This article traces the origins of Alberta political culture to an unlikely source: the federal government's immigration marketing posters from the early-twentieth century. Through a qualitative document analysis of the "Last Best West" campaign, the findings reveal how the Government of Canada helped cultivate values of settler colonialism, populism, individualism, frontier masculinity, and moral traditionalism among the settler population. The article closes with a discussion of how these values continue to influence Alberta politics today.
AbstractCompared to studies of ethnic identity development in adolescence, fewer investigations have examined the development of ethnic identity during middle childhood, a developmental period of dynamic social and cognitive changes that have direct implications for social identity and group membership. Moreover, research on the developmental processes of Asian American youth has also primarily utilized cross‐group comparisons, while neglecting consideration of variations in acculturation, socioeconomic status, and other sociodemographic characteristics within Asian American ethnic groups. Using a socioeconomically‐ and acculturatively‐diverse sample of Chinese immigrant families in the United States (N = 169; 49.1% girls; M = 9.16 years; SD = 1.05), the present study examined how parents' ERS practices varied by parents' socioeconomic status, education, and cultural orientations, then tested associations between parents' ERS and children's self‐reported ethnic centrality and ethnic regard. More highly‐educated Chinese American immigrant parents reported more frequent cultural socialization and more acculturated parents reported more preparation of their children for racial and ethnic bias. Consistent with hypotheses, parents' cultural socialization was positively associated with children's self‐reported ethnic centrality and positive regard. Results highlight the roles of social status and acculturation in Chinese immigrant parents' ERS, and point to middle childhood as a key developmental window for ethnic identity socialization and development in immigrant families.
AbstractGuided by the integrative model, this study investigated the moderating effect of East Asian American youth‐reported (N = 143) racial‐ethnic socialization (RES) in the relationship between the youth's experiences of discrimination and internalization of the model minority myth. The results suggest that there was a significant interaction between youth's racial discrimination and youth‐reported awareness of discrimination on youth's internalization of the model minority myth (b = 3.52, p < .05). No significant interaction effect emerged between racial discrimination and maintenance of heritage culture on internalization of model minority myth. The findings offer several contributions to inform research, family, and communities in understanding the ways caregivers respond to youth's racialized settings, which also contribute to youth's positive outcomes.