The learned helplessness hypothesis is criticized and reformulated. The old hypothesis, when applied to learned helplessness in humans, has two major problems: (a) It does not distinguish between cases in which outcomes are uncontrollable for all people and cases in which they are uncontrollable only for some people (univervsal vs. personal helplessness), and (b) it does not explain when helplessness is general and when specific, or when chronic and when acute. A reformulation based on a revision of attribution theory is proposed to resolve these inadequacies. According to the reformulation, once people perceive noncontingency, they attribute their helplessness to a cause. This cause can be stable or unstable, global or specific, and internal or external. The attribution chosen influences whether expectation of future helplessness will be chronic or acute, broad or narrow, and whether helplessness will lower self-esteem or not. The implications of this reformulation of human helplessness for the learned helplessness model of depression are outlined.

Learned Helplessness in Humans: Critique and Reformulation

La psychologie interculturelle a montre qu'il existait des rapports etroits entre le contexte culturel et le developpement comportemental de l'individu. Cette relation etablie, l'effort des recherches interculturelles a de plus en plus porte sur ce qu'il advenait des individus quand ils tentaient de refaire leur vie dans une culture differente de leur culture d'origine. Les consequences psychologiques a long terme de ce processus d'acculturation sont tres variables, dependant de variables sociales et personnelles qui renvoient a la societe de depart, a la societe d'accueil et a des phenomenes qui existent avant, mais qui emergent pendant la periode d'acculturation. Cet article esquisse un schema conceptuel a partir duquel acculturation et adaptation peuvent ětre etudiees, puis presente quelques conclusions et resultats generaux tires d'un echantillon de travaux empiriques. On envisage des applications possibles a la politique et aux programmes d'insertion en prenant en consideration les couts et les benefices sociaux et psychologiques emanant de l'adoprion d'une orientation pluraliste et integrationniste.

Cross-cultural psychology has demonstrated important links between cultural context and individual behavioural development. Given this relationship, cross-cultural research has increasingly investigated what happens to individuals who have developed in one cultural context when they attempt to re-establish their lives in another one. The long-term psychological consequences of this process of acculturation are highly variable, depending on social and personal variables that reside in the society of origin, the society of settlement. and phenomena that both exist prior to, and arise during, the course of acculturation. This article outlines a conceptual framework within which acculturation and adaptation can be investigated, and then presents some general findings and conclusions based on a sample of empirical studies. Applications to public policy and programmes are proposed. along with a consideration of the social and psychological costs and benefits of adopting a pluralist and integrationist orientation to these issues.

Immigration, Acculturation, and Adaptation

In the midst of discussions about improving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation. This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalytic or macroanalytic perspectives. Rather, the article attempts to build on the work done in both of these areas and proposes a culturally relevant theory of education. By raising questions about the location of the researcher in pedagogical research, the article attempts to explicate the theoretical framework of the author in the nexus of collaborative and reflexive research. The pedagogical practices of eight exemplary teachers of African-American students serve as the investigative “site.” Their practices and reflections on those practices provide a way to define and recognize culturally relevant pedagogy.

https://www.jstor.org/stable/pdfplus/1163320.pdf

Toward a Theory of Culturally Relevant Pedagogy

This article conceptualizes community cultural wealth as a critical race theory (CRT) challenge to traditional interpretations of cultural capital. CRT shifts the research lens away from a deficit view of Communities of Color as places full of cultural poverty disadvantages, and instead focuses on and learns from the array of cultural knowledge, skills, abilities and contacts possessed by socially marginalized groups that often go unrecognized and unacknowledged. Various forms of capital nurtured through cultural wealth include aspirational, navigational, social, linguistic, familial and resistant capital. These forms of capital draw on the knowledges Students of Color bring with them from their homes and communities into the classroom. This CRT approach to education involves a commitment to develop schools that acknowledge the multiple strengths of Communities of Color in order to serve a larger purpose of struggle toward social and racial justice.

/pdf/whose-culture-has-capital-a-critical-race-theory-discussion-4r42kxnce1.pdf

Whose culture has capital? A critical race theory discussion of community cultural wealth

Part I. From There to Here - Theoretical Background: 1. From visiousness to viciousness: theories of intergroup relations 2. Social dominance theory as a new synthesis Part II. Oppression and its Psycho-Ideological Elements: 3. The psychology of group dominance: social dominance orientation 4. Let's both agree that you're really stupid: the power of consensual ideology Part III. The Circle of Oppression - The Myriad Expressions of Institutional Discrimination: 5. You stay in your part of town and I'll stay in mine: discrimination in the housing and retail markets 6. They're just too lazy to work: discrimination in the labor market 7. They're just mentally and physically unfit: discrimination in education and health care 8. The more of 'them' in prison, the better: institutional terror, social control and the dynamics of the criminal justice system Part IV. Oppression as a Cooperative Game: 9. Social hierarchy and asymmetrical group behavior: social hierarchy and group difference in behavior 10. Sex and power: the intersecting political psychologies of patriarchy and empty-set hierarchy 11. Epilogue.

http://catdir.loc.gov/catdir/samples/cam032/98044356.pdf

Social Dominance: An Intergroup Theory of Social Hierarchy and Oppression

Acculturation: Theory, Models, And Some New Findings

The authors argue in this article that new approaches are needed in the study of psychological acculturation. They posit that a new model of psychological acculturation should incorporate contemporary work in social and cognitive psychology. The model they present builds on previous research in the areas of social cognition, cultural competence, social identity, and social stigma. Each of these perspectives is discussed in accordance with its relevance to the acculturative processes operating in immigrants. They hypothesize that acculturation is more difficult for those persons who must cope with the stigma of being different because of skin color, language, ethnicity, and so forth. Finally, the authors believe that the theoretical framework present here will lead to more productive insights into the adaptation process of immigrants than has heretofore been the case.

/pdf/acculturation-social-identity-and-social-cognition-a-new-q7y91l9axk.pdf

Acculturation, Social Identity, and Social Cognition: A New Perspective

Acculturative stress and specific coping strategies were assessed in a group of 214 multicultural college undergraduates of both sexes who were divided into four generational status groups: early immigrants (immigrated before 12 years of age) and late immigrants (immigrated after age 12), second-generation and third-generation. Also explored was the relationship of acculturative stress to self-esteem, locus of control and loyalty to American culture. The self-administered questionnaire contained the short version of the Padilla SAFE Acculturative Stress Measure, a loyalty toward American culture scale, Rotter's Internal/External Locus of Control scale, and the Coopersmith Self-Esteem Inventory. Findings revealed that late immigrant students experienced greater acculturative stress than the other groups. Also, late immigrants coped with stress more frequently by taking a direct, planned action (individualistic) approach, while secondand third-generation groups more often coped by talking to others about th...

Acculturative Stress and Specific Coping Strategies among Immigrant and Later Generation College Students

http://psycnet.apa.org/journals/pas/3/3/438.pdf

Amado M. Padilla

Papers

Acculturation: Theory, Models, And Some New Findings

Acculturation, Social Identity, and Social Cognition: A New Perspective

Acculturative Stress and Specific Coping Strategies among Immigrant and Later Generation College Students

The Hispanic Stress Inventory: A culturally relevant approach to psychosocial assessment.

The Mexican-American Extended Family As An Emotional Support System