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PSYC 307 > L31-L33 > Flashcards

L31-L33 Flashcards

1
Q

What predicts lower suicide rates among Indigenous youth?

A
  • cultural continuity: the opportunity to connect with their cultural heritage
  • e.g. self-government, land claims, education, health services, cultural facilities, police/firemen

cultural factors have an additive effect on improving mental health

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2
Q

Arends-Tóth & Van de Vijver’s model of acculturation

A
  • cultural continuity > heritage identification > psychlogical outcomes
  • mainstream discrimination > mainstream identification > psychological outcomes and cultural competence
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3
Q

Acculturation

A

people from different cultural groups being in continuous first-hand contact creates change in one or both groups

regardless of which group is dominant vs. non-dominant

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4
Q

3 possible outcomes of group-level acculturation

A
  1. destructive
  2. reactive
  3. creative

none are inherently positive or negative

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5
Q

Destructive

outcome of group-level acculturation

A

loss of culture through absorption or elimination due to continuous contact with another cultural group

e.g. Indigenous languages (lost due to residential schools), Chinese foot binding (lost due to intervention of Western missionaries)

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6
Q

Reactive

outcome of group-level acculturation

A

groups re-establish their original cultures by revitalizing or reaffirming them

e.g. language schools, Squamish houses

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7
Q

Creative

outcome of group-level acculturation

A

new cultures or cultural information emerge through interactions between the original cultures

e.g. spam musubi combines Samoan, Japanese, and American cultures

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8
Q

Goal of 4 strategies for individual-level acculturation

A

strategies reflect how people reconcile norms and values of their culture of origin and the culture of the dominant society

integration, assimilation, separation, marginalization

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9
Q

Mutual exclusion model

unidimensional model of individual-level acculturation

A

the adoption of dominant norms and values is inversely related to the retention of original norms and values

  • Assimilation: adopting mainstream culture and rejecting heritage culture
  • Separation: rejecting mainstream culture and retaining heritage culture
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10
Q

Integration

bidimensional model of acculturation

A
  • strongly identifies with both cultures
  • participates in host culture and maintains traditions of heritage culture
  • most successful strategy (more social support)
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11
Q

Assimilation

bidimensional model of acculturation

A
  • strongly identifies with mainstream culture but not with heritage culture
  • participates in host culture and leaves behind traditions of heritage culture
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12
Q

Separation

bidimensional model of acculturation

A
  • strongly identifies with heritage culture but not with mainstream culture
  • ignores host culture and maintains traditions of heritage culture
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13
Q

Marginalization

bidimensional model of acculturation

A
  • not identified with either culture
  • least common strategy
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14
Q

Predictors of the 4 acculturation strategies

A
  • increased prejudice from host = increased separation
  • decrease in migrants’ socioeconomic status = increased marginalization or separation
  • host values cultural diversity and multiculturalism = increased integration or assimilation

lower SES entails contempt from the mainstream society (which predicts separation) but also contempt from higher SES co-ethnics (which predicts marginalization)

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15
Q

What caused radicalization among Muslim Europeans?

A
  • prejudice against Muslim migrants led them to engage in extremist radicalization
  • e.g. socioeconomic marginalization, lack of education, etc.

they seek an for identity and connection elsewhere, and adopt extreme beliefs to justify violence

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16
Q

Global orientation

A
  • individual differences in receptiveness (i.e. attitude) to cultural globalization
  • can be affective, cognitive, and behavioral
17
Q

Affective, cognitive, and behavioral aspects of proactive responses

a global orietation

A

receptive to acquiring new cultures
* appreciate cultural diversity (A)
* diverse knowledge of other cultural groups (C)
* learn languages and norms of other cultural groups (B)
* social contact with cultural others (B)

18
Q

Affective, cognitive, and behavioral aspects of defensive responses

a global orientation

A

focus on affirming one’s ethnic culture
* uneasy about cultural interactions (A)
* belief in superiority of one’s own cultural group (C)
* insist on sticking to norms of ethnic culture (B)
* no attempt of social contact with cultural others (B)

