Cross-Cultural Psychology - Understanding Our Diverse Communities

Cross-Cultural Psychology combines quantitative and qualitative research with anecdotal material to examine multicultural issues and capture the richness of diverse cultures in relation to psychology.

List of contents

• About the Authors


• Preface


• Acknowledgements


• From the Publisher


• Chapter 1: What Is Culture and Cross-Cultural Psychology?


• Learning Objectives


• 1.1 What Is Culture?


• - Scholarly Definitions of Culture


• - Culture and Worldview


• 1.2 What Is Race?


• - The Biological Concept of Race


• - The Sociological Concept of Race


• - Ethnicity


• 1.3 What Is Cross-Cultural Psychology?


• 1.4 What is Cultural Psychology?


• 1.5 What is Ethnic Psychology?


• 1.6 What is Multicultural Psychology?


• - Multiculturalism as a Philosophy


• - The Rise of Multiculturalism


• 1.7 Multiculturalism as the Fourth Force


• 1.8 What is the Biopsychosocial Model?


• 1.9 Historical Background


• - Dubious Beginnings


• - Gender Differences


• - Lesbian, Gay, Bisexual, Transgender, Queer, and Two-Spirit


• Summary


• Food for Thought


• Critical Thinking Questions


• Chapter 2: Cross-Cultural Involving Research and Testing


• Learning Objectives


• 2.1 Research Methods in Psychology


• - The General Research Model


• - The White European Standard


• - Internal Versus External Validity


• 2.2 Quantitative Research


• - Quantitative Approaches


• - Experimental Designs


• 2.3 Qualitative Research


• - Qualitative Approaches and Gender


• - Qualitative Approaches and Older Populations


• 2.4 Biases in Cross-Cultural Research


• - Construct Bias


• - Method Bias


• -- Instrument Bias


• - Item Bias


• - Bias of the User


• - Bias in the Usage


• 2.5 Equivalence of Measures


• - Language Barriers


• 2.6 Replication in Psychology


• 2.7 Collaborative Problem Solving


• 2.8 Intelligence Testing


• - Intelligence and Context


• - Alternative Conceptions of Intelligence


• Summary


• Food for Thought


• Critical Thinking Questions


• Chapter 3: Diversity and Worldviews


• Learning Objectives


• 3.1 Different Approaches to Investigating Cultures


• - Imposed Etics


• - Long-Term and Short-Term Orientation


• - Understanding Differences from Within


• - Male and Female Perspectives


• - Idiocentrism and Allocentrism


• - Guilt versus Shame


• - Face Saving, Face Giving, and Social Support


• 3.2 Are We WEIRD?


