Differences In Cultural Expectations Research Articles

3.36 The Prevalence and Nature of Developmental Concerns Evident Prior to Receiving a Positive ASD Screening in Primary Care

3.36 The Prevalence and Nature of Developmental Concerns Evident Prior to Receiving a Positive ASD Screening in Primary Care

Sociocultural barriers to hepatitis B health literacy in an immigrant population: a focus group study in Korean Americans

BackgroundChronic hepatitis B (CHB) is a major global health issue disproportionately affecting Asian Americans and other immigrant populations in the United States. Despite the high risk of morbid complications from CHB, the majority of individuals with CHB do not access healthcare due to a complex of barriers. These barriers influence health literacy which may affect behaviors linked to hepatitis B care. We aimed to identify and evaluate various sociocultural factors and how they interact with health literacy to impact CHB care and health seeking in a Korean American population.MethodsA total of 28 Korean American individuals with CHB were divided into 5 different focus discussion groups. This study investigated the participants’ sociocultural backgrounds as well as their awareness and utilization of the healthcare system that could influence their health literacy and behaviors in accessing care.ResultsOur analysis identified and concentrated on three themes that emerged from these discussions: low risk perception and knowledge of CHB and its complications; language, immigrant status, and stigma; and financial and institutional barriers. The participants’ overall awareness of the disease and prevention methods demonstrated poor understanding of important characteristics and potential outcomes of the disease. Additionally, differences in cultural expectations and a lack of understanding and utilization of healthcare systems affected health literacy in further limiting participants’ motivation to seek care.ConclusionsThe present study suggests that there are culture-specific barriers to health literacy governing individuals’ health behavior in accessing hepatitis B care. These findings may inform strategies for developing culturally tailored resources and programs and for facilitating the implementation of community-wide hepatitis B education and screening initiatives in immigrant communities.

Family Communication in Mixed Marriage Couples Between Indonesia-Australia

The way each person communicates depends on culture; language, rules, and norms of each. Culture has the responsibility for all communicative behavior and meaning that everyone has. Communication difficulties faced by the individuals involved are caused by differences in their respective cultural expectations. Differences in cultural expectations can lead to fatal risks, one of which is a misunderstanding. In intermarried family life there will be a misunderstanding of intercultural communication, which involves all family members. This situation can lead to an agreement to recognize one culture that will dominate or develop another culture which is a fusion of the two cultures (third culture), or even both cultures can go together in one family. This study discusses family communication in mixed marriage couples between Indonesia and Australia. The research carried out is intended to find out and analyze the negotiation of self-identity in interactions, conflict management mediated by face and culture, family communication processes, inhibiting factors, and supporting family communication in mixed marriage couples between Indonesia and Australia. Using advanced negotiation theory and symbolic interaction theory. In this study, the authors used a descriptive qualitative method. The data collection techniques used are through observation, interviews, and documentation. Data obtained shows that Mindfulness: Acceptance of new cultures, in terms of language (using both languages), nature (Australia: Individualism-Indonesia: collectivism). Mindlessness: Stereotype, perspective, building tolerance, dealing with habits, opening up to accept a new culture.

Reward and threat in the adolescent brain: implications for leadership development

