Search results

The purpose of this paper is twofold: first, to define social rewards, as acts and expressions which specifically signal respect, courtesy and benevolence to the other party, based on cultural scripts found in honor cultures. Second, to explore whether social rewards mitigate competitive aspirations and foster collaboration in competitive settings, with honor values being a culturally relevant mechanism for this effect.

This paper reports on two experiments assessing high-honor and low-honor culture participants’ aspirations and behavioral decisions. In study 1, participants described a personal situation where they were praised by close others (social reward) or praised themselves (control condition), before responding to a buyer/seller negotiation scenario. In study 2, participants were either complimented (social reward) or not complimented (control condition), before engaging in live competition with a confederate for monetary outcomes.

Both studies indicate that social rewards diminish competitive aspirations and offers among high-honor culture participants, but not among low-honor culture participants. Results of study 1 indicate that endorsement of honor values mediates this effect. In conclusion, social rewards can improve interactions with members of honor cultures.

These studies advance our understanding of cultural differences in negotiations and provide insight into social rewards as one of the mechanisms necessary to successfully manage intercultural negotiations and collaboration. Future research should address the effect of social rewards on self-worth and empowerment.

This research is the first to shed light on the relevance and importance of social rewards as a device to facilitate social interactions in honor cultures.

A quasi‐experiment tested the effects of honor values and the use of insults by the other party on perceived conflict, negative emotions, and intentions to behave distributively and integratively during a workplace conflict. After honor values were measured, participants read a scenario in which a conflict was described. In the scenarios, we manipulated whether the other party used an insult by describing the other party's statements such that either an insult was uttered or no insult was uttered. Consistent with our hypotheses, results showed that conflicts in which the other party used an insult lead to higher ratings of perceived conflict, more negative emotions, and stronger intentions to engage in distributive behavior than conflicts in which the other party did not use an insult in high‐honor‐value participants, but not in low‐honor‐value participants. Mediation analyses showed that the interactive effect of honor values and other party's insults on intentions to behave distributively could be explained by perceived conflict and negative emotions.

In the UK, the vast majority of university students specialise and study just one subject at bachelor degree level, commonly known in the UK as a single honours degree. However, nearly all British universities will permit students if they wish to study two or even three subjects, so-called joint or combined honours degrees, internationally known as a double major. The purpose of this paper is to explore whether the study of a joint rather than a single honours degree had an impact on employment outcomes six months after graduation.

The authors analysed the complete data set provided from the Higher Education Statistics Agency Destination of Leavers from the Higher Education survey. The data were analysed to establish whether there was a difference in the highly skilled graduate employability of the joint honours students. The authors established whether there were any differences inherent in completing a joint honours degree in a post-1992 higher education institution, by nation within the UK or within a Russell Group higher education institution.

The authors found an approximately consistent 3 per cent point negative gap nationally in the highly skilled employment rates of joint compared with single honours graduates. This gap was at its lowest in the highly selective Russell Group universities (−1.52 per cent points) and highest in post-1992, vocationally oriented universities (−7.13 per cent points) and in Northern Ireland universities (−12.45 per cent points). Joint honours graduates of Scottish universities fared well, with a +3.09 per cent point advantage over the national average for joint honours. The authors found that universities that had a higher proportion of joint honours graduates generally had a lower employability gap between their joint and single honours graduates.

This study focussed on joint honours degrees in the UK where the two or three principal subjects fall into different JACS subject areas, i.e. the two or three subjects are necessarily diverse rather than academically cognate. Future work will consider the class of joint honours degrees where the principal subjects lie within the same JACS subject area, i.e. they may be closer academically, although still taught by different academic teams. This grouping will include, for example, pairs of foreign languages, some social sciences pairings such as politics and sociology, and pairings such as history and theology from the historical and philosophical subject area.

The potential disbenefits of studying for a joint honours degree are apparent in this study. Joint honours students may face organisational, academic and cultural challenges that require a positive, conscious and sustained effort to overcome, on both the part of the student and the higher education institution. In particular for graduates of the post-1992 universities, it appears that there is a negative relative impact on highly skilled employment. This impact is lessened if the university is Scottish (four-year degrees with in-built breadth of study) or where the proportion completing joint honours degrees is relatively high.

