Bicultural Existence in a Globalized Era: The interface of

Cultural, Personality, and Socio-Cognitive Processes

A Qualitative Research
Presented to the faculty of BTVTEd Program
CITY COLLEGE OF DAVAO
Km. 10 Catalunan Pequeño, Davao City, Philippines

In partial fulfillment of the requirements in

GECC 107: UNDERSTANDING THE SELF

DALIGDIG, JAMES
MORAN, KIEN G.
POMBO, ANGELO V.
RECAMORA, MICHAEL ANGELO
VALMORIDA JAY BOY

CP- 1A
Bachelor of Technical Vocational Teacher Education – Computer
Programming

JAMAICO C. MAGAYO, PhD (CAR)

Associate Professor V

MARCH 2024
 © 2024
DALIGDIG, JAMES
MORAN, KIEN G.
POMBO, ANGELO V.
RECAMORA, MICHAEL ANGELO
VALMORIDA, JAY BOY

ALL RIGHTS RESERVED

 ACKNOWLEDGEMENT

This research would not have been possible without the guidance and

support of several individuals who contributed and extended their valuable

assistance in the preparation and completion of this study.

We would like to thank Mr. Cristitoto D. Constantino, a Bachelor of Early

Childhood Education student at City College of Davao who participated and
helped us with this study. Without your willingness and support, this study would
not have been possible. The researchers are grateful for your involvement.

We wish to extend our sincere gratitude and appreciation to our Subject

Teacher, Mr. Jamaico C. Magayo, PhD (CAR), for his dedication to help and
guide us while we were conducting this study, encouraging us to do our best
with necessary tasks for it would help us in the future, and for believing in our
capabilities. His perspective helped broaden the researchers’ intellectual
curiosity regarding this study.
 TABLE OF CONTENTS

Title Page I

Acknowledgement ii

Abstract iii

Chapters

1 INTRODUCTION 1

- Background of the Study 1

- Statement of the Problem 2
- Significance of the Study 2
- Scope and Limitation 3
- Theoretical Framework 4
- Conceptual Framework 4
- Research Hypothesis 5
- Definition of Terms 5

2 REVIEWS OF RELATED LITERATURE 6

3 METHODOLOGY 9

- Research Design 9
- Research Participant

REFERENCES

APPENDICES

- Letter of Intent
- Consent Letter
- Interview guide Questions
 ABSTRACT

This study investigated the interface of Cultural, Personality, and Socio-

Cognitive Processes of a Bachelor of Early Childhood Education student at City
College of Davao. This study is qualitative research and used descriptive
research design.
 CHAPTER I

THE PROBLEM AND ITS SETTING

Background of the Study

In recent years, bicultural existence has received more attention in the domains

of psychology, sociology, and cultural studies. Individuals are increasingly

negotiating numerous cultural identities as globalization allows for

unprecedented amounts of cultural exchange and connection. Increased

worldwide migration and technological improvements have resulted in an

increase in cross-cultural contact around the world. This cross-cultural

exposure has led to an increase in the number of bicultural persons, or those

who have roots in two or more cultures. In contrast to previous approaches,

recent research indicates that bicultural people's identities are multidimensional,

interconnected, and changing. The current chapter contextualizes biculturalism

as a developmental process by drawing on Erikson's idea of identity

development and relational developmental systems theory (RDST) (Meca et.

Al, 2019). To that goal, the authors define biculturalism and compare classic

and modern types of biculturalism. This dynamic interplay between cultures

confronts individuals with distinct problems and opportunities as they attempt

to harmonize varied cultural norms, values, and practices. In the study of Zaidi,

S., & Azam, M. K. (2018), The advancement of culture has transformed 'identity'

and its representation into a complicated phenomenon that is no longer static,

but rather flexible and arbitrary. Literature has always given voice to human

experiences through its description of life. Literature in the Postmodernist sense

has become a legitimate source of production and subversion of socio-cultural

constructions, dismantling Metanarratives and bringing Mini narratives to the

forefront. Postmodernism has dissolved the center/margin dichotomy by

deconstructing and reconstructing identity through various simulations. The

ability to use a dedicated digital connecting facility with the eLearning Platform

deprived criminals of their right to equal access to education. Using open-

source software, a unique encrypted platform that allows for distant learning

while prohibiting access to any other aspect of the internet other than the

learning process has been developed (Antonopoulou et. Al, 2022). The review's

findings show the potential for educating and training socially excluded

individuals, such as prison convicts, using new learning methodologies.

