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Número especial: La aculturación reimaginada

La aculturación reimaginada: trazando nuevas direcciones en un mundo pluralista

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Recibido: enero 20, 2026. Aceptado: enero 20, 2026. Publicado: enero 21, 2026. https://doi.org/10.56296/aip00052 · © 2026 Los autores

Detalles de los autores

: Department of Psychosocial Science, University of Bergen

: Department of Communication and Culture, BI Norwegian Business School

*Dirija la correspondencia a David L. Sam, [email protected], Christies gate 12, 5015 Bergen, Norway, or Jonas R. Kunst, [email protected], BI Norwegian Business School, Nydalsveien 37, N-0484 Oslo, Norway

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El presente artículo constituye un editorial. No fue sometido a revisión por pares.

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Sam, D.L. & Kunst, J.R. (2026). Acculturation Reimagined—Charting new directions in a pluralistic world. advances.in/psychology, 1, e172075. https://doi.org/10.56296/aip00052

Sam, David L., and Jonas R. Kunst. "Acculturation Reimagined—Charting new directions in a pluralistic world." advances.in/psychology, vol. 1, no. 1, 2026, e172075. https://doi.org/10.56296/aip00052.

Sam, David L., and Jonas R. Kunst. 2026. "Acculturation Reimagined—Charting new directions in a pluralistic world." advances.in/psychology 1 (1): e172075. https://doi.org/10.56296/aip00052.

Sam DL, Kunst JR. Acculturation Reimagined—Charting new directions in a pluralistic world. advances.in/psychology. 2026;1(1):e172075. doi:10.56296/aip00052.

Sam, D.L. and Kunst, J.R. (2026) 'Acculturation Reimagined—Charting new directions in a pluralistic world', advances.in/psychology, 1(1), e172075. Available at: https://doi.org/10.56296/aip00052.

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Esta es una traducción generada por IA del título, el resumen y los puntos clave; el cuerpo del artículo permanece en inglés.

Resumen

Este número especial, La aculturación reimaginada, aboga por un cambio de paradigma en la ciencia de la aculturación para abordar la globalización del siglo XXI, la conectividad digital y los cambiantes panoramas culturales. Al ir más allá de los modelos estáticos, las contribuciones cuestionan los principios fundamentales mediante rigurosas críticas metodológicas y marcos teóricos innovadores. Entre los debates clave se incluye un reexamen de la hipótesis de la integración, en el que metaanálisis recientes revelan que los hallazgos previos podrían derivarse de métodos bivariados defectuosos y no de verdaderos efectos de interacción. El número también destaca la «paradoja de la integración», mostrando cómo la discriminación puede socavar el bienestar de los inmigrantes más integrados estructuralmente. Ampliando el alcance del campo, los autores introducen conceptos de aculturación mediada digitalmente y abogan por la indigenización de la investigación para honrar las epistemologías indígenas. Se pone un énfasis significativo en las dinámicas temporales, distinguiendo las verdaderas perspectivas del desarrollo —como el ritmo de la aculturación— de la simple medición longitudinal. El trabajo empírico ilustra además la complejidad de la adaptación, revelando que el ajuste emocional con una cultura mayoritaria puede conducir paradójicamente al desapego en contextos discriminatorios. En conjunto, estos artículos trazan un futuro para la investigación de la aculturación que es multivariado, sensible al contexto, temporalmente dinámico e inclusivo de diversas experiencias vividas.
Editor Curated

Puntos clave

  • Una afirmación central en la aculturación —la hipótesis de la integración— fue reevaluada mediante pruebas multivariadas más rigurosas. Los reanálisis mostraron que los indicadores bivariados (sumativo, multiplicativo, distancia euclidiana) explicaban alrededor del 2 % de la varianza de la adaptación, mientras que el verdadero efecto de interacción era insignificante (<0,1 % de varianza explicada), lo que indica que los hallazgos previos reflejaban en gran medida los efectos principales de las orientaciones culturales (especialmente la orientación hacia la cultura dominante).
  • La «paradoja de la integración» sugiere que los inmigrantes que tienen éxito estructural pueden, no obstante, desvincularse psicológicamente debido a la privación relativa percibida y la discriminación. Fundamentada en la teoría de la comparación social, esta perspectiva reformula la integración como dependiente del contexto y destaca la necesidad de modelar las condiciones estructurales, las expectativas y la injusticia percibida junto con la orientación cultural.
  • El campo se está expandiendo más allá de los contextos presenciales para incluir la aculturación mediada digitalmente y los llamados a indigenizar la ciencia de la aculturación. Una perspectiva del desarrollo y longitudinal revela dinámicas y paradojas temporales —como que la aculturación emocional incrementa el contacto con pares de la cultura mayoritaria pero disminuye el compromiso escolar en contextos de discriminación—, lo que subraya la importancia del momento, las trayectorias y el contexto.
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Introduction