Undergraduate peer mentorship has the potential to transform mentor and mentee alike. In an effort to understand the potential positive effects of a peer mentorship program on honors peer mentors, paired sample t-tests of data from a pre-test / post-test of at least 69 honors first-year seminar facilitators shows that respondents grew in their leadership efficacy and teaching efficacy. Mentors also show modest gains in their sense of belonging to the honors program. Qualitative analysis of assessment discursive data further indicates that the yearlong facilitation experience is a mechanism for mentors’ growth. Results indicate that being a peer mentor is a powerful means of fostering student development across multiple dimensions, including leadership efficacy, while meeting the goals outlined by a transformative honors educational experience.

Workplace incivility has detrimental effects on targets of such behaviors and can lead to further conflict. This research aims to examine whether cultural differences in people’s approach to social respect and status may influence their responses to incivility displayed by superiors and subordinates.

Three studies (n = 1043) examined how people from honor cultures (southern states of the USA; Latin America) and dignity cultures (northern states of the USA) would perceive and respond to uncivil superiors relative to uncivil subordinates. Studies 1 and 2 used scenarios; in Study 3, employed participants recalled their own incivility experiences.

Participants from honor cultures were more likely to perceive the mistreatment negatively if it came from a superior than a subordinate (all studies) and more likely to indicate that they would retaliate against an uncivil superior than an uncivil subordinate (Studies 1 and 3). Moreover, for participants from honor cultures (but not from dignity cultures), anger mediated the relation between the appraisal of incivility and retaliation only when the offender was a superior (all studies).

This research relied on scenarios and people’s recollections, focusing on a limited range of responses to incivility. Future research should conduct laboratory experiments and examine additional responses. Nevertheless, these findings suggest that being mistreated by a superior or a subordinate has different meanings and consequences for people from diverse cultures, which can have implications for cross-cultural work interactions.

To the best of the author’s knowledge, this research is the first to compare people’s emotional and behavioral responses to uncivil superiors with their responses to uncivil subordinates in honor cultures.

The purpose of this paper is to compare the role honor and shame play in honor killings and anti-LGBTQ homicides by identifying similarities and differences across these two homicide types.

This study uses data from the US Extremist Crime Database (ECDB). Data for each of the incidents included in the ECDB are gathered from various open sources through a multi-stage process. A total of 16 honor killings and 21 anti-LGBTQ cases (i.e. the universe for both groups) are examined in this analysis. A closed-coded analysis technique is utilized to assess each case for evidence of shame and honor as well as an iterative coding process to identify sub-categories within these broader themes.

Results indicate that shame and honor play important roles in both honor killings and anti-LGBTQ homicides, although their influence manifests differently across these two types of homicide. Perceived shame to the family is most closely related to honor killings, while suppressing homosexual urges underlines anti-LGBTQ homicides. Violations of religious tenets, protection of masculinity, and protection of honor are evidenced in both types of homicide.

This study uses a unique database to examine the ideological motivations of individuals who perpetrate extremist crimes in comparison to those who commit honor killings. Findings may inform forensic practices, including rehabilitation and prevention programs.

Although intimate partner violence (IPV) and “honor”-based violence (HBV) are major concerns throughout the world, little research has investigated the acceptance of these forms of abuse outside of the West. The purpose of this paper is to therefore respond to this gap in the literature by exploring attitudes toward HBV in a fictional depiction of IPV across four Asian samples: India, Iran, Malaysia and Pakistan.

Participants (n=579) read a hypothetical scenario in which a husband, despite his own marital infidelity, verbally abuses and physically assaults his wife after discovering that she has been unfaithful. Participants then completed a questionnaire that assessed perceptions of damage to the husband’s honor, approval of intimate partner HBV against the wife, and perceptions of both the victim-wife and the perpetrator-husband.

The findings revealed that more males than females, across all four nations, were endorsing of honor-adhering attitudes in response to the perceived threat to the husband’s reputation resulting from the wife’s infidelity. Additionally, of the four samples, Pakistani participants were the most approving and Malaysians least endorsing of honor-adhering attitudes.

The results are discussed in relation to studies of honor-adherence in Asian populations. This study provides an original glimpse into the perceptions of intimate partner HBV in these not-often sampled nationalities.

In the UK, the majority of university students specialise and study just one subject at bachelor degree level, commonly known in the UK as a single honours degree. However, nearly all British universities will permit students if they wish to study two or even three subjects, so-called joint or combined honours degrees, internationally known as a double major. The purpose of this paper is to explore the relationship between graduate employment, pre-university educational attainment and degree classification achieved. The study also explored student choice with respect to university prestige.

