Mi Conexión Cultural al Ambiente Educativo: Cultural Congruity as a Mediator within a Psychosociocultural Examination of Californian Latinx High School Students’ Coping

As California is one of the primary states with the highest influx of Latinxs, the rise of Latinx enrollment in California high schools calls to the importance of understanding methods to increase academic and overall wellness. Cultural congruity (i.e., match of one’s cultural values with those of the educational setting) is hypothesized to influence positive academic and psychological outcomes for Latinx students. However, no study to date has examined the role cultural congruity in further explaining psychological outcomes for high schoolers. Using the psychosociocultural framework, the study’s purpose was to examine if cultural congruity further explains the relationships between academic self-efficacy, family support, and ethnic identity with coping, respectively. For a sample of 104 Latinx Californian high school students, results revealed that cultural congruity partially explained the relationships of academic self-efficacy and ethnic identity with coping, respectively. Educators and mental health practitioners may benefit from implementing a curriculum that is culturally validating, as it may support positive psychological functioning and coping strategies.

Cultural bereavement, cultural congruity, and identities

Acculturation and cultural identity are influenced by a number of factors. The concepts of cultural consonance and cultural congruity may need to be taken into account in clinical settings to ensure that clinicians are aware of cultural variations. Cultural consonance is related to the observations that culture is both in the individual and in the group the individual belongs to. Culture congruity is the process of understanding whether the individual living with other members of their culture carry similar dimensions of culture. The likelihood of culture conflict within the same culture and across the majority culture needs to be taken into account while assessing individuals. Personality factors will also play a role in the development of various psychiatric disorders, as will cultural dimensions and cultures within which individuals live, work, play, and age in.

The Vietnamese Confucian Diplomatic Tradition and the Last Nguyễn Precolonial Envoys’ Textual Communication with Li Hongzhang

The Vietnamese envoys’ records during their diplomatic journeys to Beijing, especially poems and prose, have attracted increasing academic attention, from both international and local scholars. Some studies have comprehensively examined the Vietnamese envoys’ routes when visiting China, literary works, diplomatic strategies, and Confucian beliefs, such as the Taiwanese scholar Chen Yiyuan’s (陳益源) journal paper, which specifically problematizes the absence of filial expression related to the envoys’ journey in Xiaogan (孝感), Hubei Province. The systematic works of Liam C. Kelley and Peng Qian (彭茜) chiefly delineate the harmonious and normal communication based upon the long-developed cultural congruity between Vietnam and China. Their studies and other relevant research show the sophisticated impact of Chinese Confucianism on the Vietnamese envoys. However, there is so far insufficient investigation into the official representatives’ transformation and violation of Confucian manners and thoughts at specific historical moments. Hence, this paper intends to specify the practices of Confucian discourses in the final negotiation between the states of the Nguyễn and the Qing in 1883, both of which encountered the military threat from France and other Western countries. Our findings suggest that although those last envoys, including Phạm Thận Duật and Nguyễn Thuật, utilised a Sinocentric and Confucian manner to bargain with the Chinese for military aid, overall the Nguyễn adopted a Machiavellian approach instead. This means there was a division between political utility and ritual ethics, and the Vietnamese envoys, as pragmatic politicians, prioritized national security while discussing military aid in terms of Confucian rhetoric and values.

Culturally Responsive Teaching: A Framework for Educating Diverse Audiences

As the diversity of Extension clientele continues to grow, it is important for Extension educators to consider new ways of supporting this population. The purpose of this new 5-page article is to provide a framework for educating diverse audiences to assist in helping these audiences attain the learning outcomes of Extension education programs. This includes: (1) acquiring a knowledge base of diverse cultures, (2) designing or utilizing culturally relevant curricula, (3) utilizing cultural caring and developing a learning community, (4) practicing intercultural communications, and (5) establishing cultural congruity in classroom instruction. Written by John Diaz, Cecilia Suarez, and Laura Valencia and published by the UF/IFAS Department of Agricultural Education and Communication. https://edis.ifas.ufl.edu/wc341