Why Reimagine Acculturation? In a world defined by unprecedented migration, digital connectivity, and shifting cultural landscapes, the study of acculturation is at a critical inflection point. This sentiment has been echoed across the field, with scholars discussing the potential need for a paradigm shift (Sam & Ward, 2021) and a fundamental re-examination of our core tenets (Sam, 2024), especially in light of critiques of the field’s causal claims (Bierwiaczonek & Kunst, 2021; Kunst, 2021). The applied implications for millions of people demand sound theories that cover the full and rapidly evolving spectrum of intercultural experiences.

Once narrowly defined as the psychological and behavioral changes resulting from continuous firsthand contact between individuals of different cultural backgrounds (see Redfield et al., 1936), acculturation has evolved into a multifaceted construct and now reflects the complexities of globalization, migration, identity politics, and intercultural relations (see Schwartz, 2026). This special issue, Acculturation Reimagined, brings together a diverse and intellectually rich set of contributions that challenge, refine, and extend foundational concepts in acculturation science. Collectively, this special issue offers a roadmap for the next era of inquiry, one that is more inclusive, context-sensitive, methodologically rigorous, and attuned to the lived experiences of all cultural groups.

Acculturation ReimaginedPart of a Special IssueAcculturation ReimaginedThis article belongs to a curated special issue. Discover more research on this topic from the full collection.Explore the special issue →

The call for papers that initiated this special issue invited scholars to critically engage with acculturation not merely as a psychological process, but as a dynamic, context-embedded phenomenon. We encouraged submissions that challenged the assumptions underlying traditional models, explored underrepresented populations and settings, and offered innovative perspectives to the study of acculturation that can meet the challenges of the 21st century. The response was both enthusiastic and generative, resulting in a collection that spans theoretical innovation, empirical rigor, and cultural diversity. This special issue features six innovative papers: Jasini et al. (2025); Verkuyten (2024); Titzmann & Jugert (2024); Ward et al. (2025); Stuart et al. (2025); and Vu and Bierwiaczonek (2025), including a commentary by Berry (2025), whose foundational work continues to shape the field, and responses by Bierwiaczonek (2025) and Jugert and Titzmann (2025). Together, these contributions explore new directions, challenge established paradigms, and propose fresh frameworks for understanding acculturation in the 21st century.

Integration Hypothesis, Its Complexities and the Paradoxes

The paper by Vu and Bierwiaczonek (2025) critically revisits the assessment of the integration hypothesis. This hypothesis, a cornerstone of acculturation theory, posits that individuals who are doubly engaged with their heritage culture and the society of settlement profit from the best form of adaptation. The authors’ meta-analytic approach demonstrates that past meta-analyses of the integration hypothesis used flawed bivariate methods that produced inflated results. It shows that common approaches, like using summative, multiplicative, or Euclidean Distance scores, fail to properly test for a statistical interaction because they do not control for the main effects of heritage and mainstream cultural orientations. By re-analyzing two datasets, the authors show that these bivariate proxies explain around 2% of the variance in adaptation, whereas a state-of-the-art multivariate test reveals the true interaction effect to be negligible (less than 0.1% variance explained). They conclude that the effects previously attributed to “integration” were actually the effects of the individual cultural orientations (primarily mainstream-culture orientation), meaning the bivariate methods mistook main effects for an interaction.

This methodological critique clashes directly with the commentary by Berry (2025), who argues that Vu and Bierwiaczonek fundamentally misinterpret his hypothesis. Berry contends that the integration hypothesis was never about a simple statistical interaction term but is a comparative question: Is the strategy of integration associated with better adaptation than the alternative strategies of assimilation, separation, or marginalization?

In a rejoinder, Bierwiaczonek (2025) argues that Berry’s criticisms misrepresent the nature and limitations of meta-analytical evidence. She emphasizes that Berry overlooks findings showing that the apparent benefits of integration are primarily driven by mainstream culture orientation, and that the variability in these effects stems from heritage culture orientation rather than differences between national contexts.

