자연주의적 탐구조사(Naturalistic Inquiry)

Imagined communities: Reflections on the origin and spread of nationalism

Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

Lincoln, Yvonna, and Egon Guba, "Postpositivism and the Naturalist Paradigm," pp. 14-46 in Yvonna Lincoln and Egon Guba, Naturalistic Inquiry . Beverly Hills, CA: Sage, 1985.*

Are Americans more individualistic and less collectivistic than members of other groups? The authors summarize plausible psychological implications of individualism-collectivism (IND-COL), meta-analyze cross-national and within-United States IND-COL differences, and review evidence for effects of IND-COL on self-concept, well-being, cognition, and relationality. European Americans were found to be both more individualistic-valuing personal independence more-and less collectivistic-feeling duty to in-groups less-than others. However, European Americans were not more individualistic than African Americans, or Latinos, and not less collectivistic than Japanese or Koreans. Among Asians, only Chinese showed large effects, being both less individualistic and more collectivistic. Moderate IND-COL effects were found on self-concept and relationality, and large effects were found on attribution and cognitive style.

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Rethinking individualism and collectivism: evaluation of theoretical assumptions and meta-analyses.

Considerable attention has been paid to the academic achievements of Asian Americans because there is convergent evidence that this population has attained high educational mobility. In trying to explain the achievement patterns, researchers have largely limited their investigations to one of two contrasting hypotheses involving (a) hereditary differences in intelligence between Asians and Whites and (b) Asian cultural values that promote educational endeavors. Research findings have cast serious doubt over the validity of the genetic hypothesis. Yet, there has been a failure to find strong empirical support for alternative hypothesis concerning cultural values. It is proposed, under the concept of relative functionalism, that Asian Americans perceive, and have experienced, restrictions in upward mobility in careers or jobs that are unrelated to education. Consequently, education assumes importance, above and beyond what can be predicted from cultural values. Research and policy implications of this view are noted.

Asian-American educational achievements: A phenomenon in search of an explanation.

This study tested an affect-specific explanation for the Asian and White American differences in depression and social anxiety. Construal of the self as independent or interdependent in relation to others (H. R. Markus & S. Kitayama, 1991) was hypothesized to be 1 possible way in which culture may be expressed in individuals' psychological functioning, which in turn was hypothesized to be linked specifically to social anxiety. College students (N = 348; 183 White Americans and 165 Asian Americans) completed self-report measures of depression, social anxiety, and self-construals. Asian Americans scored significantly higher than White Americans on measures of depression and social anxiety. When the covariance between depression and social anxiety was statistically controlled, ethnicity and self-construal variables were found, as predicted, to be associated with measures of social anxiety but not depression. These findings suggest a more differentiated perspective on the relations between culture, ethnicity, and emotional distress.

Sources of ethnic differences between Asian American and white American college students on measures of depression and social anxiety.

The primary purpose of this exploratory investigation was to examine self-concealment behaviors and social self-efficacy skills as potential mediators in the relationship between acculturative stress and depression in a sample of 320 African, Asian, and Latin American international college students. The authors found several differences by demography with regard to the study's variables. After controlling for regional group membership, sex, and English language fluency, they found that self-concealment and social self-efficacy did not serve as mediators in the relationship between African, Asian, and Latin American international students' acculturative stress experiences and depressive symptomatology. Implications of the findings are discussed.

Self-concealment, social self-efficacy, acculturative stress, and depression in African, Asian, and Latin American international college students.

Assessment research on ethnic minorities presents multiple methodological and conceptual challenges. This article addresses the difficulties in denning and examining ethnicity as a variable in psychological research. The authors assert that many of the problems stem from not making explicit the assumptions underlying the use of ethnicity as an explanatory variable and from inadequately describing cultural and contextual characteristics of ethnic minority samples. Also raised are common methodological problems encountered in examining race, ethnicity, and culture in assessment research, such as decisions regarding which populations to study, sampling methodologies, measure selection, method of assessment, and interpretation of results. Finally, some guidelines are offered for tackling some of the methodological dilemmas in assessment research with ethnic minorities. Assessment research on ethnic minority groups has had a controversial history. For example, comparisons of intellectual abilities and cognitive skills, of self-esteem and self-hatred, of personality patterns, and of prevalence rates and degrees of psychopathology among different ethnic and racial groups have generated considerable controversy regarding the validity of findings. It is our belief that conducting valid assessment research with ethnic minority groups is particularly problematic because of methodological, conceptual, and practical difficulties that arise in such research. This article addresses common methodological problems that have plagued assessment research on ethnic minorities. Our intent here is not to provide definitive solutions to methodologica l problems but rather to raise issues that many researchers may not have otherwise considered, so that informed decisions can be made about how to handle variables related to ethnicity. We also pose some guidelines for future assessment research with ethnic minorities to improve the knowledge base not only for ethnic minorities but also for the field of psychological assessment. In doing so, we will closely examine fundamental problems such as sample heterogeneity, measurement of culture, and underlying assumptions about ethnicity, all of which make assessment research with ethnic minorities inherently challenging. Because our work involves Asian Americans, many of the cited examples deal with this population, although the point behind the examples may apply to other ethnic groups. We refer to assessment research in a broad sense and use examples from extant literature on cognitive, personality, and clinical psychodiagnostic assessment with various ethnic mi

Methodological issues in assessment research with ethnic minorities.

Since the publication of Sue et al. (Am Psychol 62:271–286, 2007a, b) seminal article, there has been an enormous scholarly interest in psychology on this construct of racial microaggressions—subtle everyday experiences of racism. In this paper, we provide a review of racial microaggressions research literature in psychology since 2007, following the publication of the first comprehensive taxonomy of racial microaggressions, which provided a conceptual framework and directions for research related to racial microaggressions. However, our review suggests that important conceptual and methodological issues remain to be addressed in the three domains: (1) what are racial microaggressions and who do they impact; (2) why are racial microaggressions important to examine; and (3) how are racial microaggressions currently studied and how might we improve the methodologies used to study racial microaggressions. We propose recommendations to further facilitate racial microaggressions research, improve the scientific rigor of racial microaggressions research, and contribute toward a more complete and sophisticated understanding of the concept and consequences of racial microaggressions—a construct that is undoubtedly salient and psychologically relevant among many members of racial minority groups.

Sumie Okazaki

Papers

Asian-American educational achievements: A phenomenon in search of an explanation.

Sources of ethnic differences between Asian American and white American college students on measures of depression and social anxiety.

Self-concealment, social self-efficacy, acculturative stress, and depression in African, Asian, and Latin American international college students.

Methodological issues in assessment research with ethnic minorities.

The What, the Why, and the How: A Review of Racial Microaggressions Research in Psychology