Effects Of Cultural Identity Research Articles

Tapping Into the ABT Treasury

Tapping Into the <i>ABT</i> Treasury

Pathways to Global versus Local Brand Preferences: The Roles of Cultural Identity and Brand Perceptions in Emerging African Markets

The effects of cultural identity on perceptions about and preference for global and local brands remain less understood. Using consumer cultural identity theory, this study tests assumptions that cultural identity drives perceived brand globalness and localness. It also examines how such perceptions shape brand value assessments and preference formation. The study draws on consumer data from two prominent emerging African markets, South Africa and Ghana, to test the hypothesized relations through structural equation modelling. The findings support predictions that individuals’ cultural identity drives their perceptions of brands as local/global. Specifically, global identity drives global brand preference in both countries, but local identity was a weak driver of local brand preference in Ghana. The perceived value of local brands impacts local brand preference more than foreign brand preference. The study highlights several contributions on the pathways to global or local brand preferences that should benefit international marketing scholars and branding professionals.

Fake News with Real Consequences: The Effect of Cultural Identity on the Perception of Science

Fake news and alternative science are increasingly popular topics of conversation in the public sphere and the classroom due to increasingly far-reaching social media and a shifting political climate. Promoting scientific literacy by providing opportunities for students to evaluate reports of contentious scientific issues and analyze the underlying factors that influence public perception of science is necessary for the development of an informed citizenry. This article describes a three-part learning activity useful for engaging biology students in evaluating the accuracy of science-related news reports, and reflecting upon the ways that social cues, religion, and political ideologies shape perception of science. These activities are appropriate for teaching about climate change, evolution, vaccines, and other important contemporary scientific issues in upper-level high school and undergraduate science courses.

The Effect of Cultural Identity on Learning

The relationship between learning and cultural identity has been on the agenda recently. Some positive correlations have been found out. Researchers like Eleuterio (1997) and Hoelscher (1999) observed that classrooms filled with teachers and students who share their cultural identities build trust and foster stronger relationships, which leads to student engagement, higher motivation and excitement about learning together. Education inevitably brings shifts, however, learners’ cultural identity plays a significant role in transmission of such values. What is more, the more challenging point for this study is the effect of cultural identity on informal learning. This study has been conducted with qualitative research techniques to explore possible links between cultural identity and learning for the Turkish Republic of Northern Cyprus (here after T.R.N.C) curriculum subjects. Focus group discussions will be the main data source. The researcher have started to have focus groups from previously decided schools with some pre-prepared questions with an aim of finding evidence of possible correlations between cultural identity and their learning generally. Possible links between areas of the curriculum and utilising learning strategies will be analysed. The focus groups include students from different backgrounds: Turkish Cypriot, Turkish, Russian, and Bulgarian etc. Discussions are underway with the selected research participants whereby the participants are asked some questions to find out their opinions about their cultural identity and possible motivational links to their learning in general. This study will also focus on how these young peoples’ ideas are socially constructed about learning and how their cultural identity is affected by other aspects such as gender, social class and parent's education level. Four schools are identified and visits arranged for focus group discussions. Some initial data from the focus group discussions will be presented.

Affective style and depressive symptoms in youth of a North American Plains tribe: The moderating roles of cultural identity, grade level, and behavioral inhibition

Davidson’s (1998) theory predicts that low behavioral activation system (BAS) sensitivity is linked to depressive symptoms. Empirical findings, however, have been ambiguous, and few studies have investigated this relationship in youth. Additionally, there has been little investigation of potential moderators of this relationship. This study examined the relationship between affective style and depressive symptoms among youth of a North American Plains tribe, and the potential moderating effects of cultural identity, grade level, and BIS. Surveys were completed by 151 adolescents in grades 7 through 12. Results indicated that BAS and Native Cultural Identification were each significantly associated with depression. However, the relationship between BAS and depression depended on cultural identification, grade level, and perhaps BIS. Overall, these findings provide support for the roles of affective style, cultural identification, and grade level in youth depression amongst Native Americans.

The Moderating Effects of Cultural Identity on International Negotiation Outcomes: Extending the Milliken and Martins Framework

We extend a theoretical framework that proposes how observable and non-observable attributes of diversity affect outcomes for individuals, groups, and organizations, and the mediating processes (i.e., affective, cognitive, symbolic, and communications) through which diversity affects these outcomes. We consider this framework within the context of culture and international negotiation by applying it within this context, proposing that observable and non-observable attributes of ethnic culture activate these mediating processes. Furthermore, we argue that the extent to which negotiators identify with their respective ethnic culture moderates the effects of these mediating processes on the negotiators' ability to achieve a successful negotiation outcome.