PurposeIn the last 10 to 15 years, research studies have focused on the effects of differences across generations that result in differences in cultural expectations within the workplace (e.g. Arsenault, 2004). Different generations create shared attitudes to work and preferences for types of work which result in differences in their perception of, for instance, what makes a good leader or even the value of leadership within an organisation. While these generational differences are real, these analyses do not take into account differences that might result from the age, and therefore developmental stage, of the populations being assessed. The neuroscience literature clearly shows that there are maturational differences in the brain which are not complete until late teens to early 20s. It is therefore possible that some of the generational differences result from differences in processing ability resulting from structural immaturities in the brain. In particular, there are differences in the rate of maturation of areas of the brain related to reward sensitivity, threat sensitivity and regulation of behaviour which result in substantial differences in behaviour from adolescence through into adulthood. The purpose of this paper is to consider the effect of maturational changes in the brain on behaviours related to leadership and to outline ways in which these changes can be addressed in order to encourage young people to develop as leaders. This will include providing suitable experiences of leadership to encourage the faster development of the neural structures which underlie these capabilities.Design/methodology/approachRecent advances in neural imaging have resulted in a substantial increase in research investigating the development of the brain during adolescence. A literature review was conducted to find adolescent research that investigated decision making and risk taking. The data obtained were integrated and implications for leadership were drawn from an analysis of the resulting theoretical framework.FindingsThe research into decision-making processes in adolescents and younger adults points to a number of ways in which these differ from mature decision making. Younger people: (find it harder to inhibit behaviours) are more responsive to immediate reward; are more optimistic about the outcome of risky decisions; and are more responsive to social rewards (Jones et al., 2014). They also lack the experiences that adults use to distil the gist of a situation and therefore are more dependent on conscious, cost-benefit analysis of the outcome of decisions.Practical implicationsAn understanding of the differences between adult and adolescent decision making points to the role of experience as a key factor in mature decision making. If adolescents are to make mature decisions, they have to be offered suitable challenges in safe environments from which they can gain expertise in leadership decision making. These can be designed to account for differences in sensitivity to reward and punishment in this group. In addition, young adults would benefit from learning the gist interpretations that have been extracted from situations by experienced leaders. This suggests that adolescents and adults would benefit from simulated leadership experiences and leadership mentoring.Social implicationsThe Baby Boomer generation who currently hold many of the leadership positions in organisations are coming close to requirement. They will have to be replaced by members of Generation X and the Millennial Generation resulting in potentially younger leaders. In addition, flatter organisational structures that are currently being implemented in many organisations will require leadership at many more levels. Thus, we need to be able to develop leadership skills in a more diverse and younger section of society. Understanding how the brain develops can help us to design appropriate leadership experiences and training for this upcoming generation of young leaders.Originality/valueRecent advances in neuroscience of adolescence provide a unique opportunity to bring new evidence to bear on our understanding of decision making in young adults. This provides practical implications for how to develop leadership within this group and to support them as they gain experience in this domain. The evidence also points to a benefit for the increased risk taking seen in adolescence since this leads to greater motivation to try new, and potentially risky, ventures. Through a better understanding of the differences in decision making, we can both help adolescents to develop more mature decision making faster while benefitting from the optimism of youth.

“You Can Do It Baby”: Non-Task Talk with an In-Car Speech Enabled System

Natural language speech enabled systems are an attractive option for in-car infotainment. Differences in cultural expectations in communication, however, can pose difficulties for interface developers and cause frustration for users. We adopt the perspective of cultural discourse theory to analyze 26 drivers interacting with an in-car speech interface. We focus here on directive sequences and the phenomenon of participants using non-task talk. The analysis of these sequences reveals a norm that one ought to engage in non-task talk with the system. We suggest that this norm is grounded in a user premise that the system’s interactional status involves the ability to speak. We find that this norm lacks crystallization among participants, and we formulate a competing norm that helps to account for this. The second norm reveals an underlying belief that the system’s status as a machine is the basis for how it should be treated.

2393 – Why do some psychotropic drugs work and some others don’t?

Non-specific efficacy of psychotropic (and also other) drugs can be influenced by placebo effect including fashion and cultural differences in expectations, by genetic variability, e.g. in degrading enzymes and therefore in drug availability and pharmacokinetics, and largely by adherence to treatment. In other words, the drugs which we trust in, metabolize slowly and swallow obediently are much more efficient than that with minimum psychological effect, rapidly destroyed or even not used. These three variables also interact with each other.

