When values (do not) converge: Cultural diversity and value convergence in work groups

Culturally diverse work groups do not always reach their full potential compared with less diverse groups. As shared values facilitate group functioning, we examined whether constructing shared values among group members is constrained by high degrees of cultural diversity. Following 33 real‐life work groups, we investigated how members influenced each other's achievement and relational values over time. Although low and high diversity groups did not differ in initial value similarity between members, they differed in the process of value convergence. In low diversity groups, members developed shared values by influencing each other's values towards consensus. In high diversity groups, however, members did not influence each other's values towards consensus. Low diversity groups also performed better than high diversity groups. These findings extend earlier findings establishing value convergence in culturally homogenous groups and reveal the distinctive processes in highly diverse groups as a focus for interventions to promote diverse group functioning. Copyright © 2014 John Wiley & Sons, Ltd.     

Challenges Faced by Genetics Service Providers’ Practicing in a Culturally and Linguistically Diverse Population: An Australian Experience

This paper explores the perceived challenges facing clinical genetics practitioners in multicultural Australia. Focus groups conducted with 53 practitioners explored: 1) participants’ experiences and definitions of cultural diversity; 2) their use of educational resources with clients; 3) their experiences with culturally diverse groups/individuals in practice; 4) their experiences working with interpreters; and 5) the impact culturally specific educational training and/or experiential learning had on their confidence or practice when dealing with culturally diverse clients. Participants viewed culture as extending beyond traditional definitions such as ethnicity, language and religion. Most respondents had experienced positive results working with health care interpreters, although at times, this was a challenge for the family as they preferred privacy and the use of family members as interpreters. Another commonly reported challenge was the limited availability of reliable, culturally appropriate translated resources. Some participants expressed concern that learning theories about specific cultures may lead to stereotypes and that opportunities for formal cultural competence training were limited. Recommendations for practice include the targeting of educational resources to meet the needs of a diverse community and placing cultural competence on the agenda for ongoing training and maintenance of professional standards for clinical genetics practitioners to avoid the current ad hoc approach.     

组间竞争对小学生合作绩效及言语互动策略的影响*

以80名小学生为被试,采用拼图任务,对小组在竞争与非竞争情境下的合作绩效和言语互动策略进行比较。结果发现：（1）组间竞争提升了小学高年级儿童的合作效率,但对低年级儿童的合作绩效无明显影响。（2）组间竞争抑制了低年级儿童在小组合作过程中的言语沟通,而同样情境下高年级小组成员的言语沟通量显著增加。（3）组间竞争促进了高年级小组成员之间的积极言语互动。年级和情境在建议、询问、表扬、应答和指令等言语互动策略上的交互作用显著。由此可见,组间竞争对小学儿童的合作绩效和言语互动策略存在影响,但这种影响在不同年级存在差异。     

Attraction to Competent and Incompetent Members of Cooperative and Competitive Groups1

A laboratory experiment and a reanalysis of data collected in a previous field study examined the effects of cooperation and competition on liking for other group members who varied in competence. It was hypothesized that when other members of a cooperative group are relatively incompetent, they will tend to be disliked because they decrease the subject's chances of success. On the other hand, in competitive groups incompetent group members should not be disliked because they do not reduce the probability of the subject's success. Both the laboratory experiment and the field study found support for these suggestions. In addition, in the field study it was found that the race of the other group members did not affect these tendencies. Other results from the present study yielded information concerning some of the psychological processes that determine attraction in cooperative and competitive groups. These results were discussed in terms of their implications for the use of cooperative groups in desegregated schools.     

The cultural congruency effect: Culture, regulatory focus, and the effectiveness of gain- vs. loss-framed health messages

The present study contributes a cultural analysis to the literature on the persuasive effects of matching message frame to individuals’ motivational orientations. One experiment examines how members of cultural groups that are likely to differ in their regulatory focus respond to health messages focusing on either the benefits of flossing or the costs of not flossing. White British participants, who had a stronger promotion focus, were more persuaded by the gain-framed message, whereas East-Asian participants, who had a stronger prevention focus, were more persuaded by the loss-framed message. This cultural difference in persuasion was mediated by an interaction between individuals’ self-regulatory focus and type of health message. Thus health messages framed to be culturally congruent led participants to have more positive attitudes and stronger intentions to perform the health behaviors, and the interaction between self-regulatory focus and message frame emerged as the pathway through which the observed cultural difference occurs. Discussion focuses on the integration of individual difference, socio-cultural, and situational factors into models of health persuasion.     

Ethical relativism in a multicultural society

The multicultural composition of the United States can pose problems for physicians and patients who come from diverse backgrounds. Although respect for cultural diversity mandates tolerance of the beliefs and practices of others, in some situations excessive tolerance can produce harm to patients. Careful analysis is needed to determine which values are culturally relative and which rest on an underlying universal ethical principle. A conception of justice as equality challenges the notion that it is always necessary to respect all of the beliefs and practices of every cultural group.     

