Motivation and emotion in multicultural psychology.

Abstract

Motivation and emotion share a common theme: Both occur as a function of or in the presence of a valued object or goal. Investing attention, effort, and time into a particular goal implies value; emotioneliciting stimuli imply that the appraiser is not indifferent to that object. In this chapter, we review implications for motivation and emotion for ethnic groups in the United States. Considering motivation and emotion is a matter of elucidating differences in how members of each ethnic group may perceive different goals, priorities, and judgments in their environments. We provide a summary of the dominant theoretical frameworks in each domain that draws on research conducted in the United States and elsewhere, with the belief that these frameworks shed light on universal processes that have unique manifestations in each ethnic group. Although the intent is to focus on ethnic groups in the United States, because we draw from universal processes, much of the discussion here may apply to other countries, especially those with a Western majority.

Guiding Questions for a Culturally Responsive Framework During Preemployment Transition Services

“…Pre-ETS consists of job exploration counseling, work-based learning experience, postsecondary education counseling, workplace readiness, and self-advocacy training but in no particular order (WIOA, 2014). During these pre-ETS phases, it is essential to engage in additional reflective questions to ask and answer based on actions that could influence the student’s perception of themselves (Evans et al, 2014; O’Sullivan, 2013) during the pre-ETS process. It is also noteworthy to understand how cultural norms and beliefs shape the activities that happen during pre-ETS.…”

“…If students express that they have specific fears about their choices, provide information to weigh the pros and cons of a situation. Assisting students in thinking through issues can build self-confidence and self-regulation (Evans et al, 2014).…”

“…In job-placement and postsecondary education counseling, team members must continue discussing barriers and motivations impacting self-regulation and self-direction, such as socialization and self-esteem (Evans et al, 2014). For teachers and counselors to correspond with culturally responsive practices, they help students recognize their emotions and help them work out their choices (e.g., scaffolding and responsive feedback).…”