The Cambridge Handbook of Intercultural Training

doi:10.1017/9781108854184

Cited by 8 publications

(1 citation statement)

References 869 publications

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“…Adolescents' mutual acculturation attitudes at school have been assessed through a four-dimensional model that combines minority and majority group members' perspectives on minority and majority acculturation in the school context (Sidler et al, 2021 ). Intercultural interactions and communications require the acquisition of new intercultural skills by both minority and majority students (Landis and Bhawuk, 2020 ), implying that both minority and majority adolescents adjust to the intercultural context at school and thus acculturate. As acculturation means “leading to a culture” (Zick, 2010 ), intercultural knowledge acquisition is a first acculturating step.…”

Section: Mutual Acculturation At Schoolmentioning

confidence: 99%

Adolescents' mutual acculturation attitudes and their association with national self-identification in three Swiss cantons

Sidler

2023

Front. Sociol.

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Acculturation is a mutual process, meaning that members of minority as well as majority groups acculturate and thus experience cultural and psychological changes when having intercultural contact. This study assessed mutual acculturation attitudes in the school context through a four-dimensional measurement examining attitudes toward (1) migration background students' heritage culture maintenance and their (2) dominant culture adoption, (3) majority students' intercultural knowledge acquisition, and (4) schools' intercultural contact endorsement. Acculturation attitudes are commonly analyzed through minority and majority perspectives; however, the ways in which researchers categorize group members can differ significantly from how those members self-identify. This matters particularly for adolescents because they explore group identities and belongings. So far, adolescents' mutual acculturation attitudes have not been studied in relation to national self-identification measures. The current study addressed this research gap by analyzing mutual acculturation attitudes in relation to how strongly adolescents self-identify as (1) being Swiss, (2) having a migration background, and (3) the interaction of the two. The sample consisted of 319 adolescents in public secondary schools in three German-speaking cantons in Switzerland (45% female, Mage = 13.60 years, range 12–16). Latent profile analyses resulted in three distinct mutual acculturation profiles. The first is a mutual integration profile (n = 147, 46%), where minority and majority adolescents and schools are expected to integrate. The second is a multiculturalism profile (n = 137, 43%), with slightly lower expectations in all dimensions. The third is a cultural distancing profile (n = 33, 10%), which places particularly low expectations on majority adolescents and schools. Through an analysis of variance and a multiple logistic regression, those in the cultural distancing profile were found to identify significantly stronger as not having a migration background compared to those in the mutual integration profile. Thus, students having separation expectations toward minority students and non-involvement expectations toward schools and majority students are more likely to self-identify as not having a migration background than students having mutual integration expectations.

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Section: Mutual Acculturation At Schoolmentioning

confidence: 99%

Adolescents' mutual acculturation attitudes and their association with national self-identification in three Swiss cantons

Sidler

2023

Front. Sociol.

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Minority and Majority Adolescents’ Attitudes toward Mutual Acculturation and its Association with Psychological Adjustment

Sidler

Baysu

Kassis

et al. 2022

J Youth Adolescence

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Although acculturation is considered a mutual process, no measure assesses attitudes toward mutual acculturation. Through a novel four-dimensional measurement, this study addresses this research gap by assessing attitudes toward minority and majority acculturation and its relation to psychological adjustment for immigrant-background minority and non-immigrant majority adolescents in public secondary schools in three European countries: in Germany (n = 346, 46% female, Mage = 12.78 years, range 11–16), Greece (n = 439, 56% female, Mage = 12.29 years, range 11–20), and Switzerland (n = 375, 47% female, Mage = 12.67 years, range 11–15). Latent profile analyses led to three distinct acculturation profiles in all three countries: strong and mild mutual integration profiles, where both migrant and majority students are expected to integrate, and a third profile assuming lower responsibility upon the majority. Additionally, those in the strong- and mild-integration profiles reported stronger psychological adjustment than those assuming lower responsibility upon the majority, which held for all students in Switzerland and mostly for those without a migration background in Germany. The findings demonstrate the importance of a mutual acculturation framework for future research. Moreover, as most adolescents fit in with one of the mutual integration patterns, findings stress that no matter their migration background, adolescents favor mutual integration including the expectation on schools to enhance intercultural contact.

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Mindfulness for Global Public Health: Critical Analysis and Agenda

Oman

2023

Mindfulness

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Objective The modern mindfulness movement and the public health field are aligned in many approaches, including recognizing psychosocial stress impacts and physical-mental health linkages, valuing “upstream” preventive approaches, and seeking to integrate health promotion activities across multiple social sectors. Yet mindfulness is conspicuously absent from most global and public health literature and practice, suggesting unfulfilled potential. This paper analyzes the mindfulness field from a public health perspective, with the aim of identifying evidential and conceptual bases, methods, potential consequences, and initial research and action agendas for greater integration of mindfulness approaches into global, national, and local public health efforts. Methods This paper reviews scientific and scholarly literature on the currently existing and potential relationships between mindfulness and public health, with special attention to 14 dimensions of potential tension or alignment. Results Several alignments were noted above. However, the mindfulness field is substantially lagging on multi-level interventions (e.g., both individual and collective levels), cultural and religious adaptations, and epidemiologic underpinnings. Both mindfulness and public health initiatives are in need of efforts to promote intercultural, interreligious, and intercontemplative competencies, in developing interventions to address pathogenic factors in the collective attentional environments in society, and in attending to religious and spiritual factors. Conclusions Full public health uptake will benefit from several additional lines of research and innovation, especially greater attention to cultural and religious adaptation, with attention also much needed to multi-level interventions and epidemiologic foundations.

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The Cambridge Handbook of Intercultural Training

Cited by 8 publications

References 869 publications

Adolescents' mutual acculturation attitudes and their association with national self-identification in three Swiss cantons

Adolescents' mutual acculturation attitudes and their association with national self-identification in three Swiss cantons

Minority and Majority Adolescents’ Attitudes toward Mutual Acculturation and its Association with Psychological Adjustment

Mindfulness for Global Public Health: Critical Analysis and Agenda

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