Acculturation,gender, and views on interracial relationships among Chinese Canadians

Acculturation to mainstream and heritage culture has been shown to influence attitudes and behaviors related to romantic relationships. Few studies have examined its influence on views regarding interracial relationships and whether the psychological processes underlying these relations vary across gender. Among Chinese Canadian participants (N = 248), mainstream acculturation, but not Chinese acculturation, was associated with more personal openness to and less cultural values conflict about interracial relationships. Among men, stronger egalitarian gender role ideology mediated the relations between mainstream acculturation and the above interracial relationship variables. For women, fewer concerns about cultural preservation mediated the relation between mainstream acculturation and less cultural values conflict. The importance of understanding cultural influences on interracial relationships through a gendered lens is discussed.     

Emotional Intelligence,Social Problem‐Solving Skills,and Psychological Distress: A Study of Chinese Undergraduate Students1

This study examines how emotional intelligence (EI), personality, and social problem‐solving skills were linked to depression and life dissatisfaction in 144 Chinese undergraduate students in Hong Kong. Factor analyses of questionnaire responses yielded 3 separate dimensions of depression (affective, somative, and cognitive). Structural equation modeling showed that EI (self‐emotions appraisal and use of emotion) was linked to somatic and cognitive symptoms of depression, after controlling for personality. Also, social problem solving was linked to psychological distress, and moderated its links with personality and EI. These results underscore the differences among the links between the components of EI and of psychological health, and support the possibility of promoting people's psychological health through EI and social problem‐solving interventions.     

THE HOLY & WHOLLY OTHER: KIERKEGAARD ON THE ALTERITY OF GOD

In response to prevailing perceptions, I contend that Søren Kierkegaard (1813–55) conceives of the wholly otherness of God via his dialectical category of the ‘infinite qualitative difference’ between the human and the divine, initially through the self's consciousness of sin and ultimately through the self's acceptance of the gift of forgiveness. Therefore, I claim that while the common designation of Kierkegaard's God as ‘Wholly Other’ may initially evoke the alterity of sin; it is not ultimately sufficient to describe the divine alterity which Kierkegaard regards as more faithfully manifest in the ‘impossible possibility’ of forgiveness. Through this reading, I finally suggest that the ‘Wholly Other’ is not ultimately representative of God in Kierkegaard's writings and might be more faithfully supplemented by the appellation of the Holy Other.     

Impact of a College Student Academic Mentoring Program on Perceived Parental and Teacher Educational Involvement

This article examines the hypothesis that academic mentoring of college students improves perceived parental and teacher educational involvement. College students were randomly assigned to a 1‐year academic mentoring program (protégés, n = 150) or a control group (n = 167) and completed questionnaires before, during, and after the intervention. Protégés perceived greater levels of parent and teacher educational involvement than did participants from the control group. However, the impact of the mentoring program on perceived parental involvement was found only among students who reported a secure relationship with their parents. Additional analyses suggest that some of these improvements were related to quality of the working alliance between mentors and protégés and to supportive behaviors exhibited by mentors during the intervention.     

THE HEADING OF A PROBLEM

Efforts to understand the division between analytic and continental philosophy in strictly philosophical terms seem slated to disappointment. Nevertheless, the worldwide dominance of these two models and their numerous subvarieties is the most salient feature of the passage of philosophy through the twentieth century. This paper explores this dominance and offers an assessment of developments that point toward a change from the model of two models. Specific attention is paid to Jacques Derrida's work on philosophical nationalism, which suggests that this change reflects the growing extension of the English language across the world and, hence, belongs to a profoundly ambiguous development. According to Derrida, on the one hand, this development holds out the chance for something radically nonparochial: “the universal penetration of the philosophical and of philosophical communication,” while on the other hand, it raises the threat that certain forms of “dogmatism and authority” that are linked to particularities of nation and history will impose “an axiomatic of philosophical discourse without any possible discussion.” 1 The future of continental philosophy is assessed in light of this ambiguous development.