Intercultural experience facilitates majority-group acculturation through ethnocultural empathy: Evidence from a mixed-methods investigation in Japan

Abstract

The present two-phased sequential exploratory mixed-methods study investigated majority-group members’ acculturation through pre-tertiary Japanese teachers’ experiences with children of Kurdish asylum-seekers in school settings. In Study 1, we employed an interpretative phenomenological analysis to understand and make meaning of the personal experiences of nine Japanese pre-tertiary teachers from a majority-group acculturation perspective. The qualitative data suggested a link between the participants’ intercultural contact experience, ethnocultural empathy, and receptiveness to majority-group acculturation. Furthermore, the acculturative changes experienced by the majority-group members appeared to influence institutional changes. Subsequently, we tested these relationships in quantitative analysis with a sample of 110 Japanese school teachers in Study 2. We used a survey informed by the works of Wang et al.’s (2003) Ethnocultural Empathy scale and Kunst et al.’s (2023) Majority-Group Acculturation scale. The results confirmed the positive association between intercultural contact experience, ethnocultural empathy, and majority-group members’ acculturation. We conclude that promoting multiculturalism in school settings may have long-term benefits for both majority and minority group members within the Japanese context despite potential adversities involved in regular intercultural contact.