Culture and Personality in International Schools: Are Trait Differences in Students' Personalities Attenuated or Amplified?

Autor/in	Wurf, Gerald C.
Titel	Culture and Personality in International Schools: Are Trait Differences in Students' Personalities Attenuated or Amplified?
Quelle	In: Intercultural Education, 29 (2018) 3, S.418-433 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2018.1438589
Schlagwörter	Personality Traits; International Schools; Acculturation; Self Concept; North Americans; Chinese Americans; Cultural Background; School Culture; Personality Measures; Multivariate Analysis; Asians; Asian Culture; Qualitative Research; Multicultural Education; Foreign Countries; Cultural Awareness; High School Students; Grade 11; Grade 12; Student Attitudes; Statistical Analysis; Hong Kong; NEO Five Factor Inventory + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; International school; Internationale Schule; Akkulturation; Selbstkonzept; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Schulkultur; Schulleben; Multivariate Analyse; Asian; Asiat; Asiatin; Asiaten; Asiate; Qualitative Forschung; Multikulturelle Erziehung; Ausland; Cultural identity; Kulturelle Identität; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Schülerverhalten; Statistische Analyse; Hongkong
Abstract	International schools provide a unique context for examining the influence of culture on adolescent personality and identity. In order to investigate whether intercultural education attenuates or amplifies known cultural differences in personality, the traits of 81 students from Chinese, North American, and mixed Chinese-North American cultural backgrounds were assessed. An online version of a Five Factor Model (FFM) personality inventory was used to measure personality. Students participating in the study attended a large, American international high school in Hong Kong. Despite previous studies showing cultural differences in personality, MANOVA results yielded no significant differences between the personality traits of students from Chinese, North American or mixed Chinese-North American cultural backgrounds. The findings support theories that propose intercultural schooling is associated with acculturation. Paradoxically, numerous qualitative investigations of cultural identity have concluded that a more distinctive, amplified cultural identity emerges when individuals move to more multicultural environments. The paper considers these different findings and the role of personality in culturally diverse classrooms. Implications for intercultural education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01