网络暴力游戏涵化青少年的传播学解析

网络游戏已经成为青少年最喜爱的娱乐方式之一,而网络暴力游戏的盛行,对尚处于青春期的青少年的成长和发展有着不容忽视的影响。研究表明,随着接触网络暴力游戏时间的增长,青少年对暴力行为的赞成度会有所提高,也更易产生暴力情绪,同时考察了网络暴力游戏对青少年的涵化效应,即曲解暴力符号、宣泄权力欲望,以便得到心理上的满足和认同。同时分析了网络暴力游戏的盛行原因、传播现状和发展趋势,解析了网络暴力游戏涵化青少年的传播理论基础。     

Work and occupational profile of Eastern African immigrants in the United States: a historical overview

This paper discusses the trends and patterns of emigration from Eastern Africa, otherwise known as the Horn of Africa. In particular, the paper focuses on the countries that collectively account for most African immigrants to the United States (US), namely Eritrea, Ethiopia, Sudan, and Somalia. Using a review of literature, the paper provides some explanation of the history of immigration from East Africa to the US, and an examination and discussion of the root causes, the trends, and patterns resulting in refugees and immigration to the country. An explanation of the causes for this is offered by drawing connections to the work and occupational profiles of these immigrants, once they are in the US, within a historical context. This historical perspective analysis paves the way for more research on immigration and HRD.     

两代农民工文化适应的逻辑比较与实证研究

两代农民工从乡土社会步入城市社会。不仅要适应城市的物质生活,同时也需要适应城市文化。但是,对于城市文化与乡土文化．两代农民工表现出了不同的适应逻辑。第一代农民工以人和土地的直接联系为基础建立了一整套规则。他们步入城市后,跨越空间阻挠,复制和移植了这种乡村规则和文化理念,仍然过着“文化内卷”的生活：而新生代农民工进入城市文化场域之后,打破了人与土地生息萦绕的轮回情结,通过文化适应层面的层层努力,实践中不断反省和试错,获取并内化了城市的文化符号,进而形成了某些惯习,“去内卷化”特征较为明显。     

Immigrant students and their teachers – exploring various constellations of acculturation orientations and their impact on school adjustment

ABSTRACT

The present study examined what impact various constellations of acculturation orientations of immigrant students and their teachers have on the students’ school adjustment. For this purpose, the study analysed the acculturation orientations of 1106 5th graders and their class teachers in Switzerland. Using multiple regression analysis, we found that immigrant students were more satisfied at school if their teachers had similar attitudes about cultural assimilation and cultural diversity and could, thus, be said to have congruent acculturation orientations. With respect to students’ academic self-concept, immigrant students with a minority orientation whose teachers value cultural diversity including the heritage culture of their students showed a lower academic self-concept despite matching acculturation orientations. We interpret this result as a dilemma of teachers between the endeavour to develop culturally sensitive attitudes and behaviours and the risk to create stereotype threat and its negative effects through addressing cultural differences. Furthermore, a mismatch between the students’ (bi-)national identification at school and the teacher’s perception of the student as an immigrant or a native-born student could be shown to have adverse effects on the academic self-concept in the group of students with older teachers (50+ years).     

‘No more Turkish music!’ The acculturation strategies of teachers and ethnic minority students in Flemish schools

ABSTRACT

While considerable research has focused on the process and factors affecting acculturation, there is little research that investigates how members of minority and majority groups define acculturation in educational settings. Ethnographic research and qualitative interviews in three secondary schools in Flanders (Belgium) show that teachers and ethnic minority students have different ideas and expectancies regarding the concept ‘integration’, which appears to affect student–teacher relationship. Berry et al.’s [1989. “Acculturation Attitudes in Plural Societies.” Applied Psychology: An International Review 3 (2): 185-206. doi:10.1111/j.1464-0597.1989.tb01208.x.] acculturation orientations are used as a theoretical template to analyse teachers’ and ethnic minority students’ discourses about acculturation. Analyses reveal that students of immigrant descent perceive acculturation mainly in terms of the establishment of intergroup contact. In contrast, teachers find it harder to disconnect cultural maintenance from contact and participation. By suggesting some form of cultural adoption, teachers hope to socialise their ethnic minority students into the culture of the dominant ethnic group and prepare them for their future. These distinct interpretations of ‘integration’ in everyday life (which actually refers to acculturation) often leads to misunderstandings between ethnic minority students and their teachers, even to conflict, as many students feel that their cultural background is disparaged and not fully valued in school.     

