Module 3: Culture and Self
Readings
Liu, J. H. (2012). A Cultural Perspective on Intergroup Relations and Social Identity [PDF]. Online Readings in Psychology and Culture, 5(3). https://doi.org/10.9707/2307-0919.1119. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Hinkley, J. W., Marsh, H. W., & McInerney, D. M. (2002). Social Identity and Navajo High School Students: Is a Strong Social Identity Important in the School Context? [PDF]. Online Readings in Psychology and Culture, 3(1). https://doi.org/10.9707/2307-0919.1027. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Kitayama, S., Markus, H. R., & Kurokawa, M. (2000) Culture, Emotion, and Well-being: Good Feelings in Japan and the United States, Cognition and Emotion, 14:1, 93-124, DOI: https://doi.org/10.1080/026999300379003
Available through PsycInfo Database
Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98(2), 224–253. https://doi.org/10.1037/0033-295X.98.2.224
Available through PsycInfo Database
Li, H. Z., Bhatt, G., Zhang, Z., Pahal, J., Cui, Y. (2006). Defining relationships: Comparing Canadians, Chinese, and Indians. Asian Journal of Social Psychology, 9, 242-248. DOI: https://doi.org/10.1111/j.1467-839X.2006.00203.x
Available through PsycInfo Database
Teaching Materials
- Major Points
- PowerPoint Presentation [PPT]
- Selected video presentations (choose 1 or 2)
- Critical Thinking Questions
Major Points
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- Self and other
- “Who are You”?
- Relational or Individula attirbutes
- Markus & Kitayama (1991) Model
- Self as a cognitive schema
- Independent and Interdependent Self
- Japanese and American Self
- Self, Culture, & Cognition
- FAE
- Self-serving Bias – Humility Bias
- Self, Culture, & Emotion
- Ego-focused
- Other-focused
- Happiness, Anger
- Self, Culture, & Motivation
- Need for Achievement
- Need for Affiliation
- Self and other
Videos
Dr. David Matsumoto discusses culture and personality. (7:14)
Creative Commons Attribution License CC BY 3.0
What is CULTURAL IDENTITY THEORY? What does CULTURAL IDENTITY THEORY mean? (7:21)
https://www.youtube.com/watch?v=6BhSldEUkWM
Creative Commons Attribution License CC BY-SA 3.0
The Relevance of Cultural Heritage: Identity (4:13)
Creative Commons Attribution License CC BY 3.0
What Is It Like To Be Aboriginal? | Tui Raven | TEDxUWA (9:02)
Creative Commons Attribution License CC BY-NC-ND 4.0 International
Critical Thinking Questions
Critical Thinking Questions
- Assume you are a high school counselor with expertise on culture and psychology. The parents of a 17-year-old high school student who immigrated to Canada from Japan 12 months ago came to see you and said they are concerned about their son. They explained that since they came to Canada, their son seemed to be unhappy and self-critical. They believe that his self-esteem is low. They are not sure what is causing his unhappiness and low self-esteem because he used to be a very happy child and had a very high self-esteem when he was living in Japan. The son speaks English fluently; therefore, the parents think he should not have any problem adjusting to the new school in Canada. However, they suspect the cultural differences may have something to do with this problem.
- Using the information in the article, “Culture and the Self: Implications for Cognition, Emotion, and Motivation” (Markus & Kitayama, 1991), analyze and explain how features from each of these three domains may be causing the son’s unhappiness and his low self-esteem.
- What recommendations/solutions you would offer for the young man to help him overcome his general sense of unhappiness and increase his self-esteem?
Avoid generic advice such as “send him for counseling” . Instead provide specific details what strategies, approaches may be used by counselors/parents/teachers/friends.
- List 5-10 formal or informal “groups” to which you belong (e.g., clubs, family, extended family, social/peer groups, school/work groups, cultural/ethnic groups. Indicate which of these you identify with and how strong is your sense of identification. What is the difference in your subjective feelings about your involvement in each group?
- Describe some differences in intergroup behaviour between a collective and an individualist group that you know. How can you explain/understand these differences?
The last two Critical Thinking Questions are adapted from:
- Hinkley, J. W., Marsh, H. W., & McInerney, D. M. (2002). Social Identity and Navajo High School Students: Is a Strong Social Identity Important in the School Context? [PDF]. Online Readings in Psychology. https://doi.org/10.9707/2307-0919.1027. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
- Liu, J. H. (2012). A Cultural Perspective on Intergroup Relations and Social Identity. Online Readings in Psychology and Culture, 5(3). https://doi.org/10.9707/2307-0919.1119. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.