Buriel (1993) describes two models useful for understanding acculturation. One is unidirectional; it implies that as immigrants become more competent and sensitive to their host culture, their own culture begins to erode (Buriel, 1993)
12). She also states that cultures are constantly 'bumping into' eachother, overlapping and shifting (Fierlbeck, 1996)
Rogler, Cortes, & Malagady add to this definition that those in acculturation contexts experience a change in attitude toward their host society (1991). Immigrants' ties with their own societies are often cut off, leaving them to face the difficulties of economic survival and social mobility in an unfamiliar place (Rogler, Cortes, & Malagady, 1991)
e. immigrants) assimilating to the dominant majority by successfully adopting a second culture or separating from it and becoming marginalized (Rudmin, 2006)
The introspection stage is distinct from the previous stage in that most of the anger and feelings of negativity are replaced by a desire to actively question and think about what it really means to be a part of their minority group. In doing so, the individual is actually looking to better define his or her identity (Baden, 2002, p
During this period one questions one's previously held beliefs during the conformity stage. In the resistance and immersion stage the individual wantonly rejects his previous views in the conformity stage, and immerses himself in the values and culture of his or her minority group (Pruyn, 2011)
Many articles that attempt to explain Canada do so through a discussion of "Canadian Exceptionalism." Duverger, for example, talks about plurality rule as an accommodation to different cultures within the country (Gaines)
¶ … cultural identity as it pertains to Canadians. This paper will critically review an article entitled "Defining and Describing Culture," an exploration of how Canadians define their culture in both positive and negative terms, and how they differentiate themselves from others (Kymlicka)
" Duverger, for example, talks about plurality rule as an accommodation to different cultures within the country (Gaines). Studlar explains how Canadian exceptionalism influences provincial as compared to federal politics (Studlar)
If constructivism explains how cultural identity is formed, then humanism offers the goals toward which educators should strive. Assuming their critical role in cultural identity construction, educators begin to promote "a fundamental respect for all humans by virtue of being endowed with freedom of will, rational thinking, moral conscience, imaginative and creative powers," (Aloni 1999)
Dialogue enables critical and creative thinking, allowing students to take part in their own identity construction. When public schools encourage dialogue, they acknowledge their role in creating -- constructing -- social change and cultural realities (Giroux 1999)
Constructivist theories therefore explain cultural identity development best. The "radical relativism" that constructivism entails can be used to stimulate multicultural dialogues (Mazzotti 1999)
Higher rates of mental illness are seen in migrants than in the local population. The ability of the individual to acculturate determines the likelihood that a migrant will develop mental illness as a result of cultural bereavement (Bhugra, 2004)
Higher rates of mental illness are seen in migrants than in the local population. The ability of the individual to acculturate determines the likelihood that a migrant will develop mental illness as a result of cultural bereavement (Bhugra, 2004)
Eisenbruch (1991) found that cultural bereavement was particularly strong among Southeast Asian refugees. Some refugees might need therapy to overcome the trauma of losing their culture (Schreiber, 1995)
This is a very difficult situation for healthcare professionals. But according to The California Endowment (Gilbert, 2010), the doctors in cases like this must understand what "Cultural Competence" means in the context of these situations
Barbara Yee (University of Texas) points out that when dealing with a patient from Southeast Asia, the doctors and nurses should be aware that elderly Asians from Southeast Asia are at "a higher risk of psychological distress than young Southeast Asians." Reasons include the possibility that they may have been in refugee camp; they may have suffered due to acculturation issues (adapting to American life); they may have had trauma that won't be listed on their medical records; and they may also be "at risk for high blood pressure, high total cholesterol, cigarette smoking, and obesity" (Yee)