Cultural Self-esteem Research Articles

The Implications of British Colonial Domination on the Indian Cultural Ethos

As Indians, we invariably disremember the impact of colonial rule on our ongoing lives and outlook. The British Colonial influence successfully altered our perception of ourselves. It deprived us of the self-assurance which otherwise is overwhelmingly present in the populace which subscribes to an illustrious past. The British attacked at the core of our belief system, our sense of self-sufficiency and self-reliance. This paper aims to discuss the systematic manner in which the representatives like Thomas Babington Macaulay of the British Raj carried out their strategy of dispatching Indian knowledge and traditions to oblivion to create an impression of British pre-eminence by creating an augmented reality. The paper aims to bring forth the relevance and urgent need to revive and instill national and cultural self-esteem amongst us as Indians.

Significance of Protection and Publicity of Chinese Cultural Heritage

Cultural heritage not only has historical value, but also contains some enlightenment of future development trend. The protection of cultural heritage reflects human consciousness of subjectivity, inter-subjectivity and history in the cultural sense. Its rich national connotation needs to be conveyed to international friends through “reprocessing”. The publicity of Chinese cultural heritage is of great significance to the cultural reconstruction, cultural identity, cultural self-confidence and cultural self-esteem of China.

Who Needs Linguistics? Service-Learning and Linguistics for Spanish Heritage Language Learners

In recent years, the World Languages field has witnessed an increased interest in service-learning (SL) initiatives. Many SL projects focus on the potential that Spanish-speaking communities offer students of Spanish, as a foreign language, to increase their language skills and cultural understanding of these communities. Some authors, however, have expressed reservations about the instrumentalist perspective of the community that some SL initiatives adopt. In addition, the presence of Spanish heritage language learners (HLL) in Spanish classrooms has driven researchers and instructors to rethink the learning objectives of SL. In recent years, some SL proposals have appeared around the critical examination of the social construction of language issues and dominant language ideologies. Despite the benefits for the linguistic, sociolinguistic, and cultural self-esteem and empowerment of Spanish HLL, one of the main challenges and limitations that has been identified in SL courses is the reinforcement of critical attitudes about the Latino community and the resilience of standard language ideologies. The goal of this study was to explore the ways Spanish HLL interact with language issues in their own community and to examine how students negotiate the critical perspective of language acquired in the classroom with language ideologies generally assumed and expressed by the community.

Peer-victimisation in multi-cultural contexts: A structural model of the effects on self-esteem and emotions

This study examined a structural model which integrated personal and cultural victimisation in order to identify the effects of victimisation on emotions and personal and cultural self-esteem. A sample of 1,185 adolescents from 13 secondary schools in England (n = 322) and Spain (n = 863) was recruited. Participants completed a battery of self-report questionnaires. A Confirmatory Factor Analysis (CFA) conducted regarding the initial model and then Strucutural Equations Modelling (SEM). Cultural victimisation had an indirect negative effect on cultural self-esteem and in consequence on emotional state, mediated by personal victimisation and the negative impact it produced on personal self-esteem. Only for the cultural majority did the percentage of their presence constitute a mediator variable between being a victim of cultural victimisation and the effect on cultural self-esteem. The results are discussed in relation to the extant literature and the implications for the intervention/prevention work to deal with victimisation and discrimination in multi-cultural schools.

A study on Korean adolescents’ cultural self-esteem of Korean wave contents

The purpose of this study is to analyze Korean cultural self-esteem regarding the Korean wave contents (KWC’s). Adolescence is a period during which self-esteem is formed and the purpose is to examine the effects of KWC’s on the formation of Korean adolescents’ cultural self-esteem, as well as to examine whether there is a gender difference in forming cultural self-esteem. KWC’s were analyzed from the perspective of reliability, dynamics, familiarity, likability, flow and self-efficacy, and Rosenbergs self-esteem scale was applied to analyze the correlation between KWC’s and Korean cultural self-esteem formation. The result showed that each item chosen has statistically meaningful effect on cultural self-esteem measurement parameter, revealing that KWC’s influence the cultural self-esteem formation of Korean adolescents beyond the level of being a simple pop culture. This signifies that KWC’s allow Korean adolescents to active and have a conviction on their future, consider themselves as valuable and have a friendly attitude towards others and love themselves and be aware of actively expressing their emotions. The result of the study implies the need for systematic study on KWC’s not only for the area of pop culture but also for educational uses.

Psychological Coping and Well-Being of Male Latino Undergraduates

This study examined 100 male Latino undergraduates' cultural self-esteem, perceived educational barriers, cultural fit, coping responses (CRs), and subsequent well-being within higher education. The most commonly reported CR for Latino males was to actively find out more about the situation and take a positive planned action. Assessing group mean differences, a class standing by generation interaction revealed that first-generation lower division and first-generation upper division students reported higher perceptions of barriers to staying in school than second-generation lower division and second-generation upper division students, respectively. Similarly, examining differences of coefficients, the strength of the relationship of perceptions of barriers to staying in school and psychological well-being was significantly stronger for the first-generation than second-generation male students Cultural congruity and emotion-focused coping were most predictive of psychological well-being; however, perception of barriers to staying in school was consistently evident in understanding male Latino undergraduates' educational experiences.