Culture learning theory and globalization: Reconceptualizing culture shock for modern cross-cultural sojourners

Pacheco, Emily-Marie

doi:10.1016/j.newideapsych.2020.100801

Cited by 22 publications

(26 citation statements)

References 37 publications

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“…Traveling worldwide with fewer limitations than ever before is one of the effects of globalization; that being so, culture shock comes along as one of the subjects related to the wellbeing and mental health of sojourners (Pacheco, 2020). This concern can be analyzed from several perspectives, and mainly from a psychological point of view due to its implications for the psyche of the traveler.…”

Section: What Is Culture Shock and Which Are Its Implications?mentioning

confidence: 99%

“…This lap is characterized by excitement and captivation for the newness, Oberg (1960) argues that is psychologically romanticized by the individual. The transition to the 'crisis' arrives with a feeling of frustration and rejection to the environment that is causing anxiety; the individual starts sheltering an adverse attitude towards their host setting (Pacheco, 2020). Then, in the 'recovery' period the sojourn commences to learn the language, and therefore, is able to negotiate meaning in the symbolic system of its host culture.…”

Section: What Is Culture Shock and Which Are Its Implications?mentioning

confidence: 99%

“…The experience of culture shock in international students has been quickly shifting into culture learning (Zhou et al, 2008;Furnham, 2010;Lefdahl-Davis & Perrone-McGovern, 2015;Belford, 2017). Technological advancements have highly influenced this immersion process, reducing the negative impact of culture shock (Zhou et al, 2008;Pacheco, 2020). Hence, exposure to technology eases the interaction with other cultures and social dynamics before going abroad.…”

Section: What Is Culture Shock and Which Are Its Implications?mentioning

confidence: 99%

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Education at a Glance 2021

2021

Education at a Glance

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107

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This study describes the experience of international students while studying overseas, and how interacting with a new culture can cause shock at different levels. For doing so, this research was conducted under qualitative methods and implemented at a public university in Pereira, Colombia. The participants were pupils from inbound and outbound academic mobility that participated in exchange programs offered by the UTP. Every student represented a single case; therefore, this project was a descriptive multicase study. Bearing this in mind, the information was gathered through documents, semi-structured interviews, and questionnaires. To analyze the collected information, the researchers followed a process of contrast and comparison to develop a grounded theory and described the phenomenon under study. Furthermore, based on the findings, it was evidenced that all of the participants went through the four stages of culture shock established by Oberg (1960), and that engaging in these events influenced their lives in the short term; likewise, taking into account the outcomes of this inquiry, the researchers made some suggestions to the ORI, so they can help future international students in their adaptation process.According to Furnham (2010) to diminish the effects of culture shock, it is pivotal that pupils develop Intercultural Communication Competencies (ICC), along with enough accompaniment and orientation during the adjustment to the new cultural and academic systems.

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Section: What Is Culture Shock and Which Are Its Implications?mentioning

confidence: 99%

Section: What Is Culture Shock and Which Are Its Implications?mentioning

confidence: 99%

Section: What Is Culture Shock and Which Are Its Implications?mentioning

confidence: 99%

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Education at a Glance 2021

2021

Education at a Glance

362

107

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“…Cultural settings comprise social principles, perceptions, and ideas. A large number of people who engage with unfamiliar cultures, usually in a different country, experience some level of loneliness and depression (Pacheco, 2020). Yet the majority ultimately gain some familiarity with the new culture.…”

Section: Experiences Of Refugeesmentioning

confidence: 99%

How Refugees in South Africa Use Mobile Phones for Social Connectedness

Vuningoma

Lorini

Chigona

2021

C&T '21: Proceedings of the 10th International Conference on Communities &Amp; Technologies - Wicked Problems in the Age Of

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Background: Refugees find it difficult to integrate and assimilate in their host country because of a myriad of challenges. Mobile phones have become one of the main tools for promoting their wellbeing and supporting the integration of refugee communities on the margins of society. Mobile phones can contribute towards reducing isolation and loneliness, and assist in improving interpersonal relations and fostering processes of assimilation. The purpose of the research:The main objective of this study was to examine how the use of mobile phones by refugees in South Africa contributes to their social connectedness. To this end, the study discusses the role of mobile phones in the process of acculturation, in creating a sense of belonging, and in maintaining relationships.Design/methodology/approach: This research employed a qualitative method and an interpretivist epistemological perspective. A conceptual framework was developed on the basis of a literature review. Data was collected from semi-structured interviews and WhatsApp group chats, and analysed using thematic analysis. The interviewees comprised 27 refugees living in South Africa, and the WhatsApp group had 15 members. Findings:The findings demonstrate that the refugees face a multitude of obstacles, including language and culture barriers, the challenge of obtaining legal status, physical separation from their friends and family, and feelings of being judged, insecure, and excluded. Mobile phone usage offers refugees several benefits, especially through their affordances that include accessing information, pursuing economic and institutional opportunities, enabling communication, and developing linguistic and cultural knowledge of the host country. At the same time, mobile phones enable refugees to maintain connection with their country of origin. Refugees nevertheless considered it difficult to develop a sense of belonging through their use of mobile phones. Research contribution:This study adds to perspectives on utilising mobile phones to achieve social connectedness for two categories of refugees: newcomers and old-timers. The study contributes to theory by proposing a framework for understanding and analysing the relationship between social connectedness and mobile phones. The study contributes to knowledge through the investigative approach of using WhatsApp group chat to collect data. The findings can contribute to enabling non-profit organisations and UNHCR to develop strategies and processes for providing interventions for refugees.

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“…By studying abroad, these students generally encounter different culture(s), which generally leads to adaptation processes. Such processes have been extensively examined from a (cross-cultural) psychological perspective and using quantitative approaches (e.g., Lewthwaite, 1996;Pacheco, 2020;Pedersen et al, 2011;Pitts, 2009;Zhang & Goodson, 2011;Zhou et al, 2008). Social networks are thereby often an important focal point, as they can have a significant impact on international students' adaptation processes.…”

Section: Introductionmentioning

confidence: 99%

Contextual Factors That Enable and Restrain Social Network Formation of Dutch Erasmus+ Students

Schoe

Mol

Buynsters

2021

jis

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When studying abroad, international exchange students generally establish a new social network abroad. However, how international exchange students develop their social networks over time remains a blind spot in the academic literature. In this paper, we therefore analyze the initial formation and development of such networks among six Dutch Erasmus+ students. Starting from homophily theory, we particularly focus on the factors that enable and restrain initial social network formation and interaction patterns. Methodologically, we rely on a longitudinal qualitative approach, whereby we repeatedly interviewed these six students over time. Our findings reveal the importance of three main contexts in the initial social network formation of Erasmus+ students, namely the pre-mobility phase, the living place, and the social space. These findings provide insights for practitioners on which contexts to focus on when developing strategies to foster the integration of international exchange students at host institutions.

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Culture learning theory and globalization: Reconceptualizing culture shock for modern cross-cultural sojourners

Cited by 22 publications

References 37 publications

Education at a Glance 2021

Education at a Glance 2021

How Refugees in South Africa Use Mobile Phones for Social Connectedness

Contextual Factors That Enable and Restrain Social Network Formation of Dutch Erasmus+ Students

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