Acculturation Status and Substance Use Prevention with Mexican and Mexican-American Youth

SUMMARY

This study examined whether language preference, as an indicator of acculturation, moderated the effects of a culturally grounded substance use prevention intervention for Mexican and Mexican American middle school students (N = 2,146) in Phoenix, Arizona. The main hypothesis was that levels of program effectiveness would vary based on the language preference of the students and the specific culturally grounded version of the intervention they were assigned. Findings show that matching language preference to particular versions of the intervention did not influence substance use related program outcomes, but that overall program effects (intervention versus control) did vary by language preference. English-language dominant participants, the most at risk sub-group, responded more positively to the intervention, while Spanish dominant, who had low substance use rates at baseline, and bilingual participants did not demonstrate significant differences between the intervention and control groups. Implications for school social work prevention interventions and prevention science in general, are discussed.     

Sex Guilt and Culture-Linked Barriers to Testicular Examinations

ABSTRACT

This study explored the role of sex guilt in the relationship between culture and testicular self-examination (TSE) and physician testicular examination (PTE) in Euro-Canadian and Chinese men. Euro-Canadian (n = 42) and Chinese (n = 77) male university students completed online questionnaires. Euro-Canadian men were more likely to have had TSE and PTE than Chinese men. Sex guilt was higher in Chinese men. Sex guilt mediated the relationship between ethnicity and PTE but not the relationship between ethnicity and TSE. Among the Chinese men, sex guilt mediated the relationship between Westernization and PTE but not between Westernization and TSE.     

Love,Safety, and Companionship: The Human-Animal Bond and Latino Families

A survey found that 69.2% of a sample of 208 Latino university students in south Texas owned companion animals. Dogs were the most commonly owned companion animals, and 92% of dog and cat guardians regarded their companion animals as family members. Over 80% of the dog and cat guardians specified companionship and unconditional love as benefits offered by their animals. Eighty-six percent of dog guardians, compared to 44% of cat guardians, received a sense of safety from their animals. Assessment of the role of a companion animal in a family should guide a practitioner's decision about whether and how to include the animal in therapeutic interventions.     

Gender Differences in Social Acculturation and Social Capital in Determining Marital and Parental Role Expectations Among People of Mexican Descent

Men and women experience acculturation differently, creating acculturative gaps that may affect traditional family role expectations. In the current study, additive moderation between social acculturation, bonding social capital, and gender in relationship to marital and parental role expectations was explored among Mexican Americans (N = 314). The results indicate that when bonding social capital is at low to moderate levels, women are more committed to marital and parental roles and report more marital reward value as social acculturation increases. However, as bonding social capital and social acculturation increase, women report less marital reward value and marital and parental commitment. The size and quality of personal networks among Mexican American men and women appear to relate to social acculturation’s conditional relationship to family role expectations.     

An experimental study of the acceptance of a foreign newcomer into a workgroup

We examine the acceptance of a foreign newcomer into a local workgroup. Using Social Identity and Acculturation theories, we try to identify factors that help a foreign newcomer gain acceptance of a host group. We test the model using a group-level policy-capturing technique. Our results indicated that a workgroup's attitude towards a foreign newcomer was influenced by socially attractive behaviors of the newcomer, the apparent sincerity of such behaviors, the group's culture on the individualism dimension, cultural similarity between the newcomer and the group, and cultural intelligence of the newcomer as reflected in the individual's reputation of establishing a relationship with his/her host culture.