Clinician as Bicultural Coach: Integrating Bicultural Identity & Bicultural Competence into Psychotherapy

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.

Biculturalism and adjustment among U.S. Latinos: A review of four decades of empirical findings.

The present study examines the underresearched topic of bicultural identity; specifically, we: (1) unpack the construct of Bicultural Identity Integration (BII), or the degree to which a bicultural individual perceives his/her two cultural identities as "compatible" versus "oppositional," and (2) identify the personality (Big Five) and acculturation (acculturation stress, acculturation attitudes, bicultural competence) predictors of BII. Differences in BII, acculturation stress, and bicultural competence were measured with new instruments developed for the purposes of the study. Using a sample of Chinese American biculturals, we found that variations in BII do not define a uniform phenomenon, as commonly implied in the literature, but instead encompass two separate independent constructs: perceptions of distance (vs. overlap) and perceptions of conflict (vs. harmony) between one's two cultural identities or orientations. Results also indicated that cultural conflict and cultural distance have distinct personality, acculturation, and sociodemographic antecedents.

Foreign language teachers’ recognition of their identity is essential to their professional development. Drawing on bicultural theories, this study investigated two American teachers who recounted their experiences of teaching English as a Foreign Language (EFL) at a university in China. This study leverages the Two-directional Extension Model as the theoretical framework for analysis. It employs interviews, reflective journals, and field observations to collect data to seek ways of improving foreign teachers’ bicultural communication competence by exploring how the two American EFL teachers construct their bicultural identity. One major finding highlights the EFL teachers’ bicultural identity construction as a dynamic and ongoing process upon which several have effects, affecting professional development in higher education in China.

Although research on biculturals in recent years has expanded at a rapid pace, most research has still tended to focus on examining individual bicultural competence and identity integration. While ...

I. INTRODUCTION 1. am I?: Cultural Variations in Self-Systems Evolution of Western Self-Construction: America's Civil Religion Interdependent Self-Construals-An Alternative Framework 2. Independent and Interdependent Models of the Self as Cultural Frame 3. Why Self-Construals are Useful Parismony of Explanation: Impact of Culture Cultural Relativity of Theories ii. CULTURAL RELATIVITY OF COMMINCATION CONSTRUCTS AND THEORIES: U.S.- CENTRISM 4. Communication Apprehension: or Politeness? Motivation to Avoid Verbal Traditional View: as a Deficiency Avoidance Stemming from a Sensitivity to Contexts Implications 5. Motivation to Verbal Communication: Approach Always Healthy? Assertiveness: Standing up for your own Rights Argumentativeness: A Subset of Assertiveness Critique and Summary 6. Conflict Management Styles: Avoidance Really a Lose-Lose? Prior Conflict Management Typologies Individualistic Bias in Past Conceptualizations of Conflict Styles 7. Cognitive Consistency: A Cultural Assumption? Fundamental Assumptions of Cognitive Dissonance Theory Cognitive Dissonance a Culture-Bound Concept? 8. Attitude-Behavior Consistency: Cultural Ideal of the Individualistic Society Predicting Behaviors: Deemphasizing Situations Over Attitudes Emphasizing Other Sources of Behavior 9. Susceptibility to Influence: Conformity or Tact? An Eco-Cultural Explanation of Conformity Conformity as Social Sensitivity, Independence as Insensitivity 10. Internal Control Ideology and Communication: Are Internals Good Guys and Externals Bad Guys? Internal Control Ideology Relationship between Locus of Control and Ideology 11. Deceptive Communication: Moral Choice or Necessity? Deception as a Moral Issue: Independent Perspective Deception as a Necessity: Interdependent Perspective 12. Self-Disclosure: Bragging vs. Negative Self-Disclosure Motivational Influences on Styles of Self-Disclosure 13. Silence: Is It Really Golden? Silence as Malfunctioning of (Human) Machines Neglected Component of Human Communication: Silence 14. Acculturative Competence: Who Bears the Burden of Adjustment? Assimilation Model: Marginal Man [sic] Perspective Alternation Model: Bicultural Perspective Host Competence: One-Way Assimilation Bicultural Competence: Alternation Model III. TOWARDS A BI-DIMENSIONAL MODEL OF CULTURAL IDENTITY 15. The Sources of Dualism: Mechanistic Cartesian Worldview Bias Toward Yang Behaviors Particle/Wave Paradox: Implications of Personhood for Human 16. Dimensionality of Cultural Identity Unidimensional Model of Self-Construals Bi-dimensional Model of Self-Construals Support for the Bi-dimensional Model Formation of Bicultural Identity IV. CONCLUSION-TOWARDS MODELS OF MATURITY 17. Into the Future: Implications for Future Inquiry Postscript References

Latinx faculty have an opportunity to influence a growing population of incoming Latinx students. As Chicana/Latina social work faculty, we seek to raise consciousness about our biculturalism and demonstrate how it could play a role in educating students. To that end, we highlight issues related to language. The meaning of language is complex, manifesting personally and politically. It is unclear how the relationship between identity and language intersect for individuals working in higher education. Thus, we draw on a theoretical model of bicultural competence and testimonios or first-person narratives to explore these issues in-depth, extrapolate meaning from experience, and report implications for research, teaching, and practice.