Culture and Migration: Shaping Stereotypes

1. The roles of culture and migration on shaping and re-shaping the content of stereotypes Stanciu Adrian, BIGSSS, stanciu@bigsss-bremen.de

2. Culture • What it is • Theories about culture differences • Migration • What it is • Theories dealing with migration • Stereotypes • What are they • Stereotypes & migration (exercise)

4. Culture: What it is • “Complex whole which includes knowledge, belief, art, morals, laws, customs, and any other capabilities and habits acquired by man as a member of society” (Taylor, 1871, cf. Smith, Bond, Kagitcibasi, 2002, p.30) • “(…) the totality of equivalent and complementary learned meanings maintained by a human population, or by identifiable segments of a population, and transmited from one generation to the next” (Rohner, 1984, cf. Smith, Bond, Kagitcibasi, 2002, p.31) • “Cognitive programming of the mind that distinguishes the members of one group of people from another” (Hofstede, 2001, p.9) • “(…) latent, normative value system, external to the individual, which underlies and justifies the functioning of societal institutions” (Schwartz, 2014, p. 6) • “ideals, values, and assumptions about life that guide specific behaviors common to people of a country” (cf. Baldwin, Faulkner, & Hecht, 2006, p.8)

5. Culture: content • “Complex whole which includes knowledge, belief, art, morals, laws, customs, and any other capabilities and habits acquired by man as a member of society” (Taylor, 1871, cf. Smith, Bond, Kagitcibasi, 2002, p.30) • “(…) the totality of equivalent and complementary learned meanings maintained by a human population, or by identifiable segments of a population, and transmited from one generation to the next” (Rohner, 1984, cf. Smith, Bond, Kagitcibasi, 2002, p.31) • “Cognitive programming of the mind that distinguishes the members of one group of people from another” (Hofstede, 2001, p.9) • “(…) latent, normative value system, external to the individual, which underlies and justifies the functioning of societal institutions” (Schwartz, 2014, p. 6) • “ideals, values, and assumptions about life that guide specific behaviorscommon to people of a country” (cf. Baldwin, Faulkner, & Hecht, 2006, p.8)

6. Culture: relevant to • “Complex whole which includes knowledge, belief, art, morals, laws, customs, and any other capabilities and habitsacquired by man as a member of society” (Taylor, 1871, cf. Smith, Bond, Kagitcibasi, 2002, p.30) • “(…) the totality of equivalent and complementary learned meanings maintained by a human population, or by identifiable segments of a population, and transmited from one generation to the next” (Rohner, 1984, cf. Smith, Bond, Kagitcibasi, 2002, p.31) • “Cognitive programming of the mind that distinguishes the members of one group of people from another” (Hofstede, 2001, p.9) • “(…) latent, normative value system, external to the individual, which underlies and justifies the functioning of societal institutions” (Schwartz, 2014, p. 6) • “ideals, values, and assumptions about life that guide specific behaviors common to people of a country” (cf. Baldwin, Faulkner, & Hecht, 2006, p.8)

7. Culture: came about • “Complex whole which includes knowledge, belief, art, morals, laws, customs, and any other capabilities and habitsacquired by man as a member of society” (Taylor, 1871, cf. Smith, Bond, Kagitcibasi, 2002, p.30) • “(…) the totality of equivalent and complementary learned meanings maintained by a human population, or by identifiable segments of a population, and transmited from one generation to the next” (Rohner, 1984, cf. Smith, Bond, Kagitcibasi, 2002, p.31) • “Cognitive programming of the mind that distinguishes the members of one group of people from another” (Hofstede, 2001, p.9) • “(…) latent, normative value system, external to the individual, which underlies and justifies the functioning of societal institutions” (Schwartz, 2014, p. 6) • “ideals, values, and assumptions about life that guide specific behaviors common to people of a country” (cf. Baldwin, Faulkner, & Hecht, 2006, p.8)

8. Culture: role • “Complex whole which includes knowledge, belief, art, morals, laws, customs, and any other capabilities and habitsacquired by man as a member of society” (Taylor, 1871, cf. Smith, Bond, Kagitcibasi, 2002, p.30) • “(…) the totality of equivalent and complementary learned meanings maintained by a human population, or by identifiable segments of a population, and transmited from one generation to the next” (Rohner, 1984, cf. Smith, Bond, Kagitcibasi, 2002, p.31) • “Cognitive programming of the mind that distinguishes the members of one group of people from another” (Hofstede, 2001, p.9) • “(…) latent, normative value system, external to the individual, which underlies and justifies the functioning of societal institutions” (Schwartz, 2014, p. 6) • “ideals, values, and assumptions about life that guide specific behaviors common to people of a country” (cf. Baldwin, Faulkner, & Hecht, 2006, p.8)

9. Culture: in brief • Shared attributes • Society/ Country

10. Culture: How it is developed target In-group Joint action Narrator Audience Grounding Peters & Kashima, 2007; Kashima,2008

11. Culture: How it is developed target target target target target target Narrator Narrator Narrator Narrator Narrator Narrator Audience Audience Audience Audience Audience Audience Peters & Kashima, 2007

12. exercise: 5 mins • With this in mind… • Think of cultural differences • can you think of a psychological concept that is explained by this model? • explain

