Glenn Adams

The cultural grounding of personal relationship: Friendship in North American and West African worlds.

Three studies investigated the implicit constructions of reality associated with cultural differences in enemyship (personal relationship of hatred, malice, and sabotage). Results of interview (Study 1; N = 98) and questionnaire (Study 2; N = 166) research indicated that enemyship was more prominent among Ghanaian participants than among U.S. participants. Additional evidence located a potential source of these differences in different constructions of relationship. Responses linked the prominence of enemyship to constructions of relationship as inherent, enduring connection (interdependent models). Responses linked the sense of freedom from enemyship to constructions of relationship as the discretionary product of atomistic selves (independent models). An experiment among Ghanaian participants (Study 3; N = 48) provided evidence that increasing experience of inherent connection can be sufficient to increase accessibility of enemyship. Results help to illuminate the cultural grounding of personal relationship and other phenomena that are typically invisible in mainstream theory and research.

The cultural grounding of personal relationship: enemyship in North American and West African worlds.

This study considers how different constructions of self and social reality influence the experience of relationship. Reflecting the relational interdependence of West African worlds, the authors hypothesized and observed that Ghanaian participants were significantly more likely than U.S.A. participants (ns ¼ 50 each) to advocate caution toward friends and to emphasize practical assistance in friendship. Reflecting the atomistic independence of North American worlds, the authors hypothesized and observed that U.S.A. participants were significantly more likely than Ghanaian participants to indicate a large friendship network; to emphasize companionship, particularly relative to Ghanaian women; and to emphasize emotional support, particularly relative to Ghanaian nonstudents. Results suggest that friendship is not a universal form; instead, it takes different forms in different cultural worlds.

Culture as patterns: An alternative approach to the problem of reification

To challenge the treatment of culture and self as reified entities, Hermans (2001) proposes a model of both culture and self as a multiplicity of dialogical positions. We question whether this model fully responds to his challenge. First, the notion of positioningitself appears to reify culture by treating flowing patterns as fixed locations. Second, the notion of dialogueappears to neglect the possibility of automatic influence from implicit cultural patterns. This implies a core, universal self whose functioning is insensitive to cultural variation. We suggest an alternative approach to the problem of reification: to conceive of culture not as group, but as patterns. Corresponding to this shift, we propose a distinction between the negotiation of cultural identity and the cultural grounding of self. As a model of identity negotiation, Hermans’ dialogical self makes important contributions: it emphasizes the multiplicity of identity, highlights the agency of the self as a constructor of identity, and suggests the importance of psychology—and the study of self, in particular— for the study of culture.

The cultural grounding of personal relationship: the importance of attractiveness in everyday life.

Previous research has suggested that physically attractive people experience more positive life outcomes than do unattractive people. However, the importance of physical attractiveness in everyday life may vary depending on the extent to which different cultural worlds afford or require individual choice in the construction and maintenance of personal relationships. The authors hypothesized that attractiveness matters more for life outcomes in settings that promote voluntaristic-independent constructions of relationship as the product of personal choice than it does in settings that promote embedded-interdependent constructions of relationship as an environmental affordance. Study 1 examined self-reported outcomes of attractive and unattractive persons. Study 2 examined expectations about attractive and unattractive targets. Results provide support for the hypothesis along four dimensions: national context, relationship context, rural-urban context, and experimental manipulation of relationship constructions. These patterns suggest that the importance of physical attractiveness documented by psychological research is the product of particular constructions of reality.

The Marley Hypothesis: Denial of Racism Reflects Ignorance of History

This study used a signal detection paradigm to explore the Marley hypothesis—that group differences in perception of racism reflect dominant-group denial of and ignorance about the extent of past racism. White American students from a midwestern university and Black American students from two historically Black universities completed surveys about their historical knowledge and perception of racism. Relative to Black participants, White participants perceived less racism in both isolated incidents and systemic manifestations of racism. They also performed worse on a measure of historical knowledge (i.e., they did not discriminate historical fact from fiction), and this group difference in historical knowledge mediated the differences in perception of racism. Racial identity relevance moderated group differences in perception of systemic manifestations of racism (but not isolated incidents), such that group differences were stronger among participants who scored higher on a measure of racial identity relevance. The results help illuminate the importance of epistemologies of ignorance: cultural-psychological tools that afford denial of and inaction about injustice.