Lovetorn (review)

Reviewed by: Lovetorn Karen Coats Daswani, Kavita . Lovetorn. HarperTeen, 2012. [256p]. ISBN 978-0-06-167311-5 $17.99 Reviewed from galleys Ad Gr. 7-10. At sixteen, Shalini is perfectly happy in living in the family home in Bangalore, India, and spending her time dreaming about marrying Vikram, the boy she's been engaged to since she was three. When her family moves to Los Angeles for two years, her father and younger sister are thrilled and settle in easily, their mother completely shuts down, eventually spiraling into a clinical depression, and Shalini struggles with being teased and friendless in school. It's not until Shalini meets another Indian girl her age (who's never actually been to India), gets her unibrow waxed, and joins a service club that things start to improve for her. She also develops a crush on a guy, and her guilt over her new romantic interest is intense as she considers what it could ultimately mean—disgrace for her family, the ending of a lifelong friendship between Vikram's and her parents, and an uncertain future for herself. Daswani does a fine job of cataloging the differences in cultural expectations, and Shalini's confused negotiation of the conflicting expectations at home and outside of it will be familiar to many readers. Unfortunately, the characters and their responses tend to lack emotional depth: Vikram is unfailingly loving and loyal to Shalini, and Shalini's family responds to her mother's depression by simply going about their business without her. Vikram's accepting reaction of Shalini's betrayal (he'll just wait for her until she tells him not to) is both implausible and narratively anticlimactic. Hidier's Born Confused (BCCB 2/03) is therefore a better choice for emotional realism about the clash between Indian and American identities, but this offers some thoughtful exploration of the challenge faced by young people living across cultures. Copyright © 2012 The Board of Trustees of the University of Illinois

Acquiring cultural competency in caring for black African women

The recent findings of the Centre for Maternal and Child Enquiries (CMACE) (2011) report ‘Savings Mothers’ Lives’ has highlighted the high mortality rates among women of black African ethnicity, particularly those who have newly arrived in the UK. Failure to engage with maternity services was found to be a common trend with this group of women, and this may be linked to cultural differences in expectations of healthcare services. Of the 28 black African mothers who died from direct or indirect causes related to pregnancy between 2006 and 2008, only 9 were UK citizens; significantly, the remaining 19 women were recently arrived immigrants, refugees or asylum seekers ( CMACE, 2011 ). In recent years, a greater emphasis has been placed on health professionals recognizing and appreciating diversity in order to acquire cultural competency. Cultural knowledge is the most important construct of cultural competence for health professionals, being crucial for the accurate appreciation of a patient’s worldview ( Okrentowich, 2007 ). This review explores issues around immigrant black African women’s health in the UK during pregnancy and stresses the benefits for midwives to acquire a level of knowledge and awareness of black African culture to enable the provision of culturally‐appropriate maternity care.

Forming an institutional culture with multinational administrators and teachers at Effat College, Saudi Arabia

This article describes the teaching and learning culture of a newly established women’s college in Jeddah, Saudi Arabia. The academic culture at Effat College in 2002 included administrators and teachers from many nations, which created unique challenges in cross‐cultural communication. These challenges, in turn, affected the development and organization of the institutional culture at Effat. Using a cultural lens, archival data were used to analyze the expectations and relations between the multicultural faculty and administration at the college. Our research revealed that the faculty related to one another through their own cultural perspectives. Faculty from the western nations promoted more reflective and constructivist classrooms, while those from eastern nations were more authoritarian. With a diverse faculty from multiple nations holding significant differences in cultural expectations, it is important to acknowledge that all beliefs hold value and deserve respect. Whether or not people accept one another’s views, just having a more clear understanding of the differences may allow them to seek out commonalities and explain varying perspectives and actions. Therefore, we need to be conscious of the cultural assumptions faculty and administrators bring with them into higher education.

Cultural Differences in Expectations of Change and Tolerance for Contradiction: A Decade of Empirical Research

Since the publication of Peng and Nisbett’s seminal paper on dialectical thinking, a substantial amount of empirical research has replicated and expanded on the core finding that people differ in the degree to which they view the world as inherently contradictory and in constant flux. Dialectical thinkers (who are more often members of East Asian than Western cultures) show greater expectation of change in tasks related to explanation and prediction and greater tolerance of contradiction in tasks involving the reconciliation of contradictory information. The authors show how these effects are manifested in the domains of the self, emotional experience, psychological well-being, attitudes and evaluations, social categorization and perception, and judgment and decision making. They note important topics in need of further investigation and offer predictions concerning possible cultural differences in unexplored domains as a function of the presence or absence of naïve dialecticism.