13. Theories about culture differences

14. Culture: Hofstede’s National cultural dimensions • Data from IBM employees (1967-1973) • More than 70 countries • Initial dimensions • Power distance • Individualism vs. Collectivism • Masculinity vs. Femininity • Uncertainty avoidance • Minkov’s (& Bond’s) additional dimensions • Pragmatic vs. Normative • Indulgent vs. Restraint http://geert-hofstede.com/the-hofstede-centre.html

15. Culture: describe differences

16. Culture: describe differences

17. Culture: Schwartz’s value inventory • “Values are used to characterize cultural groups, societies, and individuals, to trace change over time, and to explain the motivational bases of attitudes and behavior” • Values are: • Beliefs • Refer to desirable goals • Transcend specific actions and situations • Serve as standards or criteria • Ordered by importance • The relative importance of multiple values guide action Schwartz, 2012

18. Schwartz, 2012

19. Culture: Gelfand’s Tightness vs. Looseness • Tight cultures: “have many norms and a low tolerance of deviant behaviour” • Loose cultures: “have weak social norms and a high tolerance of deviant behaviour” • Nurturing factors: • Historical • Environmental • Societal Gelfandet al., 2011

20. Gelfandet al., 2011

21. exercise: 15 mins • Group of 4 • Use one of the three theories • Come up with two countries • Explain differences

22. About migration

23. Migration: What it is “The movement of a person or a group of persons, either across an international border, or within a State. It is a population movement, encompassing any kind of movement of people, whatever its length, composition and causes; it includes migration of refugees, displaced persons, economic migrants, and persons moving for other purposes, including family reunification.” IOM, 2014; https://www.iom.int/cms/en/sites/iom/home/about-migration/key-migration-terms-1.html#Migration:

24. Migration: What it is “The movement of a person or a group of persons, either across an international border, or within a State. It is a population movement, encompassing any kind of movement of people, whatever its length, composition and causes; it includes migration of refugees, displaced persons, economic migrants, and persons moving for other purposes, including family reunification.”

25. Migration: What it is “The movement of a person or a group of persons, either across an international border, or within a State. It is a population movement, encompassing anykind of movement of people, whatever its length, composition and causes; it includes migration of refugees, displaced persons, economic migrants, and persons moving for other purposes, including family reunification.”

26. Migration: What it is “The movement of a person or a group of persons, either across an international border, or within a State. It is a population movement, encompassing any kind of movement of people, whatever its length, composition and causes; it includes migration of refugees, displaced persons, economic migrants, and persons moving for other purposes, including family reunification.”

27. Migration: Theories dealing with migration • Acculturation paradigm: “changes that take place [n.b. within the migrant] as a result of contact with culturally dissimilar people, groups, and social influences”(cf. Schwartz et al., 2010, p.237) • Berry’s bi-dimensional model (e.g. 2005): • Should I maintain my culture? • Should I have contact with the Host culture?

28. Home culture yes Separation Integration Host culture no Host culture yes Marginalization Assimilation Home culture no

29. Acculturation orientation on: • Behavior • Attitudes • Emotions • Values • Personality e.g. Koydemir, 2013; De Leersnyder, Nequita, & Kim, 2011; Berry & Sebatier, 2011; Choi & Thomas, 2009; Yagmur & Van de Vijver, 2012; Titzmann, Silbereisen, & Mesch, 2012; Des Rosiers, Schwartz, Zamboanga, Ham, & Huang, 2013; Georgas, Berry, Shaw, Christakopoulou, & Mylonas, 1996; Grüngör, Bornstein, De Leersnyder, Cota, Ceulemans, & Mesquita, 2013

30. exercise: 10 mins • Group 4 • Choose a psychological concept • Explain the role of acculturation orientation

31. About stereotypes

33. “beliefs about the characteristics, attributes, and behaviors of members of certain group” Hilton & von Hippel, 1996, p.240

34. Stereotype research • Processes-e.g. stereotype formation • Outcomes-e.g. discrimination • Content-…

35. Stereotype Warmth Competence Old people Women Rich people Veterans Unemployed Poor people Gay Students Fiske, Cuddy, Glick, & Xu, 2002

36. High * Old people * Gay * Women * Veterans Warmth * Students * Unemployed * Poor people * Rich people Low High Low Competence

37. Universality Cuddy et al., 2009; de Paula Couto & Koller, 2012; Guang, Deng, & Bond, 2010; Jie-ting, Jian, & Xin-jian, 2012; Cohrs, Asbrock, & Sibley, 2012; Sibley et al., 2011; Ufkes et al, 201

38. Culture-specificity Hong-Kong: Filipino Maids, Mainlanders, Pakistani, Foreigners Japan: Civil servants, Entertainers South-Korea: Buddhists, Merchants New-Zeeland:Pãkehã Germany: Eco-freaks, Jews, East-Germans, West-Germans Asbrock, 2010; Cuddy et al., 2009; Eckes, 2002; de Paula Couto & Koller, 2012; Sibley et al., 2011

39. Exercise: • Groups of 4 • Applying the cross-cultural ideas and migration idea • Come up with a study to investigate • “Migration leads to changes in the stereotypes held by migrants”