The authors analysed the complete data set provided from the Higher Education Statistics Agency Destination of Leavers from the Higher Education survey, and combined this with data from the POLAR4 quintiles, Universities and Colleges Admissions Service (UCAS) tariff points and degree classification. The data were analysed to establish whether there was a difference in the choices and highly skilled graduate employment of the joint honours students, focussing particularly on Russell Group and Post-92 Universities, in order to build on previous published work.

For any UCAS tariff band, the higher the POLAR4 quintile the higher the rate of highly skilled destination. Russell Group outperform the Post-92 graduates in their rates of highly skilled destinations, for any tariff band and for both joint and single honours degrees. Higher POLAR4 quintile graduates are more likely to study at the Russell Group, with this effect increasing the higher the UCAS tariff. With the exception of first class honours graduates from Post-92 universities, joint and single honours from the Russell Group have a higher rate of highly skilled destination than Post-92 in the next higher degree classification.

Low POLAR4 quintile students with high UCAS tariffs are “under-matching” and there is an impact on their graduate employment as a result.

This study adds new insights into joint honours degrees and also reinforces the literature around educational advantage and achievement prior to university, and the impact on graduate employment. Educational disadvantage persists over the course of a university degree education, from the perspective of gaining graduate employment. Higher quintile graduates are proportionately more likely to achieve the highest degree classifications, and proportionately less likely to achieve the lowest classifications, than graduates from the lower quintiles. Joint honours graduates are less likely to achieve a first class honours degree than single honours, and this will affect their rate of highly skilled destination.

This paper sets out to describe successful partnerships between Purdue University Libraries' faculty and directors of undergraduate honors programs. By reporting the results and implications of these collaborations and sharing effective approaches for building new partnerships, the author hopes to provide ideas and suggestions for others considering similar collaborations and services.

During the 2006/2007 academic year, the Instructional Outreach Librarian at Purdue University, West Lafayette, began partnering with directors of honors programs and consequently implemented new services for undergraduate honors students. The paper cites examples, including one pilot program in particular – a research workshop for freshmen honors students in the College of Liberal Arts. Also included are recommendations and effective approaches for partnership building, survey results, and plans for future programming and services.

These partnerships have strengthened the Libraries' visibility and effectiveness in preparing undergraduate honors students for college‐level research and lifelong learning. Though frequent communication and an invested recognition of shared goals is essential, partnerships between librarians and honors programs directors are a natural fit, as both groups work towards undergraduate learning and academic achievement.

Partnering and collaborating with groups outside the library contributes to the effectiveness of library services. This is particularly the case for environments where a naturally broad opportunity may not exist, as is the case at Purdue University, which lacks a core curriculum and information literacy requirement. The efforts described in this paper are transferable and could serve as useful models for librarians considering similar partnerships and programs.

Advocating libraries and the importance of information literacy skills is essential in today's digital information age. Reaching out to potential users and partnering with relevant groups and individuals in the community are invaluable in making known the Libraries' mission and importance.

The purpose of this paper is to examine honor-related dilemmas that principals encounter in daily practice. Such dilemmas illustrate how special demands from parents can collide with the school's democratic mission.

–In total, 53 principals who participated in an in-service program, which aimed to enhance consciousness and knowledge concerning honor-related issues, were asked to describe their experiences of honor-related dilemmas. The paper uses the understanding of the honor culture as an analytic probe in studying and understanding the dilemmas and how these collide with the school's inner work in accordance with democratic values.

The major findings illustrate that the participating principals have to deal with honor-related issues in their daily practice. The dilemmas include parents’ demands for restrictions affecting girls, young women, boys, and young men from preschool up to adult education. These restrictions limit their right to participate in all school subjects and activities and to live a life free of oppression.

The paper reveals the importance of enhanced consciousness and knowledge concerning honor-related issues. Principals must have the ability to identify and recognize at-risk students and organize the necessary support for those students without stigma and exclusion. How the school's structure and culture support intercultural practice and inclusion is important to avoid a contribution to marginalization and a rejection of the school's value base.

A number of research studies have been done regarding culture clashes in the multicultural school context. This paper identifies dilemmas that can be related to the honor culture and how these are expressed in the principal's office.