Featured Speakers and Symposiums
Bio Professor at University of Missouri
Dr. Carlo research focuses on how culture influence on the prosocial and moral development among children and adolescents. He has published his work in many scientific outlets, and is now the Millsap Endowed Professor of Diversity and Multicultural Studies, and the co-director and the founder of Center for Children and Families Across Cultures at University of Missouri.
Topic Prosocial Development in Latino/a Immigrant Youth
Across the world, immigrant populations have dramatically increased over the past several decades. These populations move for various reasons and, oftentimes, face serious challenges in adapting to their new cultures. Latino/as constitute the largest ethnic minority population in the U.S. and Latino/a heritage persons represent one of the largest immigrant populations in the U.S. Despite their numbers, Latino/a immigrant youth have difficulties integrating and adjusting to their new communities. Traditional theories and early research on this ethnic minority group has promoted deficit- and pathology-based conceptions of development. However, recent attention has shifted to understanding the complex interplay of intrapersonal and interpersonal factors that predict health and well being in these youth. This presentation will summarize research devoted to understanding the correlates of positive social behaviors in U.S. Latino/a immigrant youth. Conceptual models and empirical findings will be presented that assert the need to incorporate culture-specific and immigration-related mechanisms into mainstream developmental models and to study positive behavioral outcomes (rather than maladjustment and pathology) to provide a more holistic understanding of immigrant youth development.
Bio Professor at the University of British Columbia
Prof. Heine is the Distinguished Professor at the University of British Columbia. His research focuses on cultural psychology with an emphasis on the differences such as self-esteem and self-concept between Western and East Asian culture. He is the author of many top journal articles and writes many books in the fields of social and cultural psychology.
Topic Psychology's WEIRD challenge: The nature of the problem and possible solutions
Psychology suffers from the problem of studying a narrow database: the vast majority of psychological research is conducted on samples that are from Western, Educated, Industrialized, Rich, and Democratic societies. The problem is both that many psychological phenomena appear differently across cultures, and that WEIRD samples are psychological outliers on many dimensions. I will review some evidence that reveals the extent of cultural diversity in various psychological processes. In addition I will discuss the evidence of the field’s progress, or the lack thereof, in responding to this problem. I’ll consider some of the problematic implications for the field when it relies so much on this narrow and unusual database, and, in particular how it intersects with the replicability crisis in psychology. I’ll conclude by discussing some ideas about ways that the field could move forward, including an initiative by the Society of Personality and Social Psychology to make efforts to diversify that particular organization.
Bio Assistant Professor at The Education University of Hong Kong
Ronnel King is an Assistant Professor in Department of Curriculum and Instruction at The Education University of Hong Kong. He obtained his PhD from The University of Hong Kong and his doctoral dissertation was awarded the SELF Highly Commended PhD Award. He was recently designated a Rising Star by the Association for Psychological Science (APS). Ronnel’s research focuses on understanding the factors that underpin student motivation and well-being and developing interventions to cultivate these optimal states.
Topic The Great Divide: How Income Inequality Harms Student Motivation and Achievement
Income inequality is rising across the globe. However, little is known about how income inequality shapes student motivation and achievement. In this talk, I will share two studies which attempt to shed light on this question. The first study focuses on investigating how income inequality shapes educational achievement across countries and (2) the temporal relations between inequality and educational achievement over a 16-year period (1999 to 2015). Data from six waves of the Program for International Student 10 Assessment (PISA) with 2,366,328 students in 79 countries were analyzed using cross-national, cross-temporal analyses. Results showed that students in countries with greater income inequality had lower mathematics, reading, and science test scores. Furthermore, students in countries with higher income inequality had lower mathematics test scores four years later, suggesting that inequality has long-term harmful consequences. The second study examines how income inequality influences student motivation. Using three waves of PISA data (2009, 2012, and 2015), I show that income inequality lowers motivational payoffs by weakening the positive impact of motivation on achievement. The harmful consequences of income inequality on motivation and achievement held despite accounting for potentially confounding economic variables at the country-, school-, and student-levels. Consequently, I recommend a heightened attention to the role of more distal socio-economic forces, particularly income inequality, in motivation research.