Intercultural consolidation: exploring the experiences of internationally qualified social workers and the English post-qualifying framework

The increasing movement of social workers from one country to another, especially with the expansion of the European Union, appears likely to pose a number of challenges to host countries in terms of receiving, supporting and developing social workers who trained in other countries. This paper explores the provision of a post-qualifying ‘consolidation’ module to a group of 15 internationally qualified social workers and evaluates both the student experience and the cultural challenges faced by individual social workers who came to practise in England after qualifying in their home countries. These social workers undertook the module at the University of Greenwich in London, England, and were selected for this as a part of a project with two London boroughs. Factors which have an important influence on successful ‘settlement’ into a new role and culture are discussed and analysed. It is argued that the provision of post-qualifying training can be a key part of the acculturation process but timing and other factors need to be considered. The paper explores what was learned from the project and its evaluation about the experiences and support needs of internationally qualified social workers. The project took place in 2007–2008 and was evaluated by students, the teaching team, stakeholders from services and service users.     

Arguments for Testing Ethnic Identity and Acculturation as Factors in Risk Judgments

Understanding of risk views in multiethnic societies and in a globalizing world may be enhanced by use of measures of ethnic identity and acculturation. Ethnic identity includes such attributes as positive attitudes about one's ethnic group and a sense of belonging to it, voluntary and frequent association with other ethnic group members, and ethnic practices (preferred music, food, language; attendance at ethnic festivities). Acculturation is absorption of the "host" society's cultural norms, beliefs, attitudes and behavior patterns by immigrants, or by other groups historically excluded from the larger society. Both generic and ethnicity-specific measures of these concepts are available in the literature. This Perspective reviews the literature on risk implications of these concepts, how the nature of these measures presents both opportunities and challenges to risk researchers, and the degree to which ethnic identity and acculturation may be correlated with sociodemographic factors. Conceptual and methodological suggestions are made for risk research using these concepts, and hypotheses are offered about what such research might find.     

Ethnic Validity: A Model for Families on Uncharted Seas

This paper provides an ethnic validity framework as a model for conceptualizing and understanding the lives of ethnic minority families and the individuals in them. It outlines the ecological context of minorities (nonculture-defining groups) in a culture defined and dominated by a culture-defining group majority. Cross-ethnic/racial and cross-cultural studies organized around themes of acculturation and psychosocial competence are cited to substantiate the utility of this model. Their findings also provide a basis for outlining individual, family, and societal intervention approaches which can facilitate each group’s ethnic validity and lead to a culturally diverse society which is more equitable for all of its members.     

The Function of Acculturation and Collective Self-Esteem on Prejudicial Attitudes among Vietnamese American Young Adults

ABSTRACT

This study examined the influence of collective self-esteem and acculturation on prejudicial attitudes in a sample of Vietnamese American young adults. A total of 122 college students from a public university in Southern California were given the Collective Self-Esteem Scale, the Vietnamese Acculturation Scale, and the Quick Discrimination Index. Results suggest that students who were more involved in U.S. culture and had both higher public collective self-esteem (i.e., the belief that their cultural groups were perceived positively by others) and higher private collective self-esteem (i.e., the individuals' private evaluation about their cultural groups) tended to have fewer prejudicial attitudes. Interestingly, results also reveal that students who were more involved in Vietnamese culture and had higher membership collective self-esteem (i.e., the belief in how well they perform in their cultural groups) tended to have more prejudicial attitudes. The implications of the findings are discussed.     

Hispanic Acculturation Index: Advancing Measurement in Acculturation

Hispanics experiences with cultural change are particularly important given its relationship with individual and family functioning. The current study attempts to improve the acculturation scale sensitivity by expanding response options, adding item content emphasizing cultural values, and improve scale orthogonality consistent with existing theory. Results indicate acceptable reliability for the Hispanic Acculturation Index Hispanic (HAI-H; α = .93) and White American Scales (HAI-WA; α = .88) with adequate model fit. Strong correlations between ethnic identity and the HAI-H (r = .83, p < .01) and HAI-WA (r = .61, p < .01) and a non-significant relationship with a measure of social support provided evidence supporting the scales' construct validity. Moreover, ethnicity was a statistically significant variable for HAI-H (β = .77, p < .01) and HAI-WA (β = .53, p < .01) scores.     