Understanding Singaporean preschool teachers' beliefs about literacy development: Four different perspectives

Investigating teachers' beliefs may shed light on their activities in the classroom, and in turn, on the pedagogical process itself. It is, however, not easy to study teachers' beliefs empirically. Q-methodology has been used over several disciplines to systematically investigate individuals' points of view on a range of issues. A study involving Q-methodology was conducted in Singaporean preschools to investigate some teachers' perceptions of early literacy development and instruction. The study revealed four viewpoint groups among the 30 preschool teachers who participated in the study, and possible teacher characteristics that distinguish the viewpoints from each other. The results suggest that the differences in viewpoints are indicative of differences in cultural expectations held by various groups of teachers.

Aboriginal Health Systems in Canada: Nine Case Studies

This paper investigates Aboriginal health systems in Canada, in urban and rural First Nations communities, Inuit communities and Metis Settlements. A summary of the primary strengths and challenges of Aboriginally-controlled health systems is presented. Strengths include holism, synergy of western and traditional health philosophies, focus on primary care, collaboration with provincial services, integrated health service delivery, and administrative reform. Aside from the challenge of health status, Aboriginal health systems must contend with small community size, remoteness, lack of human resources including Aboriginal health professionals, a growing and aging population, inadequacy of funding accompanied with non-sustainability of the system, and jurisdictional barriers. Through nine case studies, successful approaches are presented to providing effective, responsive and culturally-appropriate community health services. These case studies underscore the diversity in Aboriginal health systems necessary to accommodate vast differences in cultural expectations, health service needs, jurisdictional complexity, and geographic location.

Misbehaviour in British and Turkish Primary Classrooms

This article opens with a general discussion of misbehaviour in classrooms. This is part of the theoretical framework for the research, which was a study of ‘inappropriate behaviour’ in primary classrooms in Turkey and Britain. The study used systematic observation and studied six classrooms in England and six in Turkey. The findings show the cultural differences in expectations of pupils and how this impacts on perceptions of misbehaviour. There were also gender differences in both countries. Teachers’ attributions regarding the reasons for misbehaviour are also discussed.

Information manipulation theory and perceptions of deception in Hong Kong

This study tests McCornack's (1992) Information Manipulation Theory (IMT) in Hong Kong. IMT views deception as arising from covert violations of one or more of Grice's four maxims (quality, quantity, relevance, and manner). Previous studies conducted in the United States have found that messages violating one or more of the four maxims are rated as less honest than messages that do not violate the maxims. Based upon cultural differences in expectations and social roles, we predicted that only violations of quality (i.e., outright falsification) would be seen as universally deceptive. To test this prediction, McCornack, Levine, Solowczuk, Torres and Campbell's (1992) original study was replicated in Hong Kong (N = 310). The results indicated that violations of quality (falsification) and relevance (evasion) were rated as deceptive in Hong Kong. However, message ratings along all four dimensions were significantly correlated with deception ratings, suggesting that perhaps the results stem from differences in what counts as a covert violation rather than more fundamental differences in the appropriateness of the maxims.

Visual Processing of Televised Information by Japanese and American Children

Visual processing of televised information was compared for 85 Japanese and 111 American boys and girls at the kindergarten and fourth-grade levels. It was predicted that in a television program without narration or dialogue, Japanese children's amount and concentration of visual attention and comprehension would be higher than that of American children, particularly at the fourth-grade level. The results confirmed the predictions for visual attention, suggesting that different television processing strategies were employed. Contrary to the predictions, American children scored higher than Japanese children on the comprehension test, perhaps because of the cultural differences in expectations about the testing procedure.

Maternal expectations of their infants' development: some cultural differences.

A total of 124 mothers from three cultural groups living in the same British city were asked to give the ages at which they expected their one-month-old infants to achieve three motor milestones. Jamaican mothers expected their infants to sit and walk much earlier than their English and Indian counterparts. The Indian mothers gave later estimates for crawling than those of the other two groups. The actual ages at which the abilities were attained closely reflected the cultural differences in expectations between the Jamaican and English mothers. Jamaican mothers were particularly accurate in predicting sitting age. These results are discussed in relation to cultural theories of child development, together with their implications for child health in multicultural societies.