Fostering group identification and creativity in diverse groups: the role of individuation and self-verification

A longitudinal study examined the interplay of identity negotiation processes and diversity in small groups of master's of business administration (MBA) students. When perceivers formed relatively positive impressions of other group members, higher diversity predicted more individuation of targets. When perceivers formed relatively neutral impressions of other group members, however, higher diversity predicted less individuation of targets. Individuation at the outset of the semester predicted self-verification effects several weeks later, and self-verification, in turn, predicted group identification and creative task performance. The authors conclude that contrary to self-categorization theory, fostering individuation and self-verification in diverse groups may maximize group identification and productivity.     

Getting off on the right foot: The role of openness to experience in fostering initial trust between culturally dissimilar partners

Cross-cultural partnerships can provide a competitive edge for organizations, but also hinder trust between individuals, and thus the flow of diverse knowledge that facilitates positive organizational outcomes. We investigate whether openness to experience (openness, in short) protects against lower trust in cross-cultural partnerships by weakening the effect of cultural diversity on trust formation processes (defined by perceived similarity and trustworthiness, serially). We randomly assigned White, American participants to partners from either the same or different (i.e., Chinese) cultural background. After introductions, participants rated their partner’s similarity and trustworthiness, and played a game assessing behavioral trust. Openness was measured 3–7 days prior. People high (versus low) on openness were more trusting towards culturally dissimilar partners because they perceived them as more similar, and thus more trustworthy.     

Seeking the comparative advantage: The dynamics of individual cooperation in single vs. multiple-team environments

Social dilemma studies predict that people will withhold cooperation from their teammates. Small group studies show that competition between teams increases cooperation among teammates. In this study, the two theories are integrated to show how performance comparisons with members of another team increase or decrease cooperation in an intra-team social dilemma. 111 MBA and undergraduate students participated in a laboratory experiment that finds that comparison of performance across competitive teams generates cooperation when the comparison is favorable. A computer simulation identifies decisions processes, finding partial support for comparative information across teams acting to reinforce cooperation. It also indicates that personal consistency accounts for parts of the decision process. These processes operate in the form of a rule called Win-Stay/Lose-Revert.     

The Relevance of Sociocultural Theory to Culturally Diverse Partnerships and Communities

The phenomenal growth of information technology and globalization promises a future where education about diversity and difference will be very significant. In this information age where existing knowledge and technology are constantly being replaced in an ever changing interdependent global environment, the fundamentals of education are also changing. Education will focus on building new knowledge rather than passing on existing knowledge. The increasing interconnectedness between cultures and their concomitant intermixing as a result of globalization requires that pedagogies about cultural diversity also focus on creating new knowledge and meanings about cultures as they change. In this article, we discuss sociocultural theory as an alternative educational pedagogy that situates the teaching and learning of cultural diversity within rapidly changing local and global conditions. We argue that features of this theory are especially relevant to providing a guiding pedagogy for valuing difference in inclusive environments. We engage the literature on cross-cultural communication and collaboration between culturally diverse professionals and parents of children with disabilities to illustrate sociocultural perspectives on conceptualizing cultural differences and their interaction, and the possibilities for creating culturally inclusive partnerships and communities.     

Noncompetition Agreements and the Counseling Profession: An Unrecognized Reality for Private Practitioners

Restrictive covenants are proven means of limiting competition and need to be understood by counselors. The authors consider the American Counseling Association's (ACA) position on noncompetition agreements between employers and employees in light of case law from other service professions and conclude that ACA members are uninformed and available sources of information (i.e., ACA Code of Ethics and Standards of Practice, ACA, 1995) do not provide needed information. The absence of information about this important topic puts members at risk in an increasingly competitive private practice market. The authors propose guidelines for responding to this issue.     

Culturally Adapted Psychosocial Interventions for Schizophrenia: A Review

Recent research examining the potential efficacy of culturally adapted interventions for various mental disorders illustrates increasing interest in the integration of cultural perspectives into mental health systems. Despite recent evidence demonstrating that culturally adapted interventions may be more effective than a one-size-fits-all approach, few psychosocial treatments for schizophrenia consider cultural factors that may enhance their efficacy with diverse populations. The aim of this review is to discuss the empirical evidence examining the potential utility of culturally adapted group interventions for schizophrenia, as a means to encourage further work and expansion in this area. Specifically, this article provides an in-depth review of the empirical literature on culturally adapted psychosocial interventions for individuals with schizophrenia and their family members, with a focus on group-based interventions. This review is followed by a discussion of a few cultural constructs that may impact patient and family member functioning, and therefore may be important to address in psychosocial treatments for schizophrenia. Finally, we end this review with a broad discussion of research limitations and potential areas for additional research, clinical implications for adapting EBTs to better address cultural concerns, and a case vignette to illustrate how cultural considerations can be integrated into a traditional multifamily group therapy approach.     

Young children's understanding of cultural common ground

Human social interaction depends on individuals identifying the common ground they have with others, based both on personally shared experiences and on cultural common ground that all members of the group share. We introduced 3‐ and 5‐year‐old children to a culturally well‐known object and a novel object. An experimenter then entered and asked, ‘What is that?’, either as a request for information or in a recognitory way. When she was requesting information, both 3‐ and 5‐year‐olds assumed she was asking about the novel object. When she seemed to recognize an object, 5‐year‐olds assumed she was referring to the culturally well‐known object. Thus, by 3 years of age, children are beginning to understand that they share cultural common ground with other members of their group.     

