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Migrants and members of cultural minorities must negotiate their identification with multiple cultural groups. Many studies have investigated associations between general questionnaire–based cultural identity patterns and psychological adjustment. Research on situational cultural identity patterns—context-bound, momentary identification with a given cultural group—is scarcer. Furthermore, we know little about how variability in identification across contexts and situations may be associated with psychological adjustment. This study addresses these issues by (a) comparing the relative ability of general questionnaire–based and situational diary–based cultural identity patterns in statistically predicting psychological adjustment among Maghrebi migrants to Canada, and (b) introducing and testing cultural identity entropy, a novel approach to characterizing variability in a person's multiple cultural identities during daily interactions. Drawing on concepts in thermodynamics and information theory, cultural identity entropy indexes greater balance in one's multiple identifications during an interaction and reflects greater flexibility in cultural ways in that moment. Participants were 93 Maghrebi migrants to Canada who completed baseline questionnaires and daily diaries on situational identification during interactions for 7 days. Results show that situational diary–based cultural identity patterns accounted for substantial variance in psychological adjustment, above and beyond general questionnaire–based patterns, and that greater entropy in heritage cultural contexts was associated with greater psychological adjustment. These results underscore the importance of going beyond general characterizations of multicultural identity by investigating the shifting and contextual ways in which migrants mobilize and negotiate their cultural identities in daily life. [ABSTRACT FROM AUTHOR]

This paper explores the need to build a reciprocal partnership with Indigenous Peoples and develop culturally-relevant strategies that foster academic motivation among Indigenous youth. The objectives of this study were to describe education professionals' perceptions regarding: (1) the challenges Indigenous students face when transitioning to postsecondary education, (2) the strategies used to provide academic support, and (3) the different ways of enhancing Indigenous students' educational experiences. These perceptions were necessary to better comprehend the ongoing progress related to the need for a decolonized education within academic institutions. Although an increasing proportion of Indigenous Peoples are obtaining college diplomas, some challenges remain and are specifically encountered during Indigenous students' transition to postsecondary education and in the cultural relevance within their learning materials.