Teaching About Racism: Pernicious Implications of the Standard Portrayal

Resonating with understandings prevalent among White Americans, psychologists tend to portray racism as a problem of individual prejudice rather than a systemically embedded phenomenon. An unintended consequence of this portrayal is to reproduce a narrow construction of racism as something that does not require energetic measures to combat. We describe 2 studies that provide support for this idea. Tutorials presented the topic of racism either as individual prejudice (standard condition) or as a systemic phenomenon embedded in American society (sociocultural condition). Results confirmed that perception of racism and (in Study 2) endorsement of antiracist policy were greater among participants in the sociocultural tutorial condition than among participants in the both the standard tutorial and no-tutorial control conditions. An ironic consequence of standard pedagogy may be to promote a modern form of scientific racism that understates the ongoing significance of racist oppression.

Generosity or genocide? Identity implications of silence in American Thanksgiving commemorations

This paper investigates the identity implications of silence about genocide in commemorations of American Thanksgiving. In Study 1 we assessed the co-occurrence of national glorification themes with different forms of silence in commemoration products by conducting a content analysis of presidential Thanksgiving proclamations. In Study 2 we examined the extent to which different commemoration products are infused with particular beliefs and desires by measuring participants’ reactions to different Thanksgiving commemorations—a literal-silence condition that did not mention Indigenous Peoples, an interpretive-silence condition that mentioned Indigenous Peoples but did not explicitly mention genocidal conquest, and an anti-silence condition that did mention genocidal conquest—as a function of national glorification. In Study 3 we manipulated exposure to different Thanksgiving commemorations (with associated forms of silence) and assessed the impact on national glorification and identity-relevant action. Results provide evidence for the hypothesised, bi-directional relationship between national glorification and silence about genocide in commemorations of American Thanksgiving.

Self and Identity in African Studies

Rather than a comprehensive review of self and identity in particular settings, this article considers implications of research in African Studies for the psychological science of self and identity. The first section considers implications of research about enemies for the concept of interdependent selfways (Markus, Mullally, & Kitayama, 1997). In contrast to the positive connotations typical of studies about culture and self, this research directs attention to the dark side of interdependence. The second section considers implications of research about identity for the concept of dynamic construction (Hong, Ip, Chiu, Morris, & Menon, 2001). In contrast to the tendency to regard cultural identities as natural entities, research in African Studies directs attention to the active reproduction of cultural identity in everyday lives.

Health Psychology in African Settings : A Cultural-psychological Analysis

African settings provide an important context in which to examine the relationship between cultural beliefs and health. First, research in African settings helps illuminate the sociocultural grounding of health and illness: the idea that beliefs play a constitutive role in the experience of distress. Second, research in African settings helps to illuminate the cultural grounding of health sciences: the idea that theory and practice reflect particular constructions of reality. We examine these ideas in the context of three research examples: the prominent experience of personal enemies; epidemic outbreaks of genital-shrinking panic; and fears about sabotage of vaccines in immunization campaigns.

Ethnic Variation in Gender-STEM Stereotypes and STEM Participation: An Intersectional Approach

Stereotypes associating men and masculine traits with science, technology, engineering, and mathematics (STEM) fields are ubiquitous, but the relative strength of these stereotypes varies considerably across cultures. The present research applies an intersectional approach to understanding ethnic variation in gender-STEM stereotypes and STEM participation within an American university context. African American college women participated in STEM majors at higher rates than European American college women (Study 1, Study 2, and Study 4). Furthermore, African American women had weaker implicit gender-STEM stereotypes than European American women (Studies 2-4), and ethnic differences in implicit gender-STEM stereotypes partially mediated ethnic differences in STEM participation (Study 2 and Study 4). Although African American men had weaker implicit gender-STEM stereotypes than European American men (Study 4), ethnic differences between men in STEM participation were generally small (Study 1) or nonsignificant (Study 4). We discuss the implications of an intersectional approach for understanding the relationship between gender and STEM participation.