Innovative education and learning strategies, such as Gamification, improve

inmates' attitudes in cognitive and emotional aspects. Understanding the

complexity of bicultural existence is critical for building cultural understanding,

promoting intercultural harmony, and caring for individuals' psychological well-

being in a globalized world. Cultural diversity has become a major component

of modern life. Migration, international business, and technological

improvements have allowed for unprecedented connections between people

from many cultural backgrounds. As a result, individuals are increasingly

negotiating several cultural identities, giving rise to the phenomenon known as

bicultural living.

Statement of the Problem

The study's goal is to investigate the intersection of cultural, personality, and

sociocognitive processes in bicultural existence in the context of globalization.

It specifically tries to answer the following questions:

1. Have you ever felt a sense of belonging to a specific ethnicity or culture?

2. What relationship exists between social institutions and education?

3. What would you consider is the most held misconception about people about

your culture?

4. What defines and shapes an Individual-centered Identity?

Significance of the Study

Understanding the complexities of bicultural existence is critical in today's

globalized environment. This discovery contains several significant

consequences:

• It adds to theoretical knowledge by expanding our understanding of the

intricate interplay between cultural, psychological, and socio-cognitive

processes in bicultural individuals.

• It guides practical activities aiming at enhancing cultural awareness,

enabling intercultural communication, and nurturing the psychological

well-being of bicultural individuals.

 • It gives insights for policymakers, educators, and social practitioners to

establish culturally sensitive policies and initiatives that encourage the

integration and inclusion of bicultural communities.

• It raises understanding of the challenges and opportunities connected

with bicultural existence, promoting empathy, respect, and appreciation

for cultural variety in multicultural society.

Scope and Limitation

This study focuses specifically on bicultural existence in the context of

globalization, with an emphasis on the interface of cultural, personality, and

socio-cognitive processes of a student of Bachelor of Early Childhood

Education in City College of Davao. This study is limited only to a student of

Bachelor of Early Childhood Education in City College of Davao.

Theoretical Framework

This study adopts a multidimensional theoretical framework drawing from

theories of acculturation, cultural psychology, personality psychology, and

cognitive psychology. Key theoretical perspectives include acculturation model,

which distinguishes between various acculturation strategies, and cultural

ecological models, which emphasize the dynamic interactions between

individuals and their cultural environments. Additionally, theories of personality

traits and socio-cognitive processes provide insights into the psychological

mechanisms underlying cultural adaptation and integration in bicultural

individuals.

Conceptual Framework

The figure below illustrates the conceptual framework of the study. It

shows the relationships between cultural background, personal identity, and

socio-cognitive processes in relation to Bicultural Existence.

Fig. 1. Conceptual Framework of the study

Research Hypothesis

Based on the theoretical and conceptual framework outlined above, the study

proposes the following research hypothesis:

1. Bicultural individuals who exhibit higher levels of openness to experience and

cultural empathy are more likely to integrate diverse cultural identities and

navigate cross-cultural interactions effectively.

2. Cognitive flexibility mediates the relationship between personality traits and

bicultural adaptation, such that individuals with greater cognitive flexibility

demonstrate more adaptive responses to cultural diversity.

3. Socio-cultural factors, including social support networks and intercultural

experiences, moderate the effects of personality traits and socio-cognitive

processes on bicultural adaptation and psychological well-being.

Definition of Terms

1. Bicultural Existence: The state of individuals who identify with and navigate

two distinct cultural identities simultaneously.

2. Acculturation: The process of adapting to a new culture while retaining

aspects of one's original culture.

3. Personality Traits: Enduring patterns of thoughts, feelings, and behaviors

that characterize an individual's personality, such as openness to experience

and cultural empathy.

4. Socio-Cognitive Processes: Cognitive and social processes that influence

individuals' understanding, interpretation, and response to their cultural

environment, including perspective-taking and cognitive flexibility.

5. Globalization: The process of increasing interconnectedness and

interdependence among countries and cultures worldwide, facilitated by

advances in technology, communication, and transportation.

 CHAPTER II

REVIEW OF RELATED LITERATURE

According to Meca et. Al (2018), Increased worldwide migration and

technological improvements have resulted in an increase in cross-cultural

contact around the world. This cross-cultural exposure has led to an increase

in the number of bicultural persons, or those who have roots in two or more

cultures. In contrast to previous approaches, recent research indicates that

bicultural people's identities are multidimensional, interconnected, and

changing. The current chapter contextualizes biculturalism as a developmental

process by drawing on Erikson's idea of identity development and relational

developmental systems theory (RDST). To that goal, the authors define

biculturalism and compare classic and modern types of biculturalism. They then

provide RDST's guiding principles and propose a relational model of bicultural

systems.