Moving somewhat away from the methodological issues of the integration hypothesis, Verkuyten (2025) introduces the integration paradox, where he demonstrates how well-educated and structurally integrated immigrants may experience psychological disengagement from the host society due to perceived relative deprivation. Drawing on social comparison theory (Festinger, 1954), the paper highlights how discrimination and unmet expectations can undermine adaptation—factors too often neglected in acculturation research. Berry’s commentary adds nuance by distinguishing integration as a strategy versus an outcome and by noting national context differences (e.g., Canada vs. France) that may align with the integration paradox. Together, these contributions call for more context-sensitive frameworks that capture the dynamic interplay between structural conditions, individual perceptions, and the multifaceted nature of integration.

Expanding the Acculturation Arena: Digital Spaces and Indigenous Sovereignty

Stuart et al. (2025) explore the transformative yet under-investigated role of tele-media in acculturation, especially among refugees, international students, and diasporic communities. Their work introduces the concept of digitally mediated acculturation and extends Ferguson and Bornstein’s (2012) notion of remote acculturation. Berry’s (2025) commentary situates this within the broader anthropological tradition of cultural diffusion (see Whiten et al., 2016), while also calling for clearer distinctions between mediated socialization and active intercultural engagement. The commentary invites future research to examine the psychological mechanisms, such as imitation and social feedback.

Just as technology challenges the geographical boundaries of acculturation, the work of Ward et al. (2025) challenges its conceptual and political boundaries. The authors advocate for indigenizing acculturation research, both in terms of methodology and subject matter. Indeed, the very paper is written in an unorthodox way. Using a synthesis of Western and indigenous methodologies and perspectives, they highlight the marginalization of Indigenous Peoples in mainstream acculturation frameworks such as those referring to the concept of “multiculturalism” and call for research that respects Indigenous epistemologies, rights, and cultural identities. Berry’s commentary supports this call, emphasizing the historical contributions of Indigenous psychology and the need for renewed collaboration between psychologists and anthropologists. The paper challenges researchers to move beyond viewing Indigenous Peoples as mere ethnocultural minorities and to recognize their unique sociopolitical status.

Temporal Dynamics and the Paradox of Emotional Fit

Titzmann and Jugert (2024) argue for a developmental lens in acculturation research, critiquing the field’s static tendencies and advocating for longitudinal designs. Berry (2025) acknowledges the historical influence of developmental psychology (e.g., Erikson, 1968; Vygotsky, 1978; Bronfenbrenner, 1979) and calls for greater recognition of earlier contributions. The paper and commentary together emphasize the importance of temporal sequencing, life stages, and contextual transitions in understanding acculturative change. The need for longitudinal studies in developmental approaches cannot be overemphasized.

In their rejoinder, Jugert and Titzmann (2025) push back on Berry’s commentary, arguing that merely acknowledging these values or relying on longitudinal designs does not realize the full potential of a developmental approach. They clarify that one of the “gravest misconceptions” in the field is assuming that measuring individuals over multiple time points is equivalent to adopting a developmental perspective. Instead, they advocate for a genuinely developmental perspective on acculturation. For example, they propose utilizing the concept of acculturation tempo, inspired by developmental approaches to puberty, to shed light on interindividual differences in the duration of typical stages like “culture shock.” This perspective requires distinguishing between a narrow view of development (universal, progressive stages) and an expanded view that accounts for differential trajectories across the lifespan.

Answering this call for a more dynamic perspective, the longitudinal study by Jasini and colleagues (2025) offers a compelling example of what such research can uncover. They present a longitudinal study of emotional acculturation, focusing on an implicit process by which minority youth adopt majority emotion norms. Their findings reveal a paradox: while emotional fit predicts increased contact with majority peers over time, it also correlates with lower school engagement and higher non-compliance in contexts of perceived discrimination. The authors propose an explanation for this paradox: emotionally acculturated students may be more likely to compare themselves to their majority peers, making the experience of discrimination feel “particularly hurtful” and leading to psychological disengagement from school. This study thus bridges a critical gap by linking implicit acculturation processes to sociocultural adjustment, highlighting how social context can turn a potential benefit into a liability. It bridges the gap between implicit acculturation and adjustment, highlighting the context-dependent liabilities of emotional fit.

A Collective Vision for the Future

Collectively, the papers in this special issue chart a clear path forward, moving away from universalist models toward dynamic, context-sensitive frameworks attuned to lived experiences. They reveal that foundational concepts like integration are not straightforward; instead, they are fraught with paradoxes that depend on social comparison and perceived discrimination (Verkuyten, 2024; Jasini et al., 2025). Furthermore, they expand the very arena of acculturation, showing it unfolds not just in physical communities but through digitally mediated platforms (Stuart et al., 2025) and must be reconceptualized to honor the unique sociopolitical status of Indigenous Peoples (Ward et al., 2025).

