustworthy, was examined among children in China. Across three studies, children ranging in age from 7 to 11 years (total N = 251) judged the trustworthiness of protagonists who exhibited either modesty or immodesty. In Study 1, protagonists who told lies in the service of modesty were judged as more trustworthy than those who told lies to avoid getting into trouble. In Study 2, protagonists who demonstrated modesty were rated as trustworthy, but those who demonstrated immodesty were not. Study 3 showed that the positive implications of modesty for trust are specific to downplaying one’s own accomplishments and do not extend to downplaying the accomplishments of a peer. Taken together, the results suggest that for children in China, the level of modesty serves as a cue about which people can be trusted.     

Preschoolers' Ability to Make Dispositional Predictions Within and Across Domain.

Although children over eight years of age appear to view others in dispositional terms, findings for children of kindergarten age are mixed. Few studies have examined dispositional thinking in children younger than kindergarteners. The present studies addressed two questions about trait conceptions in 4- and 5-year-old preschoolers'. (1). Do children of this age use past behaviors to predict future behavior si (2) Do they show evidence of global evaluative thinking, such that they generalize information about behavior in one domain to make predictions in other domains'? Three studies of 4- and 5-year-old preschoolers addressed these issues by presenting information about individuals' behavior in the target domain of sociomoral goodness, and asking subjects to predict the protagonists' future behaviors with regard to goodness, intelligence, and athletic skill. Study 1 focused on children's predictions for highly familiar fairy-tale characters, whereas Studies 2 and 3 required children to make predictions for unfamiliar characters. Studies 1 and 2 utilized a dichotomous choice task for assessing predictions, and Study 3 employed a quantitative rating procedure. The results of the three studies converged and suggested that preschoolers can use past behaviors to predict future behaviors. Children showed some evidence of global thinking and also some evidence of differentiation across distinctive domains.     

Children's Self-esteem and Moral Self: Links to Parent–Child Conversations Regarding Emotion

The current study has two aims: (1) to examine associations between the emotional content of parent–child past event conversations and two aspects of children's self‐concept—moral self and self‐esteem; and (2) to examine the degree to which talk about past events is uniquely associated with self‐concept when compared with talk about ongoing events and situations. Fifty‐one five‐ and six‐year‐old New Zealand children and their parents discussed four emotional past events and two ongoing conflicts. Children's moral self, self‐esteem and language ability were also assessed. When parents referred to a greater number of positive emotions and evaluations, regardless of conversation type, their children had higher self‐esteem. Past event talk also uniquely predicted children's self‐esteem: Parents who used more explanations during conversations regarding past negative emotions, and more explanations and confirmations of past positive emotions, had children with higher self‐esteem. We discuss these results with respect to an autobiographical memory approach to self‐concept development.     

Differences in Understanding Generation in the Workforce

From an analysis of two age diverse samples in which we explored the ways “generation” is understood in the workforce, we make several contributions to generational research. First, we propose new conceptualizations on generations in the workforce. They are: contribution (a generation is defined based on the impact its members make on society or organizations) and generation as an ambiguous or irrelevant concept (generational categories are meaningless or inconsequential). Second, we note that individuals draw on a combination of multiple understandings of generations, making each person’s understanding unique and nuanced. Third, though most of our study participants leveraged age in their definition of generation, they did so in different ways. Fourth, we discuss outcomes of different understandings of generation, including conflict and identity work.     

Psychosocial Anatomy of the Catholic Sexual Abuse Scandal

As the sexual abuse scandal in the Catholic Church captured headlines throughout 2002 and into 2003, many within the Church and outside of it tried to understand how it all had happened. Perhaps understandably, there was a temptation to keep it simple, to find one or two identifiable, easily grasped causes for the crisis. Despite the allure of simple answers, however, it must be recognized that the root causes of the crisis are embedded in an intricate matrix of power relationships, traditions, and teachings that, in combination, rendered the abuse scandal almost inevitable. Further, every constituency within the Church–bishops, abusing priests, rank-and-file priests, and the laity, as well as the Vatican and Pope John Paul II–share varying degrees of accountability for tolerating decades, if not centuries, of sexual abuse of the Church's young. This article introduces a comprehensive view of the underpinnings of the scandal.     

Messiahs, Pariahs, and Donors: The Development of Social Representations of Organ Transplants

This longitudinal, qualitative study investigated the genesis and transformation of the social representations of organ transplants. A search of the West Australian newspaper, from 1954 to 1995 found 672 articles pertaining to organ transplants. Two distinct, but conflicting, representations emerged in the analyses. In the first representation, found from 1967/68, the surgeon was paramount and organ transplants were iconised as 'spare part surgery'. In the second representation, found from 1984/85, the role of the donor was emphasised and transplants iconised as a 'gift of life'. Both representations were discernible in 1994/95. We consider the question whether there are now two conflicting representations or one representation with two conflicting sets of beliefs at its core. The results are discussed in terms of anchoring, objectification, transformation, and structure, as well as Moscovici's (1993) notion of canonic themata.     

The Symmetry and Asymmetry of Cultures: A Point of Departure for Bicultural Psychotherapy

The we-self and I-self relationships of the Asian and Western cultures, respectively, are examined from the perspectives of two creation myths, asymmetrical and symmetrical modes of thought, and an example of bicultural therapy.