Evidence does not support the claim that observers universally recognize basic emotions from signals on the face. The percentage of observers who matched the face with the predicted emotion (matching score) is not universal, but varies with culture and language. Matching scores are also inflated by the commonly used methods: within-subject design; posed, exaggerated facial expressions (devoid of context); multiple examples of each type of expression; and a response format that funnels a variety of interpretations into one word specified by (...) the experimenter. Without these methodological aids, matching scores are modest and subject to various explanations. (shrink)

We discuss four methodological issues regarding cross-cultural judgment studies of facial expressions of emotion involving design, sampling, stimuli, and dependent variables. We use examples of relatively recent studies in this area to highlight and discuss these issues. We contend that careful consideration of these, and other, cross-cultural methodological issues can help researchers minimize methodological errors, and can guide the field to address new and different research questions that can continue to facilitate an evolution in the field’s thinking about the nature (...) of culture, emotion, and facial expressions. (shrink)

Globalization is forcing many American college students to re-evaluate their perspective on foreign travel. If they are offered an opportunity to improve their cultural relativity skill set by immersing themselves into a new culture, the more astute students might choose to embark on that journey especially if it would result in resume enhancement. This paper focuses upon a group of twelve community college students' cross-cultural experiences, navigation techniques, and adaptation methods as student interns teaching conversational English in Changchun, China for (...) a period of nine to thirteen weeks in spring 2011. Several areas of interest emerged from their experiences and observations to allow for pedagogical inquiry: the global divide between Chinese and American cultural and educational initiatives; utilization of social, economic, and cultural capital by some but not all participants; successful teaching methods to deal with different learning styles; and negotiation of identities to become effective teachers and cultural ambassadors. The body of analysis, conclusions, and interpretations sections identifies the successes and failures of the twelve subjects and suggests that there is importance to this ethnographic study for sociology and education scholars. The bottom-line significance becomes apparent as more future college graduates will be seeking work both inside and outside the US in education and business fields. As employers peruse college graduates' resumes for something substantially unique, a candidate who has lived and worked in an emerging foreign country can be a huge advantage for their career aspirations. (shrink)