The directions outlined in these contributions converge on several critical shifts for the field. First is the need to investigate understudied mechanisms and domains, from the implicit adjustments of emotional acculturation (Jasini et al., 2025) to the transformative role of digital media in shaping intercultural contact (Stuart et al., 2025). Second, there is a powerful call to adopt more dynamic and temporally sensitive research designs. The argument for a developmental lens and the necessity of longitudinal studies to capture change over time is a central theme (Berry, 2025; Jugert & Titzmann, 2025; Titzmann & Jugert, 2024). Finally, the papers advocate for expanding methodological horizons, which includes both adopting more statistically rigorous multivariate approaches to avoid the inflated findings of the past (Bierwiaczonek, 2025; Vu & Bierwiaczonek, 2025) and indigenizing the field by embracing research that respects and centers Indigenous epistemologies (Ward et al., 2025).

This special issue affirms that acculturation is not a one-size-fits-all process. It is dynamic, multi-dimensional, and deeply embedded in sociopolitical, cultural, and psychological contexts. As we move forward, the challenge is not merely to refine our models but to reimagine the very foundations of acculturation science—toward a more inclusive, humane, and empirically grounded understanding of intercultural life.

Conflicts of Interest

The authors declare no competing interests.

Author Contributions

D.L.S. and J.R.K. jointly wrote the editorial.

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Editor Curated

Frequently Asked Questions

  • What does it mean to "reimagine" acculturation in this special issue?

    Reimagining acculturation means moving from static, one-size-fits-all models toward approaches that are context-sensitive, methodologically rigorous, and inclusive of diverse groups and settings. According to Sam and Kunst (2026), the field is at an inflection point driven by globalization, digital connectivity, and shifting sociopolitical landscapes. The special issue highlights three converging shifts: (1) stronger methods that avoid inflated findings, (2) a developmental lens with longitudinal designs to capture change over time, and (3) broadening the arena to include digitally mediated interactions and Indigenous epistemologies.

    1. It questions legacy assumptions (e.g., simplistic views of integration).
    2. It spotlights understudied mechanisms like emotional acculturation.
    3. It emphasizes structural conditions, discrimination, and comparative perceptions.

    Together, these shifts aim to ground acculturation science in lived realities and robust evidence.

  • What is the integration hypothesis and why is it being challenged?

    The integration hypothesis posits that people engaged with both their heritage and the mainstream culture adapt best. The editorial by Sam and Kunst (2026) frames current debates showing how recent work reanalyzed legacy findings using multivariate tests instead of flawed bivariate proxies (e.g., summative, multiplicative, Euclidean distance scores). Re-analyses indicate these proxies explained about 2% of adaptation variance, but the actual interaction effect—the hallmark of “integration”—was negligible (<0.1%).

    1. This suggests prior support often mistook main effects (especially mainstream orientation) for an interaction.
    2. Ongoing debate distinguishes integration as a comparative strategy versus a pure statistical interaction.
    3. Future research should align measures with theory and control for main effects explicitly.
  • What is the "integration paradox" and how does social comparison matter?

    The integration paradox describes how immigrants who are well-educated or structurally integrated may still feel psychologically disengaged from the host society when expectations go unmet. Social comparison theory explains that upward comparisons and perceived relative deprivation can convert success into disappointment, especially under discrimination. This paradox varies by national context (e.g., differences noted between Canada and France), reminding researchers to consider policies, norms, and historical narratives.

    1. Integration is not only an outcome but also shaped by perceived fairness.
    2. Discrimination can erode belonging even among high achievers.
    3. Models should include comparative perceptions, status signals, and contextual moderators.

    The takeaway: “more structural integration” does not guarantee better psychological adaptation without equitable conditions.

  • How do digital media reshape acculturation processes?

    Digital media create pathways for contact, identity work, and cultural learning outside physical communities. The editorial by Sam and Kunst (2026) situates new concepts like digitally mediated acculturation alongside earlier ideas of remote acculturation, showing that streaming, social platforms, and transnational networks can diffuse norms and practices. Researchers are urged to distinguish mediated socialization (passive consumption) from active intercultural engagement, and to test mechanisms such as imitation and social feedback.

    1. Measure exposure types (content genres, interaction quality).
    2. Model cross-border flows and bidirectional influence.
    3. Assess outcomes beyond identity—e.g., well-being and discrimination experiences.

    According to the authors, rigorously defining and testing these processes can reveal when digital contact enhances or undermines adaptation.

