Negotiating identity using Bicultural Identity Integration Model: The Bawean in Malay construct

Ladakhi emerging adults have been exposed to cultural globalization through interaction with tourists and media, as well as through prolonged stays at globalized university contexts in major Indian cities. This globalization process has been hypothesized as detrimental to psychological health, in part because it poses the challenge of integrating a local Ladakhi identity with a global Western cultural identity. In the present study, we examined how exposure to cultural globalization and bicultural identity integration (tendency to bring together one’s local and global identities) moderates the positive links of Ladakhi and Western cultural orientation with psychological well-being among Ladakhis studying in Delhi ( N = 196). We found that exposure to cultural globalization did not affect the positive association between cultural orientation and psychological well-being. Moreover, bicultural harmony and blendedness were associated with a weaker relationship between Ladakhi cultural orientation and psychological well-being and, additionally, a stronger association between Western cultural orientation and well-being. Our results highlight contemporary challenges related to being both local and global in a culturally globalized context.

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Handbook of Advances in Culture and Psychology, Volume 8

10.1093/oso/9780190079741.001.0001 ◽

2021 ◽

Keyword(s):

Bicultural Identity ◽

World Culture ◽

Identity Integration ◽

Bicultural Identity Integration ◽

The Past ◽

Evolution And Development ◽

Constructive Process ◽

The Social ◽

With Memory ◽

Culture And Language

Volume 8 of the Handbook of Advances in Culture and Psychology showcases contributions from internationally renowned culture scholars who span the discipline of culture and psychology and related disciplines and represent diversity in the theory and study of culture within psychology. The volume includes cutting-edge contributions on culture and memory, with memory as a constructive process at the intersection of person and world; culture and emotion, with emotions as dynamically and socioculturally constructed relationship engagements; culture and language, along with literacy development and impairment across cultures; the psychological foundations of rituals and how children learn and use ritual behaviors; the evolution and development of cultural-clinical psychology over the course of the past several decades; and the social-personality processes underlying multiculturalism and bicultural identity integration.

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Positive Bicultural Identity Development Curriculum: A Pilot Evaluation

Children & Schools ◽

10.1093/cs/cdz010 ◽

2019 ◽

Vol 41 (3) ◽

pp. 131-139

Author(s):

Margaret Bishop ◽

Galina Melamed ◽

Susan Stone

Keyword(s):

Middle School Students ◽

Identity Development ◽

Psychosocial Functioning ◽

Large Body ◽

Bicultural Identity ◽

Identity Integration ◽

School Students ◽

Rigorous Evaluation ◽

Bicultural Identity Integration ◽

Initial Support

Abstract Although a large body of research demonstrates a positive relationship between bicultural identity integration (BII) (that is, having a harmonious and blended bicultural identity) and psychosocial functioning, much less research focuses on approaches to promote this integration, particularly among early adolescents. This study describes the Positive Bicultural Identity Development Curriculum developed for middle school students ranging in age from 12 through 14 and presents results of a pilot evaluation. Between pre- and post-curriculum, the seven participants reported increased BII, and facilitator ratings showed increases in bicultural identity certainty. Post-curriculum facilitator ratings also indicated bicultural identity growth. Parents or guardians and teachers perceived similar changes in participants. This study provides initial support for the utility of the intervention and its promise for more rigorous evaluation.

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Value Fulfillment and Bicultural Identity Integration

Journal of Cross-Cultural Psychology ◽

10.1177/0022022116684207 ◽

2016 ◽

Vol 48 (3) ◽

pp. 267-286 ◽

Cited By ~ 3

Author(s):

Shani Oppenheim-Weller ◽

Jenny Kurman

Keyword(s):

Social Identity ◽

Perceived Value ◽

Subjective Feeling ◽

Bicultural Identity ◽

Identity Integration ◽

Bicultural Identity Integration ◽

Subjective Value

What can facilitate bicultural identity integration (BII)? To answer this question, we introduce a new relevant construct—subjective value fulfillment. We contend that the subjective feeling of value fulfillment within a social identity can enhance the motivation to integrate this social identity with other identities. Furthermore, after distinguishing between central, peripheral, and conflictual identities that differ in level of identification, we contend that perceiving a conflictual identity as allowing value fulfillment is especially important to BII. We examine these hypotheses in four studies. Three examined Arab-Israelis (a total of N = 399), while the fourth study investigated Druze-Arab-Israelis ( N = 212). Our findings indicate that value fulfillment contributes to elevated BII, that manipulation of perceived value fulfillment elevates BII, and that perceived value fulfillment–BII relations are contingent on type of identity. More specifically, we found that perceived value fulfillment within a conflictual identity was more relevant to BII than perceived value fulfillment in a central identity. Last, we found that perceived value fulfillment predicted BII over and above identification.

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The Role of Dialectical Self and Bicultural Identity Integration in Psychological Adjustment

Journal of Personality ◽

10.1111/j.1467-6494.2012.00791.x ◽

2013 ◽

Vol 81 (1) ◽

pp. 61-75 ◽

Cited By ~ 44

Author(s):

Sylvia Xiaohua Chen ◽

Verónica Benet-Martínez ◽

Wesley C. H. Wu ◽

Ben C. P. Lam ◽

Michael Harris Bond

Keyword(s):

Psychological Adjustment ◽

Bicultural Identity ◽

Identity Integration ◽

Bicultural Identity Integration ◽

Dialectical Self

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Undergraduate students’ strategies for negotiating emerging performer and teacher identities

Psychology of Music ◽

10.1177/0305735617726594 ◽

2017 ◽

Vol 46 (6) ◽

pp. 813-830 ◽

Cited By ~ 1

Author(s):

Manuel Joaquín Fernández González

Keyword(s):

Undergraduate Students ◽

Bicultural Identity ◽

Professional Identities ◽

Identity Integration ◽

Bicultural Identity Integration ◽

Teacher Identities ◽

Professional Recognition ◽

Research Questions ◽

Sociological Studies ◽

Undergraduate Performance

Nowadays, instrumental undergraduate students must often negotiate their emerging performer and teacher identities, and the results of this process affect the way they later balance their professional and personal life and their ability to sustain lifelong involvement in music. Drawing from recent sociological studies on bicultural identity integration, this study addresses two research questions: What strategies do undergraduate students adopt for negotiating both professional identities? And what are the characteristics of each strategy? One hundred and twenty-one undergraduate performance students participated in this study. Using cluster analysis, a typology of eight strategies for negotiating performer and teacher identities was developed: moratorium, diffusion, dichotomy, involvement with narrow vision, performers who happen to teach, assimilation or unwilling teacher dominance, quasi-integration and integration. These categories are characterized by students’ level of personal commitment, involvement, perceived freedom, breadth and accuracy of the professional image, and personal and social professional recognition. The strategies unfolded and described in this study could be useful for students who want to reflect on new ways of negotiating multiple professional identities and for researchers involved in musicians’ identity-building research.

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