• 3.3 Models of Value Orientation and Worldview


• - Kluckhohn and Strodtbeck's Value Orientation Model


• - Schwartz's Theory of Human Values


• - Derald Wing Sue's Worldview Model


• 3.4 Worldviews of Different Ethnic Groups


• 3.5 Social Expectations and World Views of Women


• 3.6 World View of LGBTQ2S+ Individuals


• 3.7 Worldview Based on Social Class and Age


• - Youth and Worldview


• Summary


• Food for Thought


• Critical Thinking Questions


• Note


• Chapter 4: Cultural Differences in Communication


• Learning Objectives


• 4.1 Conversational Rules: The Cooperative Principle


• - The Maxim of Quality


• - The Maxim of Quantity


• - The Maxim of Relevance


• - The Maxim of Manner


• - Additional Maxims


• 4.2 Non-Verbal Aspects of Language


• - Proxemics


• - Kinesics


• - Paralanguage


• 4.3 High- Versus Low-Context Communication


• 4.4 Direct Versus Indirect Communication


• - Ethnic Minority Patterns of Communication


• -- Afro-Caribbean and African Canadians


• -- Asian Canadians


• -- Further Cultural Examples


• -- Indigenous Peoples


• - Communication Patterns of the Elderly


• - Communication Among Younger Adults


• 4.5 The Role of Social Media in Communication


• - The Use of Social Media: The Negative Aspects


• - The Use of Social Media: The Positive Aspects


• 4.6 Gender Differences in Communication


• 4.7 Bilingual Communication


• - Cognitive Consequences of Bilingualism


• - Social Consequences of Bilingualism


• Summary


• Food for Thought


• Critical Thinking Questions


• Chapter 5: Immigrants, Refugees, and the Acculturation Process


• Learning Objectives


• 5.1 Immigrants and Refugees


• - Immigrants


• - Refugees and Asylum Seekers


• - The Syrian Refugee Crisis


• 5.2 Migration Phases


• - The Six Stages of the Refugee Journey


• 5.3 Common Experiences of Immigrants and Refugees


• - Language Barriers


• - Support Networks


• - Family Structure


• - New Family Roles


• - Employment


• - Education


• 5.4 Acculturation


• - Models of Acculturation


• -- Acculturation of Immigrants


• -- Acculturation of Diverse Populations


• 5.5 Bronfenbrenner's Ecological Model


• Summary


• Food for Thought


• Critical Thinking Questions


• Note


• Chapter 6: Stereotyping, Prejudice, Discrimination, and Racism


• Learning Objectives


• 6.1 Social Categorizations and Their Consequences


• - Stereotype


• - Prejudice


• - Discrimination


• - Racism


• - Distinction amongst Stereotypes, Prejudice, Discrimination and Racism


• 6.2 Stereotype Threat


• 6.3 The Development of Negative Stereotypes


• 6.4 Systematic Racism in Society


• - Indigenous Experiences with Racism


• 6.5 Overt Versus Covert Racism


• - The Grenfell Tower Tragedy: Was Socioeconomic Status a Factor?


• 6.6 The Complexities of Modern Racism


• - Aversive Racism


• - Colour-Blind Racial Ideology


• - Internalized Oppression


• 6.7 Racial Microaggressions


• 6.8 Racism and the Biopsychosocial Model


• 6.9 White Privilege


• Summary


• Food for Thought


• Critical Thinking Questions


• Note


• Chapter 7: Cultural Identity Development


• Learning Objectives


• 7.1 Independent and Interdependent Self


• 7.2 Models of Personality


• - The Tripartite Model of Personal Identity


• - The Five-Factor Model of Personality Across Cultures


• 7.3 Ethnic Identity Development


• - Black Identity Development


• - White-European Identity Development


• - Chicano/Latino Identity Development


• - Asian/Filipino Identity Development


• - Indigenous Identity Development


• 7.4 Multi-Ethnic Identity Development


• - Five-Stage Model of Biracial Identity Development


• - Bank's Typology of Ethnic Identity


• - Model of Bicultural Competence


• 7.5 Sexual Identity Development


• 7.6 Racial and Cultural Identity Development Model (R/CID)


• 7.7 Critiques of Cultural Identity Models


• 7.8 Complexities of Multiple Identities


• Summary


• Food for Thought


• Critical Thinking Questions


• Note


• Chapter 8: Culture and Physical Health


• Learning Objectives


• 8.1 Health and Health Disparities


• 8.2 Psychological Models of Health


• 8.3 Health Inequalities and Health Inequities Defined


• 8.4 A Look at National and Global Health Disparities


• - Health Disparities in Canada


• - Health Disparities Globally


• 8.5 Health Outcomes across Ethnic Groups


• - Immigrants' Health


• - Indigenous Peoples' Health


• 8.6 Causes of Health Disparities


• - Poverty


• - Racism


• 8.7 The Link between Racism, Poverty, and Health


• 8.8 Access to the Health-Care System


• - Barriers to Health-Care Access among Indigenous Peoples


• - Barriers to Health-Care Access among Immigrants


• - Discriminatory Behaviours in Health-Care Systems


• 8.9 Access to Health-Care Systems: A Global Review


• 8.10 Diverse Approaches to Medicine


• 8.11 Obscure Disparities


• 8.12 Bringing about Change


• Summary


• Food for Thought


• Critical Thinking Questions


• Chapter 9: Culture and Mental Health: Disorders and Treatments


• Learning Objectives


• 9.1 Culture and Diagnostic Manuals


• - International Classification of Diseases and Related Health Problems


• - The Diagnostic and Statistical Manual of Mental Disorders: A Classification System


