10. Stage Two Conclusions
10.4 Overall Conclusions
Whereas Stage One of this research project found a trend towards internationalization, Stage Two expanded on this finding by identifying significantly stronger Global identities for those students with overseas experience than for those without. Findings from Stage Two (males = strong National and Affinity identities;
females = strong Global, Discourse, and Relationships identities) also complemented the finding of gender differences in Stage One, where males identified more strongly with identities connected to their cultural roots (such as Regional identifications with their hometowns) and females displayed comparatively stronger ties to the wider world (such as having a more pronounced Global identity).
The postmodernist viewpoint holds that people have many different roles and identities in our modern world (Hemmi, 2014). In other words, these findings confirm
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that context is important to identity (Mercer & Williams, 2014) and indicate that these contexts and experiences influence cultural identities, concurring with Shaules (2015), Sampasivam and Clément (2014), and other researchers. One respondent from this project articulates this eloquently:
I think that identity is always changing. I think that every day we live a different day and our identity develops through what we experience. I think that things like gender and nationality are important parts of our identities but I think it is more important how that person has lived their life. For example, siblings raised in the same house with the same parents definitely do not have the same identities. I think that people change due to experiences.
Indeed, it does appear that identity is influenced by the social factors (Mills, 2014) of the environment we are in (Hopkins, 2010) and the Japanese university students in LeBlanc’s (2015) study who expected to become more globally minded when situated in a global environment were on the right track. Therefore, this thesis contributes further support to the argument that cultural identities are affected by experiences (Northhoff, 2014), particularly those obtained overseas (Angulo, 2008;
Fantini, 2000; Shaules, 2015; Sussman, 2000; Szkudlarek, 2010). Likewise, the different experiences (or different ways events are experienced) by people of different genders are also relevant to their cultural identities.
Therefore, the combined research results presented in this thesis indicate and illustrate internationalization of the cultural identities of Japanese university students, differentiated by gender, overseas experience, and the interaction between these two factors. Along with its statistically significant findings, this research project’s value to its participants should not be discounted. As such, the author considers it a worthwhile project if it promotes education and participant-friendly research on the cultural identities of youth in our global world. In addition, this research has built on the work of previous researchers regarding methodologies to examine cultural identities; these tools could be developed further for the advancement of this topical area of research. This research aimed to facilitate the improved understanding of Japanese university students’
cultural identities at this pivotal time for Japanese society. It is also hoped that it will contribute to the literature on, and the improved understanding of, the multiple identities that we all have in our global society.
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Notes
i Defined by Hopkins (2010) as being aged between 16 and 25 years.
ii While the terms internationalization and globalization are often used interchangeably, they are in fact different. Whereas globalization refers to cultures becoming similar (or a single marketing strategy being used worldwide),
internationalization refers to greater connections with other cultures (or different strategies being used to market the same product in different countries in order to take cultural differences into consideration). Since increased contact with foreign cultures is more relevant to Japan’s situation, internationalization is the more appropriate term in the case of this research project.
iii To quote directly from the website: “On April 1, the Government of Japan decided, in the form of a Cabinet approval, to use the name "Great East Japan Earthquake" to refer collectively to the disasters due to the Tohoku - Pacific Ocean Earthquake on March 11, 2011 and the resultant nuclear plant accidents” (Ministry of Foreign Affairs of Japan, 2011).
iv In comparison to these two regions, the rest of Japan has been relatively unaffected. Perhaps slogans such as Japan Post’s “Ganbaro Tohoku” (Hang in there, Tohoku) more accurately reflect the cultural identifications of the Japanese people at this time than ones such as Tsukuba Express’ “Ganbaro! Nippon” (Hand in there!
Japan). However, the author believes that over time possible changes to cultural identifications of a significant portion of the Japanese population could affect the country as a whole in the future.
v These electricity outages lasted for a few hours at a time, usually once or twice a day, and in many areas were unpredictable, both as for when they would happen and also whether they would happen at all that particular day. For example, in the weeks following the disaster the city the author was living in was listed in three of the four groups allocated for rotating power outages and even in the more detailed breakdown into suburbs her area was listed in two, which meant that there were only a few hours of the day (sometimes in the middle of the night) that she could count on an electricity supply.
