Return these studies to all studies after 12IB exams - sociocultural Flashcards
Martin and Halvorson (1983)
Concept: Children have mental representations, or gender schemas, that outline what is appropriate for boys and girls. These schemas influence their attention, interactions, and memories regarding gender-related activities and attributes.
Study Aim: Investigate if children aged five to six would experience memory distortion based on their gender schemas.
Method: Children were shown pictures of males and females engaged in activities that either aligned with or contradicted traditional gender roles (e.g., a girl playing with a doll vs. a girl with a toy gun). They were asked to recall these images one week later.
Findings:
Memory Distortion: Children distorted memories of activities inconsistent with their gender schemas, often recalling a girl with a toy gun as a boy.
Schema Confirmation: More details were remembered accurately when activities matched gender schemas, indicating that children actively seek and confirm information that aligns with their existing gender beliefs.
This study supports the idea that gender schemas shape children’s perceptions and memories, influencing how they view themselves and their roles.
Hilliard and Liben (2010)
Hilliard and Liben (2010)
Aim: Examine how social category salience influences stereotype development and inter-group behavior in preschool children.
Participants: 57 children (ages 3-5) from two preschools with equal gender representation.
Procedure:
Design: Pre-test/post-test.
Pre-test: Children completed a gender attitude test (POAT-AM) to assess “gender flexibility.”
Conditions:
High Salience: Children lined up by gender and teachers used gender-specific language.
Low Salience: Control group with no specific gender instructions.
Duration: 2 weeks.
Results:
Post-test: Significant decrease in “both” responses in the high salience condition, indicating increased gender stereotypes.
Reduced playtime with opposite-gender peers in the high salience condition.
Charlton et al (2002)
Aim: To investigate the effects of television on children’s behavior in St. Helena after its introduction.
Method: Researchers compared children’s behavior before and after television was introduced.
Results: No significant increase in aggression or antisocial behavior was observed post-introduction.
Conclusion: Suggested that television may not directly affect behaviour in isolated communities, highlighting the role of cultural and social factors in media influence.
Berry (1967)
Aim: Measure conformity in collectivistic vs. individualistic societies using the Asch Paradigm.
Participants:
Temne: 122 (Traditional: 90, Transitional: 32)
Inuit: 122 (Traditional: 91, Transitional: 31)
Scots: 122 (Rural: 62, Urban: 60)
Method: Participants matched lines with group influence; native language instructions provided.
Results:
Temne: High conformity (Traditional: 9.04, Transitional: 8.61).
Inuit: Low conformity (Traditional: 2.75, Transitional: 2.25).
Scots: Moderate conformity (Rural: 4.00, Urban: 3.85).
No significant differences between traditional and transitional participants.
Conclusion: Temne (collectivistic) showed higher conformity than Inuit (individualistic) and Scots, regardless of exposure to Western culture.
Lueck and Wilson (2010)
Aim: Investigate predictors of acculturative stress in a nationally representative sample of Asian immigrants and Asian Americans.
Sample: 2,095 participants, including first-generation immigrants and US-born individuals from various Asian backgrounds (e.g., Chinese, Filipino, Vietnamese).
Method:
Semi-structured interviews conducted online and in-person by culturally competent interviewers.
Assessment of acculturative stress alongside factors like language proficiency, discrimination, social networks, family cohesion, and socioeconomic status.
Findings:
Acculturative Stress: 70% of participants reported experiencing acculturative stress.
Bilingualism: Preference for using both languages lowered stress; English-only preference increased it.
Discrimination: Negative treatment significantly raised stress levels.
Family Cohesion: Shared values and beliefs within families contributed to lower stress.
Economic Satisfaction: Greater satisfaction with economic opportunities was associated with reduced stress.
This study highlights the multifaceted nature of acculturative stress and the importance of social and cultural factors in the immigrant experience.
Norasakkunkit and Uchida (2014)
Aim: To explore the factors contributing to social isolation syndrome using Berry & Sam’s acculturation model.
Method:
Sample: 195 Japanese university students.
Participants were assessed for risk of social isolation syndrome and their attitudes toward social harmony and conformity.
Tests measured perceptions of their current and ideal selves, as well as local (collectivist) and global (individualistic) identities.
Findings:
Both high-risk and low-risk groups acknowledged the value of social harmony in Japanese society.
High-risk students perceived social harmony and conformity as less desirable compared to low-risk peers.
High-risk students scored lower on both local and global identity measures, indicating a disconnect from cultural norms and the global community.
Conclusion: The cultural emphasis on conformity may alienate some Japanese youths, leading them to withdraw from society without fully engaging with global cultural values.
Becker et al (2002)
Aim: Investigate the impact of Western media on eating habits in Fiji.
Method:
Design: Natural experiment, prospective study.
Participants: Nadroga province residents, with no TV access until 1995.
Surveys: Conducted in 1995 and 1998, along with semi-structured interviews to confirm symptoms.
Results:
Initial rate of girls reporting vomiting to control weight: 3% (1995).
Rate increased to 15% by 1998.
Conclusion: Strong link between Western media exposure and negative eating habits in Fiji.
Fagot (1978)
Sample:
24 families (12 boys, 12 girls)
Children aged 20-24 months, all white
Procedure:
Five 60-minute observations over five weeks
Checklist of 46 child behaviors and 19 parental reactions
High inter-coder reliability established
Findings:
Boys left alone more than girls
Positive responses for boys with blocks; negative for girls
More positive responses for girls with dolls; negative for boys
Parents criticized girls in active play
Favorable responses for girls asking for help; negative for boys
Unconscious biases favoring same-sex behaviors
Conclusion:
Parents show differential responses based on gender, indicating biases in socialization.
Lueck and Wilson (2010)
Aim: Investigate predictors of acculturative stress in a nationally representative sample of Asian immigrants and Asian Americans.
Sample: 2,095 participants, including first-generation immigrants and US-born individuals from various Asian backgrounds (e.g., Chinese, Filipino, Vietnamese).
Method:
Semi-structured interviews conducted online and in-person by culturally competent interviewers.
Assessment of acculturative stress alongside factors like language proficiency, discrimination, social networks, family cohesion, and socioeconomic status.
Findings:
Acculturative Stress: 70% of participants reported experiencing acculturative stress.
Bilingualism: Preference for using both languages lowered stress; English-only preference increased it.
Discrimination: Negative treatment significantly raised stress levels.
Family Cohesion: Shared values and beliefs within families contributed to lower stress.
Economic Satisfaction: Greater satisfaction with economic opportunities was associated with reduced stress.
This study highlights the multifaceted nature of acculturative stress and the importance of social and cultural factors in the immigrant experience.
Miranda and Matheny (2000)
Aim: To identify factors that reduce acculturative stress among Latino immigrants in the U.S.
Method:
Sample: 197 Latino immigrants from two social services agencies.
Tools: Questionnaires and standardized tests assessing family cohesion, acculturation, acculturative stress, and coping strategies.
Findings:
Key factors reducing acculturative stress included:
Effective coping strategies.
Good proficiency in English.
Strong family structure.
Longer duration of stay in the U.S. correlated with lower stress and higher acculturation levels.