According to Antonopoulou et. Al (2022) This study investigates the

educational challenges faced by second-chance school students in a

correctional facility during the pandemic. The ability to use a dedicated digital

connecting facility with the eLearning Platform deprived criminals of their right

to equal access to education. Using open-source software, a unique encrypted

platform that allows for distant learning while prohibiting access to any other

aspect of the internet other than the learning process has been developed. The

review's findings show the potential for educating and training socially excluded

individuals, such as prison convicts, using new learning methodologies.

Innovative education and learning strategies, such as Gamification, improve

inmates' attitudes in cognitive and emotional aspects. Another study by Zaidi &

Azam (2018) discussed this study looks at the educational challenges that

second-chance school pupils face in a correctional facility during the epidemic.

The ability to use a specialist digital connecting facility with the eLearning

Platform denied offenders the right to equal access to education. Using open-

source software, a unique encrypted platform has been developed that allows

for distant learning while limiting access to any other section of the internet

other than the learning process. The review's findings show the potential for

educating and training socially excluded people, such as prison convicts, using

new learning methodologies. Innovative education and learning strategies,

including gamification, improve inmates' cognitive and emotional attitudes. The

paper examines the verbalization of models under the impact of a specific

language culture. The investigation demonstrates that Russian-language

headlines of publications more fully embody the ethno-specific contextual

model. The title is expressed as a proposition with an implication and an

abstract level of description. Unlike Russian-language headlines, the high-

quality UK press maintains a more "serious" approach to presenting information

in the form of news stories. The article headers provide a clear explanation of

the communicative event's specific agents and patients, as well as very explicit

propositions (Shevtsoka, A., 2020). Intercultural communicative competence

(ICC) connects three concepts, namely language, culture, and cognition, which

are considered critical in approaches to ICC in the educational setting. Despite

the stated relevance of the concepts, none of the ICC models specify the

relationship between these elements in a rational manner, resulting in illogical

dichotomies. Educational approaches to ICC can be classified as cognitive or

social, with the former emphasizing the autonomous nature of language, culture,

and cognition and the latter focusing on social components while marginalizing

cognition. The purpose of this essay is to emphasize the importance of a socio-

cognitive approach to ICC that takes into account language, culture, and

cognition as a whole (Trugielska, & Piątkowska, 2017) In recent years, The

long-held explanation that this was accomplished through the development of

a new 'cognitive niche' based on intelligence and technology is convincing, but

insufficient. We present evidence from a variety of sources to support the

hypothesis that a more complete answer lies in the evolution of a new socio-

cognitive niche, the primary components of which include forms of cooperation,

egalitarianism, mindreading (also known as 'theory of mind'), language, and

cultural transmission that go far beyond the most comparable phenomena in

other primates. This cognitive and behavioral complex enables a human hunter-

gatherer group to function as a distinct and competitive predatory organism

(Whiten & Erdal, 2012). It is predictable, Today's globalizing and multicultural

environment can be difficult and perplexing in countless ways. However, it

provides us with opportunities to learn new methods to manage conflict in our

daily lives. So far, intercultural conflict management research has focused on

comparing different conflict styles among culture-typed individuals. While

previous research has served to map the initial region of intercultural conflict

management, studies focusing on culture-type individuals cannot deal with the

intricacies of a multicultural/globalizing society. Bi- or multicultural individuals

are increasingly acknowledged as an important component of the population,

but much remains to be learned about their conflict communication

effectiveness in multicultural contexts (Kim & Kameo, 2022). The radical use of

collaborative learning processes in three-dimensional (3D) multi-user virtual

worlds has been extensively studied. However, research to develop a

comprehensive pedagogical model targeted at promoting the same productive-

argumentative knowledge processes is still needed. This chapter discusses the

most trustworthy concepts of contemporary socio-cognitive learning theories

and instructional methods. These socio-cognitive conceptions can strengthen

the majority of collaborative social-cultural students' ambitions and capacities

in the learning process, allowing them to better manage their cohesiveness or

coordination with other peers in 3D multi-user virtual environments (Pellas,

2016). According to Hirsch (2019), Cognitive science is the interdisciplinary

study of the mental processes involved in the acquisition, classification,

organization, and interpretation of knowledge in the human environment, as

well as the choice to take appropriate action based on that knowledge. People
do not directly experience information; instead, cognitive processes mediate

the relationship between sensory input from the environment and behavior.