19
Q

Benefits of proactive responses for mainstream society vs. migrants

global orientation

A

mainstream society
* more tolerance for other cultural groups
* more frequent, pleasant intercultural contact

migrants
* perceive less discrimination
* better acculturation outcomes (psychological well-being and cultural competence)

whereas defensive responses lead to greater acculturative stress

20
Q

5 impacts of globalization

A
  1. self-identity
  2. quality of life
  3. mental health
  4. interpersonal relationships
  5. environment
21
Q

Impact of globalization on self-identity

A
  • primarily based on traditional theories of the self (e.g. personality traits, individual characteristics)
  • with increasing globalization, necessary to understand characteristics of cultures embodied by individuals (e.g. in/interdependence, holistic vs. analytic thinking)

i.e. focus on individual differences within contexts

22
Q

Cultural fit

impact of globalization on self-identity

A

cultural context emphasizes the same characteristics that a person has

23
Q

Third culture kids

impact of globalization on self-identity

A
  • develop a whole new cultural perspective
  • lack of rooted sense of belonging in a particular country (i.e. feel like outsiders)
  • belong more strongly to relationships and as a citizen of the world than to countries
  • chameleon-like interactions (i.e. changing identities)

vs. first culture (heritage culture) and second culture (heritage culture and another culture) kids

24
Q

How do third culture kids have chameleon-like interactions?

A
  • difficulty finding people who understand their experience and can affirm their identity
  • identity often not fixed, instead highly fluid and adaptive
  • adopt marginalization as acculturation strategy
25
Q

Deterritorialization of information

impact of globalization on quality of life

A
  • engagement in global and local networks of information
  • sense of subjective overload
  • absent-present: physically present but psychologically disengaged in a virtual realm
26
Q

PTSD after 2004 Southeast Asia tsunami

impact of globalization on mental health

A
  • around 200k people dead from across 15 countries
  • areas flattened, immense environmental and cultural damage
27
Q

How did Western counselors respond to PTSD of locals?

2004 Southeast Asia tsunami

A
  • knew little about the region and didn’t consult with local informants
  • assumed universality of trauma responses
  • ignored established cultural traditions regarding traumatic events
28
Q

Western response to traumatic events

A
  • centered around damage to individual psyche, which results in social consequences
  • associated with fear, anxiety, other emotional consequences
  • must discuss experience of traumatic event instead of avoiding it

e.g. Westerners were unprepared for the resilience of Sri Lankans and claimed many were in denial

29
Q

Sri Lankan response to traumatic events

A
  • centered around damage to social relationships
  • associated with physical ailments (e.g. joint pains, muscle aches)
  • negative social consequences as a source of distress
  • use of cultural mechanisms to discuss traumatic events using euphemisms

e.g. Hindu and Buddhist beliefs helped promote resilience

30
Q

What should be considered about Western models of mental health?

A
  • must learn about local culture (e.g. needs, customs)
  • insistence on Western therapy harms effective cultural systems and Indigenous ways of thinking
  • psychological conditions contain cultural meaning, embedded in cultural systems
31
Q

Impact of globalization on intergroup relations

A
  • increased globalization = increased intergroup contact
  • increased likelihood of intergroup conflict (especially when groups see their culture threatened)
  • more countries involved in conflicts and consequences affect more countries (e.g. refugee crisis)
32
Q

Climate change

impact of globalization on the environment

A
  • rising temperature predicts high levels of interpersonal aggression (e.g. short temper, hot-headedness)
  • natural disasters and trauma
  • increased intergroup conflict over natural resources

non-industrialized nations are less complicit but are more impacted than industrialized nations

33
Q

Essentialism

A
  • objects in the world exist in fundamentally different categories
  • some “essence” underlies fundamental differences
34
Q

Genetic essentialism

A

the “essence” that separates beings into fundamentally different categories are ultimately because of genes

leads to the attribution of cultural differences to genes and the perception of cultural groups as wholly irreconcilable

35
Q

What outcomes is genetic essentialism associated with?

A
  • social dominance orientation: belief that some groups are naturally better than others (e.g. racial hierarchies)
  • sexism: men and women have fundamentally different traits, thus they have fundamentally different roles in society
  • racism

PSYC 307 (11 decks)

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