Title

English Proficiency, Identity, Anxiety, and Intergroup Attitudes: US Americans’ Perceptions of Chinese

Status

Faculty

School

School of Liberal Arts

Department

Communication

Document Type

Article

Publication Date

2016

Publication Title

Journal of Intercultural Communication Research

Description/Abstract

Guided by the Common Ingroup Identity Model and Berry’s acculturation framework, this study examined the roles that perceptions of language proficiency, cultural identity, and communication anxiety had on intergroup attitudes and stereotypes in the American–Chinese contact context. Serial mediation analyses with 10,000 bootstrap samples revealed that perceived English proficiency of a Chinese contact had significant indirect effects on affective and behavioral attitudes toward Chinese through American participants’ perceptions of their contact’s host and home culture identification and communication anxiety. Perceived English proficiency had an indirect effect only on positive stereotypes through the Chinese contact’s perceived identification with home culture.

Keywords

Intergroup contact theory, cultural identity, common ingroup identity model, acculturation, intergroup anxiety, Chinese stereotypes

Volume

45

Issue

6

First Page

526

Last Page

539

Scholarly

yes

DOI

10.1080/17475759.2016.1240704

Disciplines

Communication

Original Citation

Makiko Imamura, Racheal A. Ruble & Yan Bing Zhang (2016) English Proficiency, Identity, Anxiety, and Intergroup Attitudes: US Americans’ Perceptions of Chinese, Journal of Intercultural Communication Research, 45:6, 526-539, DOI: 10.1080/17475759.2016.1240704

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