bicultural competence
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2021 ◽  
pp. 146144482110479
Author(s):  
Chun Lai

Adopting the activity-audience framework, this study examined how different social media activities among a group of ethnic minority students associated with acculturation. It took a Qual-Quant sequential design by interviewing 44 secondary school ethnic minority students in Hong Kong first to conceptualize the potential relationships and then surveying 565 students to test the conceptual model. It found that different social media activities associated differently with acculturation; in contrast to the weak association of communication with friends and schoolmate, consuming mainstream culture-related information and interacting with strangers from the mainstream culture were the important determinators of the students’ bicultural competence and bicultural identity. Cognitive appraisal positively mediated the contribution of information consumption, whereas communication with strangers was mediated positively by behavioral appraisal but negatively by affective appraisal. The findings advocate a differentiated approach toward utilizing the affordances of social media activities for acculturation.


2021 ◽  
pp. 216769682110343
Author(s):  
Selena Carbajal ◽  
Katharine H. Zeiders ◽  
Antoinette M. Landor

Theories posit that bicultural competence, the ability to negotiate between U.S. mainstream culture and one’s own heritage culture, is an important cultural adaptation skill for Latina/x/o populations’ academic and psychosocial outcomes, in part, because of the ability to hold and resolve competing perspectives within and across contexts. However, more research is needed to identify the associations of distinct dimensions of bicultural competence to academic and psychosocial adjustment. The current study examined the concurrent and short-term, longitudinal association between bicultural competence (i.e., comfort, facility, and advantages) and Latina/x/o college students’ ( N = 54; Mage = 19.94 years, SD = 1.43) academic and psychosocial adjustment. Bicultural comfort and facility, but not bicultural advantages, were concurrently associated with better academic and psychosocial adjustment. The findings highlight the need to help Latina/x/o college students feel positive and able about adapting to both cultures to improve their academic and psychosocial adjustment.


2020 ◽  
Vol 56 (8) ◽  
pp. 1596-1609
Author(s):  
M. Dalal Safa ◽  
Rebecca M. B. White ◽  
George P. Knight

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