  • Why adopt a developmental lens, and what is the paradox of emotional acculturation?

    A developmental lens captures timing, tempo, and trajectories of change—insights that cross-sectional snapshots miss. According to Sam and Kunst (2026), new contributions on longitudinal designs clarify how acculturation unfolds across life stages and contexts. Recent work on emotional acculturation shows a paradox: better emotional fit with majority peers predicts increased contact over time but, under perceived discrimination, relates to lower school engagement and higher non-compliance.

    1. This suggests context can flip benefits into liabilities.
    2. Concepts like “acculturation tempo” help explain individual timing differences (e.g., length of culture shock).
    3. Distinguishing repeated measurement from true developmental modeling is crucial.

    The developmental approach thus prioritizes when changes happen, for whom, and under what social conditions.

References

Berry, J.W. (2025). Comments on the papers in the Special Issue “Acculturation reimagined: Setting the stage for the next era of inquiry.” Advances in/Psychology, 2, e00432. https://doi.org/10.56296/aip00041

Bierwiaczonek, K. (2025). Unpacking the Integration Puzzle: Overlooked Insights from Meta-Analytical Research. A Response to Berry (2025). Advances in/Psychology, https://advances.in/psychology/10.56296/aip00043/

Bierwiaczonek, K., & Kunst, J. R. (2021). Revisiting the integration hypothesis: Correlational and longitudinal meta-analyses demonstrate the limited role of acculturation for cross-cultural adaptation. Psychological Science, 32(9), 1476-1493. https://doi.org/10.1177/09567976211006432

Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Harvard University Press. https://doi.org/10.2307/j.ctv26071r6

Erikson, E. H. (1968). Identity youth and crisis (No. 7). WW Norton & company.

Ferguson, G. M., & Bornstein, M. H. (2012). Remote acculturation: The “Americanization” of Jamaican islanders. International Journal of Behavioral Development, 36(3), 167–177. https://doi.org/10.1177/0165025412437066

Festinger, L. (1954). A Theory of Social Comparison Processes. Human Relations, 7(2), 117-140. https://doi.org/10.1177/001872675400700202

Jasini, A., Cochez, A., & Mesquita, B. (2025). The paradoxical effect of emotional acculturation in discriminatory contexts: school adjustment of immigrant minority youth. advances.in/psychology, 2, e229104. https://doi.org/10.56296/aip00039

Jugert, P. & Titzmann, P.F. (2025). Why longitudinal is not developmental: Clarifying misconceptions in acculturation research – A response to Berry (2025). advances.in/psychology, 1, e366507. https://doi.org/10.56296/aip00047

Kunst, J. R. (2021). Are we facing a “causality crisis” in acculturation research? The need for a methodological (r) evolution. International Journal of Intercultural Relations, 85, A4-A8. https://doi.org/10.1016/j.ijintrel.2021.08.003

Redfield, R., Linton, R., & Herskovits, M. J. (1936). Memorandum on the study of acculturation. American Anthropologist, 38, 149-152. https://doi.org/10.1525/aa.1936.38.1.02a00330

Sam, D. L. (2024). 50+ years of psychological acculturation research: Progress and challenges. International Journal of Intercultural Relations, 103, 102076. https://doi.org/10.1016/j.ijintrel.2024.102076

Sam, D. L., & Ward, C. (2021). Three generations of psychological acculturation research: Theoretical advancements and methodological challenges. In M. Bender & B. G. Adams (Eds.), Methods and assessment in culture and psychology (pp. 17–40). Cambridge University Press. https://doi.org/10.1017/9781108675475.003

Schwartz, S. (2026). Understanding Acculturation: The Process of Cultural Adjustment. Edward Elgar Publishing Limited, Cheltenham Press

Stuart, J., Ward, C., Karl, J. A., & Musizvingoza, R. (2025). Intercultural contact in the digital age: A review of emerging research on digitally mediated acculturation. advances.in/psychology, 2, e299122. https://doi.org/10.56296/aip00036

Titzmann, P. F., & Jugert, P. (2024). The dynamics of acculturative change: The potential of a developmental perspective in acculturation science. advances.in/psychology, 2, e553629. https://doi.org/10.56296/aip00029

Verkuyten, M. (2024). The neglected role of social comparisons in acculturation: Considering the integration paradox. advances.in/psychology, 2, e759126. https://doi.org/10.56296/aip00032

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Ward, C., Neha, T., & Ritchie, T. (2025). Re-imagining multiculturalism: Small steps towards indigenizing acculturation science. advances.in/psychology, 2, e251129. https://doi.org/10.56296/aip00034

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