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    National Tsing Hua University Institutional Repository > 共同教育委員會  > 學習科學研究所 > 會議論文 >  The “Double Identity” of Taiwanese Chinese: A Dilemma of Politics and Culture Rooted in History


    Please use this identifier to cite or link to this item: http://nthur.lib.nthu.edu.tw/dspace/handle/987654321/74172


    Title: The “Double Identity” of Taiwanese Chinese: A Dilemma of Politics and Culture Rooted in History
    Authors: Huang, Li-Li;Liu , J. H.;Chang, M-L.
    教師: 黃囇莉
    Date: 2003
    Publisher: Asian Association of Social Psychology
    Relation: The 5th Biennial Conference of Asian Association of Social Psychology, National Taiwan University, Department of Geology, 2003 January 11-12
    Keywords: Chinese identity
    realistic conflict
    social identity theory
    social representations of history
    Taiwanese identity
    Abstract: The ‘double identity’ of Taiwanese as both Chinese and Taiwanese identity was measured among both general and student samples using categorical and continuous measures. As predicted, Mingnan (native province) Taiwanese were higher in Taiwanese identity whereas outside-province Taiwanese were higher in Chinese identity. Both groups shared similar representations of the history of Taiwan, but evaluations of leaders followed patterns of in-group favoritism. These representations of history were used to predict and find zero correlations between Chinese and Taiwanese identity. Taiwanese and Chinese identities were mutually compatible in cultural domains, and mediated the effect of demographic group. However, in issues concerning politicized allocation decisions (and language), Taiwanese and Chinese identity worked in opposite directions, and demographic group (and a critical evaluation of an historical leader) were significant even after controlling for identity. Implications for social identity theory, realistic group conflict theory, and the cross-straits relationship are discussed.
    URI: http://www.victoria.ac.nz/cacr/aasp-site/aasp/
    http://nthur.lib.nthu.edu.tw/dspace/handle/987654321/74172
    Appears in Collections:[學習科學研究所] 會議論文

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