These cognitive processes are impacted by neurological, psychological,

sociocultural, and other variables. In recent years, there has been a surge of

scholarly interest in cognitive sociology, with a particular emphasis on the

relationships between culture and cognition. This branch of sociological

literature builds on and supplements cognitive psychology literature.

CHAPTER III

METHODOLOGY

Presented in this chapter are the research design, research respondents,

research instruments, preparation and construction of the questionnaire, data

gathering procedure and the data analysis tool.

Research Design

This study is a descriptive research design as it aims to determine if

there is an impact to Bicultural Existence in a Globalized Era: The interface of

Cultural, Personality, and Socio-Cognitive Processes of a Bachelor of Early

Childhood Education student and assess whether the degree of association

between these variables are significant. It sought to investigate the extent to

which one or more differences of some type exists. The approach required no

manipulation other than that required to administer the instruments necessary

to collect the data desired. This method involved analyzing and interpreting data

gathered through an interview.

This method is appropriate for the present investigation for it deals with

determining the Bicultural Existence in a Globalized Era: The interface of

Cultural, Personality, and Socio-Cognitive Processes of a Bachelor of Early

Childhood Education student at City College of Davao.

Research Participant

The subject of this study was a Bachelor of Early Childhood Education

student at City College of Davao. He is described according to his demographic

profile according to his personal Identity and cultural background.

 References:

- Antonopoulou, H., Giannoulis, A., Theodorakopoulos, L., & Halkiopoulos,

C. (2022). Socio-cognitive awareness of inmates through an encrypted

innovative educational platform. International Journal of Learning,

Teaching and Educational Research, 21(9), 52-75.

- Hirsch, M. (2019). Cognitive Sociology, Social Cognition and Coping

with Racial Discrimination in International Law. European Journal of

International Law, 30(4), 1319-1338.

- Kim, M. S., & Kameo, Y. (2022). Multicultural Identity and Conflict

Communication Competence in the 21st Century. In Conflict

Management and Intercultural Communication (pp. 132-149). Routledge.

- Meca, A., Eichas, K., Schwartz, S. J., & Davis, R. J. (2019). Biculturalism

and bicultural identity development: A relational model of bicultural

systems. In Youth in superdiverse societies (pp. 41-57). Routledge.

- Pellas, N. (2016). Unraveling a progressive inquiry script in persistent

virtual worlds: Theoretical foundations and decision processes for

constructing a socio-cultural learning framework. In Web Design and

Development: Concepts, Methodologies, Tools, and Applications (pp.

610-647). IGI Global.

- Shevtsova, A. (2020). The socio-cognitive aspect of verbalization of

journalistic discourse. Studies in Linguistics, Culture, and FLT, 8(2), 7-

18.

- Strugielska, A., & Piątkowska, K. (2017). A plea for a socio-cognitive

perspective on the language-culture-cognition nexus in educational

approaches to intercultural communicative competence. Review of

Cognitive Linguistics, 15(1), 224-252.

- Whiten, A., & Erdal, D. (2012). The human socio-cognitive niche and its

evolutionary origins. Philosophical Transactions of the Royal Society B:

Biological Sciences, 367(1599), 2119-2129.

- Zaidi, S., & Azam, M. K. S. (2018). Postmodernist and Cybernetics

Deconstruction of Identity and Representation: A Socio-Cognitive

Analysis of Post-cyberpunk Literature through Accelerando. Kashmir

Journal of Language Research, 21(2), 107-118.

 APPENDICES

LETTER OF INTENT

CRISTITO D. CONSTANTINO

BECEd Student
CITY COLLEGE OF DAVAO
Km. 10 Catalunan Pequeño,
Davao City 8000

Dear Mr. Constantino,

Good day! I hope this message finds you well, I am formally writing this letter
to inform and invite you as our interviewee in line with our pertinent requirement
for our subject GECC 107: UNDERSTANDING THE SELF. The letter of
consent is hereby attached with this letter.

If you need any additional information regarding with these, please do not
hesitate to approach me or you may contact these numbers; 09603150201 or
09266814916 for you to have clarifications with these

Thank you for your time and consideration, on behalf of my team, we look
forward to your feedback or any clarifications you may have regarding the said
Interview.

