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"Cultural influences."
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Social Media and Body Dissatisfaction: Investigating the Attenuating Role of Positive Parent–Adolescent Relationships
Previous research has shown that adolescents´ social media use predicts increased body dissatisfaction. However, little is known about social environmental factors that may attenuate this relationship. This study examines one such potential moderating social environmental factor: positive parent–adolescent relationships. A school-based survey was conducted among 440 adolescents aged 12 to 19 (M= 14.9, SD= 1.8, 47% female). On average, social media use was positively associated with body dissatisfaction, but this relationship was weaker among adolescents who reported a more positive mother–adolescent relationship. Positive father–adolescent relationship did not moderate the association between social media use and body dissatisfaction. These findings may indicate that adolescents’ social environment, notably the relationship they have with their mothers, can protect them against the detrimental effects of social media use on body dissatisfaction. However, longitudinal and experimental studies are needed to examine the direction of effects and test the validity of this interpretation.
Journal Article
Professional Noticing of Mathematics Teachers: a Comparative Study Between Germany and China
Research on teacher noticing in the field of mathematics education research has increased in the last decade; however, only a few studies have investigated the social and cultural impact on teachers’ noticing. This paper describes results of an international comparative study on (in-service) mathematics teachers’ professional noticing in China and Germany, representing Eastern and Western cultures. In this study, 203 teachers in China and 118 teachers in Germany participated in a video-based assessment of their professional noticing, i.e. perception, interpretation, and decision-making competencies. Item response theory (IRT) and differential item functioning (DIF) were employed for data analysis. Findings of the study revealed that German teachers performed significantly better than Chinese teachers on noticing aspects related to general pedagogy; in contrast, Chinese teachers outperformed their German counterparts on noticing aspects connected to mathematics instruction. Further DIF detection analysis found that German mathematics teachers demonstrated particular strengths in “perception” as a sub-facet of noticing; in contrast, Chinese teachers tended to demonstrate strength in “analyzing and decision making” as other sub-facets of noticing. These findings suggest that societal and cultural factors, such as different philosophical paradigms, traditions of teacher education, and teaching and mathematics curriculum traditions are main influencing factors on teachers’ professional noticing.
Journal Article
Cultural Exchange through Film: Analyzing Chinese Audiences’ Reception of Japanese and South Korean Cinema
This study empirically examines the cultural soft power effectiveness of Japanese and Korean films in China, focusing on the audience attraction mechanism from the perspective of cultural diplomacy. A mixed-method approach was adopted to conduct a cross-sectional survey of 1,942 Chinese film fans, and thematic analysis was used to deconstruct the underlying cultural dynamics. The core findings of this study mainly include three aspects: Japanese films trigger high emotional resonance with their everyday realist narratives, and their effect on enhancing cultural awareness significantly surpasses that of Korean films; emotional proximity is the core mechanism, establishing non-political connections through micro-narrative life symbols to dispel geopolitical hostility; although Korean films enjoy a proximity to Confucian culture, their credibility is undermined by excessive dramatization, and they are counterattacked by Japan’s “hyperrealistic approach” with low cultural proximity. This study verifies the paradox of East Asian cultural acceptance: in the context of historical trauma, high cultural proximity tends to activate political defense, whereas emotional proximity can penetrate this barrier. This study proposes a three-dimensional soft power transformation path, namely, using everyday realism as the emotional foundation, intergenerational tension of values to achieve traditional reinvention, and technological aesthetic immersion to construct sensory conquest.
Journal Article
Jewish culture, Chinese culture, and mathematics education
In the past three decades, there has been increased attention on the influence of culture on the teaching and learning of mathematics. Jews and Chinese both have a long history and a rich cultural heritage, and the populations in both communities are known to place high emphasis on education. Has this emphasis anything to do with the cultural heritage in these communities? This paper offers some observations on the essential features of the two cultures. Despite the contrast between the religious roots of the Jewish culture and the secular Chinese culture, the two cultures share some commonalities, including the emphasis on the collective and the reliance on the family and the clan in passing on cultural practices and values. Characteristics in the two cultures that are related to mathematics education are then examined. These include the early development of mathematics in the two cultures, the different traditions of education and academic studies, the collective culture, and the strong involvement of the family in children’s education in the two communities. Implications for contemporary mathematics education in the two cultures and beyond, including what mathematics should children learn, what is the goal of mathematics education, and what role does the family play in students’ learning, are then discussed. The paper serves to highlight the role played by culture in the development of mathematics and mathematics education.
Journal Article
An Explicit and Reflective Approach to Teaching Nature of Science in a Course-Based Undergraduate Research Experience
Involving undergraduate STEM majors in authentic research has been cited as being an imperative goal in advancing the field of science and preparing students for careers and post-graduate educational programs. An important component of authentic research that is often overlooked is student understanding of the Nature of Science (NOS) and how this relates to novel research. Previous research in these authentic settings appears to have depended upon an implicit approach to the teaching of NOS, and, not surprisingly, these studies revealed that students’ understandings only marginally improved. Research in authentic setting since indicates students develop deeper understandings of NOS in general, but struggle with more abstract concepts, such as the role of social and cultural influences as well as imagination and creativity in science. Therefore, the purpose of this qualitative study is to examine student understanding of these NOS concepts as they are engaged in novel research. NOS concepts were introduced using an explicit and reflective approach. Specifically, students were engaged with reflection questions, in-class discussions, historical narratives, and autobiographical stories of the instructor as they explored the NOS concepts and how these relate to scientific research. Student NOS understandings (
n
= 16) were measured pre/post using the SUSSI with semi-structured interviews taking place at the end of the course. The findings from the interviews revealed that students understanding of the NOS concepts improved. Students came to better understand how society and culture impact scientific research, and how imagination and creativity are used throughout the entire scientific process. Students largely cited the reflection questions and in-class discussions as contributing to their change in understanding in their responses to how their views changed. In discussing society and culture, students noted that they better understood how society impacts what and how research is conducted as well as noting instances where gender bias is still present in science today. Likewise, students indicated during the interviews how they came to understand how imagination and creativity can be found throughout the entire scientific process instead of just the stage where a research question is posed. This study shows the importance of discussing NOS using an explicit/reflective approach as it relates to authentic research in helping students develop deeper understandings.
Journal Article