Acculturation and Depressive Symptoms in Mexican American Couples

SUMMARY

Despite interest in examining the relationship between acculturation and depressive symptomatology among Latinos, limited attention has been given to these factors within the context of the Latino marital environment. The present study examines the role of acculturation in determining depressive symptoms among 173 married, Mexican American (MA) couples who participated in the 1992 Health and Retirement Survey, Wave I, while holding relevant variables (i.e., age, years of formal education, logged lower body difficulties, logged household income, logged household net worth, and logged household size) constant.

Aspects of acculturation are measured both at the individual level (language used during interview and nativity) and couple level (dyad concordance on language preference and nativity). Multilevel analysis revealed significant correlation between spouses' depressive symptomatology (intraclass correlation, ρ = .41), suggesting that the study of depressive symptoms in MA couples requires attention to their interpersonal contexts. Contrary to expectation, acculturation, logged household size, and socioeconomic variables (education, logged household income, and logged household net worth wealth) were not significantly associated with depressive symptoms. Age and logged lower body disability were significantly associated with depressive symptoms. Discussion focuses on the importance and challenge of assessing acculturation when exploring risk and protective factors on depressive symptomatology among mid-life and older MA couples.     

Acculturation and crime: Protecting the male and female offspring of U.S. immigrants against future arrest and incarceration

ABSTRACT

The purpose of this study was to assess the effect of acculturation on future criminality in the children of immigrants. This research question was explored in 3,211 children of immigrants (1,468 boys and 1,743 girls) whose parents had immigrated to the United States. Analyses revealed that longer residence at the time of initial interview (mean age = 14 years) predicted an increased rate of arrest and incarceration five to ten years later. On the other hand, childhood identification as an American predicted decreased risk of arrest and incarceration. Both findings were restricted to boys. These results suggest that the male offspring of U.S. immigrants are affected in both positive and negative ways by the acculturation experience and that while passive domains of assimilation (time spent in the U.S.) may place the offspring of immigrants at increased risk for future criminality, certain active domains (identification as an American) may do just the opposite.     

Acculturation among Mexican-heritage preadolescents: A latent class analysis

This study applies advanced conceptualization and measurement to an analysis of acculturation among 1632 Mexican-heritage preadolescents. We assessed whether - and how - multiple measures combine to form a latent acculturation construct that groups individuals into classes; and determine how many and what classes (or types) of acculturation are experienced by this sample of 5th graders. Measures included attitudinal, behavioral, and linguistic acculturation, generation status, time in the US, ethnic identification, and contact with the culture of origin. The analysis identified five classes of acculturation, differing in size and characterized by specific measures of acculturation: less acculturated, moderately bicultural, strongly bicultural, highly acculturated, and marginalized. Although most youths fell into the first four classes, consonant with their exposure to American society, a small minority of youths fell into the last class. Despite substantial exposure to US culture and recent exposure to Mexican culture, these youth showed little affinity for either culture.     

When in Rome: Intercultural learning and implications for training

Learning requires acquiring and using knowledge. How do individuals acquire knowledge of another culture? How do they use this knowledge in order to operate proficiently in a new cultural setting? What kinds of training would foster intercultural learning? These questions have been addressed in many literatures of applied and basic research, featuring disparate concepts, methods and measures. In this paper, we review the insights from these different literatures. We note parallels among findings of survey research on immigrants, expatriate managers, and exchange students. We also draw on experiment-based research on learning to propose the cognitive processes involved in intercultural learning. In the first section, we focus on acquiring cultural knowledge, reviewing longstanding literatures on immigrant acculturation and expatriate adjustment investigating antecedents of intercultural adjustment and performance. In the second section, we focus on displaying proficiency, examining how newcomers to a cultural setting deploy their knowledge of it in order to adjust their behavior and judgments. We draw upon findings about individual differences and situational conditions that predict performance to suggest training for optimal use of cultural knowledge by adapting behaviors and judgments according to situational factors.