Best Regard,

ANGELO V. POMBO
INTERVIEWER
TEAM REPRESENTATIVE

Conforme:

JAMES DALIGDIG JAY BOY VALMORIDA

MEMBER MEMBER

MICHAEL ANGELO RECAMORA KIEN G. MORAN

MEMBER MEMBER
 CONSENT LETTER

MARCH 03, 2024

TO WHOM IT MAY CONCERN,

I, ____________ a student of ________________ do hereby giving my

consent for the interview to be conducted by Angelo V. Pombo to be
held at B1-C1 BTVTEd Bldg. on March 14, 2024 at City College of Davao
temporary campus, Km. 10 Catalunan Pequeño, Davao City, Philppines.

This letter of consent is being issued this ______ day of March 2024 at
City College of Davao.

Student’s Signature:___________________

Student’s Name: ______________________

 INTERVIEW GUIDE QUESTIONS

1. Have you felt a sense of belongingness to a specific ethnicity or

culture? Why or why not?
- Belonging to a particular ethnic group or culture refers to the feeling of
being connected to and identified with that group. This connection stems
from shared beliefs, traditions, practices, language, history, and heritage.
It gives people a sense of who they are and a feeling of unity within their
ethnic or cultural community.
2. What cultural influences have you had throughout your life?
- Family: Families act as the main source of cultural influence, passing
down traditions, values, and customs through generations. This helps
individuals develop a strong sense of their cultural identity. Education:
Schools and educational institutions play a crucial role in spreading
cultural values and knowledge. The curriculum, textbooks, and class
discussions reflect the societal norms, historical events, and cultural
perspectives, which shape students' understanding of their culture.
Media and Technology: Mass media outlets like TV, movies, music,
books, and the internet expose individuals to various cultural
representations and ideas. These media can significantly impact how
people perceive themselves, their attitudes, and their behaviors, shaping
their cultural perspective and values.
3. Can society survive without the presence of social institutions?
Justify
- Social institutions are crucial for societies because they: Organize
people and shape their interactions by providing guidelines for behavior
and social interactions. Establish and enforce rules and values,
maintaining order and stability. Facilitate cooperation and collaboration
among individuals. Without social institutions, societies would face
challenges in functioning effectively and maintaining a cohesive social
fabric.
4. What relationship exists between social institutions and
education?
- Education and social institutions like family, government, economy, and
religion are interconnected and support each other. These institutions
shape how education is structured, while education helps people learn
and apply the values and skills needed in society. Education prepares
individuals for work, society, and civic life. It also works with other social
institutions to address issues like workforce training, moving up in
society, and preserving culture. Education and social institutions are like
a loop, where each affects and is affected by the other.
5. In your observation, what is the most held misconception of
people about your culture?
- Contrary to the misconception of culture being fixed, it's constantly
evolving. Factors like globalization, technology, migration, and
interactions between cultures drive this dynamic change. While cultures
have strong foundations, they're not rigid or uniform. Instead, they are
diverse, adaptable, and innovative. Viewing culture as static creates
 stereotypes, oversimplifies it, and obscures the depth and complexity of
human societies.
6. What would you consider as the most respectful/disrespectful
action that people did in your culture?
- Determining the most universally respectful or disrespectful act across
cultures is difficult due to varying perceptions of respect and disrespect.
However, a generally respectful approach is to demonstrate genuine
interest and respect for the local customs, traditions, and values of
different cultures. Conversely, a universally disrespectful behavior is
mocking, belittling, or dismissing someone's cultural beliefs, practices,
or identity. Respectful behavior entails empathy, a willingness to learn,
and engagement with cultural diversity in a way that promotes
understanding and mutual esteem.
7. Why is cultural Identity important?
- Our culture matters a great deal. It gives us a sense of who we are,
where we belong, and connects us to our past. It affects how we see
ourselves and others, what we believe in, and how we act. Feeling
connected to our culture makes us feel good about ourselves and our
lives. It also brings us together with others who share our culture,
fostering a sense of community. By understanding and appreciating
different cultures, we can build strong societies where everyone feels
valued and respected.
8. What defines and shapes an Individual-centered identity?
- An individual's identity is built on a blend of personal elements (such as
experiences, beliefs, and goals) and outside influences (such as social
interactions, culture, and societal expectations). It's a unique mix of
qualities and perspectives that make each person different and gives
them a sense of who they are. This identity is not fixed and changes as
people grow, reflect on themselves, and adjust to different situations and
contexts.