Are we facing a “causality crisis” in acculturation research? The need for a methodological (r)evolution

Kunst, Jonas R.

doi:10.1016/j.ijintrel.2021.08.003

Cited by 36 publications

(28 citation statements)

References 24 publications

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“…Acculturation research needs "more cafeteria-like models where acculturating individuals are more eclectic in what they adopt from other cultures (which items they choose from the menu so to speak)" (Sam & Ward, 2021, p. 32). In addition, Kunst (2021) suggests more experimental research on acculturation. The different temporal concepts can be helpful in this regard, as researchers can manipulate the temporal concepts of acculturative change (e.g., accelerate the pace of acculturation, prepare immigrants for their journey), allowing for a deeper understanding of how acculturative processes unfold.…”

Section: Acc U Lt U R At Ion Dy Na M Ic S I N M U Lt Ic U Lt U R a L ...mentioning

confidence: 99%

New temporal concepts of acculturation in immigrant youth

Titzmann

2022

Child Dev Perspectives

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Acculturation unfolds over time, but research on acculturation often does not account for developmental processes. Recent studies introduced several novel temporal concepts of acculturation processes to understand more fully how immigrant youth adapt to new cultural contexts. In this review, we describe these new temporal concepts of acculturation: Acculturative timing refers to youth's age at time of migration (chronological timing), the actual start of acculturative changes (which may occur before or after physical migration, also called transition timing), and the deviation in acculturative change from peers and relevant others from the same cohort and context (relative timing). Acculturation tempo is the duration of acculturation processes from start to a defined end. Acculturation pace is the speed at which acculturation occurs. Acculturation synchrony describes whether adaptation unfolds at the same or different times across different spheres of life.We also present empirical evidence for the predictive utility of the new temporal concepts and provide methodological guidelines on how to measure and assess these concepts.

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Section: Acc U Lt U R At Ion Dy Na M Ic S I N M U Lt Ic U Lt U R a L ...mentioning

confidence: 99%

New temporal concepts of acculturation in immigrant youth

Titzmann

2022

Child Dev Perspectives

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“…The results of this study, however, suggest that those benefits may depend on the groups international students interact with. Furthermore, the current research also responds to the call for more longitudinal research, that allows for a better understanding of the acculturation process across time (Ward and Geeraert, 2016;Ward and Szabó, 2019) and contributes to the discussion of theoretical relationships that are mostly based on cross-sectional research (Bierwiaczonek and Kunst, 2021;Kunst, 2021). In a cross-lagged model, we tested the longitudinal effects of social media use on social identification of international students with three target groups: (1) local home nationals, (2) host nationals, and (3) other international students.…”

Section: Findings and Theoretical Implicationsmentioning

confidence: 80%

Social media use, social identification and cross-cultural adaptation of international students: A longitudinal examination

et al. 2022

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The mobility experience is an important life event for international students, and achieving successful psychological and sociocultural adaptation is crucial for this experience to be positive. Through a three-wave longitudinal study among international students enrolled at universities in Spain, Portugal, and Poland (n = 233), we examined the relationships between social media use, social identification, and (sociocultural and psychological) adaptation across time. Results of cross lagged panel modeling (CLPM) showed that social media contact with home nationals predicted greater identification with this group. Social media contact with host country nationals predicted poorer adaptation. Social media contact with other international students did not show any effects, while identification with this group predicted better adaptation. Our results point to the dynamic nature of the adaptation process, showing that the role of social media use and identification targeted at different social groups may play different roles than was previously found in cross-sectional research.

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“…Additionally, our datasets were cross-sectional, which makes it impossible to draw conclusions about causality. Kunst (2021) argues that acculturation is a causal and temporal phenomenon, which requires a longitudinal design to confirm the stability of the reported findings and draw conclusions about causality.…”

Section: Limitation and Future Researchmentioning

confidence: 98%

“…Integration was long regarded as the most preferred acculturation strategy for both, people of immigrant descent and members of the cultural mainstream society, as it was associated with the best adjustment outcomes (i.e., higher life-satisfaction, less acculturative stress; Nguyen and Benet-Martínez, 2013;Lefringhausen and Marshall, 2016;Kunst, 2021). However, Germany is a country where the expectations of members of the cultural mainstream society for assimilation are particularly strong and where immigrants' maintaining elements of their heritage culture is often associated with separation in the public discourse (Zick et al, 2001;Kunst and Sam, 2014).…”

Section: Acculturation In the School Contextmentioning

confidence: 99%

Teachers’ acculturation in culturally diverse schools - How is the perceived diversity climate linked to intercultural self-efficacy?

et al. 2022

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While in the school context, acculturation is often studied in relation to students of immigrant descent, the current study applies an acculturation framework to teachers mostly representing the mainstream culture. Specifically, we investigated whether teachers’ acculturation attitudes towards their students mediate effects of the perceived cultural diversity climate at school on teachers’ intercultural self-efficacy in culturally diverse classrooms. Analyses were based on reports of 186 teachers (14% of immigrant descent; Mage = 40.8; SDage = 11.8, 73% female) in 22 culturally diverse secondary schools in Southwest Germany. Path analyses indicated that perceived norms of cultural pluralism, and perceived norms of equality and inclusion are directly and positively associated with facets of intercultural self-efficacy. Moreover, teachers’ support for cultural maintenance amongst their students was associated with intercultural self- efficacy, but no mediation was found between climate and intercultural self-efficacy via acculturation attitudes. Implications for teacher training, educational practice and future research on the acculturation and adjustment of teachers in culturally diverse classrooms are discussed.

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Are we facing a “causality crisis” in acculturation research? The need for a methodological (r)evolution

Cited by 36 publications

References 24 publications

New temporal concepts of acculturation in immigrant youth

New temporal concepts of acculturation in immigrant youth

Social media use, social identification and cross-cultural adaptation of international students: A longitudinal examination

Teachers’ acculturation in culturally diverse schools - How is the perceived diversity climate linked to intercultural self-efficacy?

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