Sustaining a Strong Cultural and National Identity: The Acculturation of Immigrants and Second-generation Canadians of Asian and African Descent

Immigrants often internalize a new national identity when they move to another country (psychological acculturation), although doing so means identifying with a culture that has values and traditions different from those of their culture of origin. A total of 403 immigrants, mostly from Asia (54.4%) and Africa (34.9%), and 78 Canadians whose parents had emigrated mostly from Asia (84.4%) completed a questionnaire on their integration into Canadian society and the discriminatory barriers that they faced. In support of Social Identity Theory (SIT), the strength with which respondents identified with Canada was associated with less cultural group bias, whereas the strength with which they identified with their cultural group was associated with more cultural group bias (Hypothesis 1). That is, a strong national identity moderated the tendency of immigrants (Study 1) and Canadians who are the children of immigrants (Study 2) to favour their cultural group over others. In addition, these opposing identity-differentiation relationships were stronger for those who believed that their heritage culture was incompatible with Canadian culture (Hypothesis 2). Unexpectedly, support for Hypothesis 2 was much stronger for the small sample of Canadians in Study 2, and their identification with and participation in mainstream Canadian society were negatively related to perceived discrimination. These and other results support the value of balanced multiculturalism policies designed to combat racism and encourage immigrants and their native-born children to identify strongly with their host nation while maintaining their heritage culture.     

Art and achievement

Philosophical Studies - An increasingly popular view in the philosophy of art is that some artworks are good artworks at least partly because they are achievements. This view was introduced to...     

Sample size determination for at test given at value from a previous study: A FORTRAN 77 program

When uncertain about the magnitude of an effect, researchers commonly substitute in the standard sample-size-determination formula an estimate of effect size derived from a previous experiment. A problem with this approach is that the traditional sample-size-determination formula was not designed to deal with the uncertainty inherent in an effect-size estimate. Consequently, estimate-substitution in the traditional sample-size-determination formula can lead to a substantial loss of power. A method of sample-size determination designed to handle uncertainty in effect-size estimates is described. The procedure uses thet value and sample size from a previous study, which might be a pilot study or a related study in the same area, to establish a distribution of probable effect sizes. The sample size to be employed in the new study is that which supplies an expected power of the desired amount over the distribution of probable effect sizes. A FORTRAN 77 program is presented that permits swift calculation of sample size for a variety oft tests, including independentt tests, relatedt tests,t tests of correlation coefficients, andt tests of multiple regressionb coefficients.     

Context-dependent memory for meaningful material: information for students

Context-dependency effects on memory for lists of unrelated words have been shown more often with recall than with recognition. Context dependency for meaningful text material was examined using two standard academic testing techniques: short answer (recall) and multiple choice (recognition). Forty participants read an article in either silent or noisy conditions; their reading comprehension was assessed with both types of test under silent or noisy conditions. Both tests showed context-dependency effects in which performance was better in the matching conditions (silent study/silent test and noisy study/noisy test) than in the mismatching conditions (silent study/noisy test and noisy study/silent test). Context cues appear to be important in the retrieval of newly learned meaningful information. An academic application is that students may perform better on exams by studying in silence. Copyright © 1998 John Wiley & Sons, Ltd.