Playing Follow the Leader: Status-Determining Traits in Relation to Collective Efficacy across Cultures

Increasing pressure on managing international teams has created a need for further understanding culturally relevant group processes. In this study, the cultural context of power distance is examined in relation to the status characteristics possessed by group members and their influence on group efficacy estimations and performance. Data obtained from 288 senior managers coming from England, France, Thailand, and the United States were used to test the hypothesis that power distance would moderate the influence of member status on collective decisions made by a group. Results demonstrate that in high power distance cultures, collective judgments of group capability are more strongly tied to higher rather than to lower status group members' personal judgments. In low power distance cultures, members appear to contribute comparably to collective efficacy judgments. The implications of the study are discussed in terms of status differentials and group decision making across cultures. Copyright 1999 Academic Press.     

Peer Victimization in School: Exploring the Ethnic Context

ABSTRACT— This article provides an overview of recent research on peer victimization in school that highlights the role of the ethnic context—specifically, classrooms' and schools' ethnic composition. Two important findings emerge from this research. First, greater ethnic diversity in classrooms and schools reduces students' feelings of victimization and vulnerability, because there is more balance of power among different ethnic groups. Second, in nondiverse classrooms where one ethnic group enjoys a numerical majority, victimized students who are members of the ethnic group that is in the majority may be particularly vulnerable to self-blaming attributions. The usefulness of attribution theory as a conceptual framework and ethnicity as a context variable in studies of peer victimization are discussed.     

Linkages Between Racioethnicity,Appraisal Reactions,and Employee Engagement

Because diversity is vital to many businesses, it is important to understand prospective racioethnic differences in employee engagement. Using survey data collected from a large (N = 5,537), diverse sample of retail employees, we found that more favorable appraisal reactions corresponded with more favorable psychological diversity climate perceptions; thus, higher levels of engagement. This indirect relationship was significantly stronger for ethnic minority employees (Blacks and Hispanics) than for White employees, indicating that members of traditionally disadvantaged groups respond differently to perceptions of appraisal systems. Finally, an exploratory assessment found that the hypothesized effects for racioethnicity do not generalize to sex, as the indirect effect of appraisal reactions on engagement was slightly, but not significantly stronger for women than for men.     

An exploratory assessment of cultural sensitivity in the practices of Lebanese researchers in the field of psychology: implications for national development efforts

The inclusion of the social and cultural characteristics of groups in the concept of national development highlights the contributions that culturally sensitive psychological research can make to development efforts. It also highlights the relevance of assessing and promoting such research, especially in majority world countries where development needs are pressing. In the current study, a content analysis was conducted to assess the degree to which Lebanese psychological researchers in post-civil war Lebanon have engaged in culturally sensitive research practices. The Cultural Sensitivity Measure for Published Research, which was inspired by Adair, Puhan, and Vohra's ( 1993 ) measure of indigenization, was applied to 54 peer-reviewed English- and French-language empirical studies conducted by Lebanese researchers on Lebanese samples within Lebanon. The results suggest that while cultural sensitivity levels were generally low, the sampled researchers engaged in more sensitive practices compared to researchers in the region. For example, they used qualitative methods more often, made more efforts to ensure the cultural compatibility of their methods, and engaged in more complex conceptualizations of culture and its relationship with psychological processes. Furthermore, certain practices, such as studying diverse groups or using findings to suggest real-life applications, were found to be predictive of higher general levels of cultural sensitivity in the sampled articles. These research practices could be fostered in institutional and intellectual contexts, and such initiatives would go a long way in supporting a locally appropriate research infrastructure that contributes to national development efforts.     

Cognitive socialization across ethnocultural contexts: literacy and cultural differences in intellectual performance and parent-child interaction

A comparative study of parent-child interaction and its relation to children's intellectual achievement is presented. The question of cultural continuities in cognitive development was examined. The cross-national design also illustrates some of the problems encountered when such relationships are studied across social contexts in general. The results suggest that although interaction characteristics are related to children's intellectual achievement, that relation is moderated by context factors that may operate differently in each culture. The findings are discussed in terms of how literacy mediates parents' teaching styles in ways that remain culturally ingrained. Research issues and recommendations for future research and policy are discussed.     

Cognitive Socialization Across Ethnocultural Contexts: Literacy and Cultural Differences in Intellectual Performance and Parent-Child Interaction

A comparative study of parent-child interaction and its relation to children's intellectual achievement is presented. The question of cultural continuities in cognitive development was examined. The cross-national design also illustrates some of the problems encountered when such relationships are studied across social contexts in general. The results suggest that although interaction characteristics are related to children's intellectual achievement, that relation is moderated by context factors that may operate differently in each culture. The findings are discussed in terms of how literacy mediates parents' teaching styles in ways that remain culturally ingrained. Research issues and recommendations for future research and policy are discussed.