• - Manuals of Mental Disorders: Examples from China, North Africa, and Latin America


• 9.2 Culture and the Expression of Symptoms


• 9.3 Cultural Differences in Rates of Mental Disorders


• - Psychiatric Epidemiology Studies across Countries and Ethnic Groups


• - Ethnic and Racial Groups Not Well Represented in Large Epidemiologic Studies


• - Critiquing Epidemiological Studies


• - Conclusions from Existing Data


• 9.4 Utilization of Mental Health Services


• 9.5 Barriers: Access to Psychological Treatment


• - Culture-bound Values As Barriers


• - Class-Bound Values As Barriers


• - Language Variables as a Barrier


• 9.6 Culturally Sensitive Therapeutic Approaches


• - The Training of Mental Health Professionals: Multicultural Competence


• 9.7 Gender Differences in Mental Disorders


• 9.8 Culture-Specific Mental Disorders


• - Eating Disorders: A Western Cultural Syndrome?


• 9.9 The Impact of Pandemic on Mental Health


• Summary


• Food for Thought


• Critical Thinking Questions


• Chapter 10: Where Do We Go from Here? Building Cultural Competence


• Learning Objectives


• 10.1 Cultural Competence


• 10.2 Awareness of Your Own Cultural Attitudes


• - The Four F Reactions: Freeze, Flee, Fight, and Fright


• - The Five Ds of Difference


• -- Distancing


• -- Denial


• -- Defensiveness


• -- Devaluing


• -- Discovery


• 10.3 Learning About Your Own Culture


• 10.4 Understanding Other Worldviews


• - Learning Key Historical Events


• - Becoming Aware of Sociopolitical Issues


• - Knowing Basic Values and Beliefs of Other World Views


• - Understanding Cultural Practices


• - Knowing the Dynamics of Racism, Discrimination, and Stereotyping


• 10.5 Developing Culturally Appropriate Interpersonal Skills


• - Education and Training


• - Experience and Practice


• - Saying "I Don't Know" and Asking Questions


• - Travelling


• - Speaking Up for Others: Being an Ally


• - Speaking Up for Oneself: Comfort with Difficult Dialogues


• - An Attitude of Discovery and Courage


• - Developing Empathy


• 10.6 A Change in Worldview


• Summary


• Food for Thought


• Critical Thinking Questions


• Glossary


• References


• Index

About the author

Saba Safdar is a professor at the University of Guelph.

Jeffery Scott Mio is a professor at California State Polytechnic University.

Lori A. Barker is a professor at California State Polytechnic University.

Melanie M. Domenech Rodríguez is a professor at Utah State University.

John Gonzalez is a professor at Bemidji State University.

Summary

Cross-Cultural Psychology combines quantitative and qualitative research with anecdotal material to examine multicultural issues and capture the richness of diverse cultures in relation to psychology. This Canadian edition delivers first-person narrative accounts by people in Canada of all ages and cultural backgrounds to illustrate compelling topics such as communication, racial and cultural identity, development, racism, worldviews, and immigration within our national context and beyond.

Product details

• Authors: Lori A. Barker, Melanie M. Domenech Rodriguez, John Gonzalez, Jeffrey Scott Mio, Jeffrey Scott/ Safdar Mio, Saba Safdar
• Publisher: Oxford University Press
• Languages: English
• Product format: Paperback / Softback
• Released: 12.09.2022
• EAN: 9780199038176
• ISBN: 978-0-19-903817-6
• No. of pages: 350
• Dimensions: 184 mm x 222 mm x 19 mm
• Subject: Natural sciences, medicine, IT, technology > Medicine > Non-clinical medicine