vi On the 16th of March, 2011, the aforementioned sister-in-law expressed thanks in an email to the author for the support the compulsory power cuts in Kanto were providing (being able to recharge her mobile phone to communicate with friends and relatives was just one example). In a further email the following day, she wrote of
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the terror her children had felt during four dark nights of nervous tension and fear in a
strange place, encouraging the author to support her own children during the evening blackouts they were experiencing at the time. She also wrote of her chilling realization of the value of energy resources and how she had taken the comfortable lifestyle she had lived up to the time of the disaster for granted.
vii The company in charge of the power plants in question; commonly referred to as Tepco. Three of the six nuclear reactors at Tepco’s Fukushima Daiichi Nuclear Power Plants were damaged beyond control by the tsunami.
viii Shigeo Takahashi is a senior researcher and tsunami expert at the Port and Airport Research Institute, which is a Japanese government-affiliated organization.
ix In fact, there were multiple - many of them major - earthquakes on March 11, 2011 and the following days and weeks. Likewise, there was more than one tsunami.
For example, the author listened to a friend from Iwate Prefecture tell about the four tsunami which devastated approximately 60% of the land area (and the vast majority of the houses and other buildings as only the sparsely inhabited hilly area was spared) of her hometown, Yamadamachi. This included her family home (she said that her mother survived by climbing up to the ceiling on top of debris from the earthquake and clinging on for her life as the tsunami reached her chest) in the centre of town, which was in a part of town thought to be unreachable by a tsunami. She also explained that many people returned to the township (in hope of finding friends and relatives alive) from a nearby hilltop after the first tsunami had passed, only to lose their lives to subsequent tsunami.
x “Gambare” could be roughly translated as “We can do it!” although the appropriate pronoun is only apparent through context.
xi Delvin Stewart is a senior director at the Japan Society in New York City and a Lecturer on Asia at New York University.
xii This lecturer requested that the name of this university be kept secret.
xiii Lecturers who agreed to distribute the questionnaire were provided with the requested number of copies and a bilingual information sheet. This thanked them for their assistance, outlined the purpose of the survey, and specified instructions to give respondents, such as 1 refers to the listed identity which was the most relevant and 10 to the listed identity which they related to the least.
xiv Although currently a prominent identity issue worldwide, variations of gender identification were not particularly relevant to the results presented in this thesis.
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xv From the author’s personal observations, discussions with Japanese friends,
as well as own experiences as a student, a teacher, and a parent in the Japanese school system, finding out that someone is in the same academic year as them tends to induce a sense of familiarity for Japanese people, no matter what their age.
xvi Please note that Surugadai University students are grouped into one group due to a low number of participants from each faculty.
xvii Please note that some of the figures presented in Table 16 have been presented above. However, they have not previously been compared from year to year.
Please also note that figures reported in this analysis and that of the 2011 and 2012 datasets are not always identical, since p < 0.01 was used in the 2011 analysis and p <
0.005 was used in the analysis of the 2012 dataset, while p < 0.0005 was used for calculations in this analysis.
xviii There was not a single “mature student” amongst the thousands of respondents, which is not unusual for the university student population in Japan.
xix It should be noted that while the Kanto area was the most often indicated as region of origin in the demographic section of the questionnaire, a significant number of respondents indicated that they were from the various other regions of Japan.
xx In Japan, universities are ranked by the academic ability of the students entering them and Toyo University may be considered as having average (or normal) students.
xxi Those focusing on relationships as opposed to places (Gusfield, 1975).
xxii The three categories of Languages, Emotions, and Institution were
eliminated prior to the analysis of the data collected from the main cohort because very few people (less than eight) in the main cohort drew pictures that fit into those
categories.
xxiii There were 15 countries where one or more of these respondents had lived in for six months or longer. These countries are not specified here due to the possible risk of one or more respondents being identifiable and therefore breaching their anonymity, which was guaranteed to them in confidentiality agreements.
xxiv Since the criteria for selecting these students was a lot easier to meet than for those with overseas experience (i.e. nearly all of the author’s students had not lived abroad for six months or more) and since the opportunity to recruit any students was diminishing since they were busy as the semester was drawing to a close (due to the recruitment of students with overseas living experience taking longer than expected), a group of students who had completed all class work (and therefore deemed to have
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more time available) were approached to volunteer their time and learn about their
identities in the process.
xxv Of these, some respondents were recruited as part of a separate study (Yoshida & Utsuno, 2015, where identity maps were obtained but not analysed), some were from the original group, and others were recruited specifically for this larger study.
xxvi 444 (all bar 6 discrepancies) / 450 (9 codes x 50 sheets). A 99.3% result is achieved when calculated by item: 1,043 (all bar 7 discrepancies) / 1,050 (21 items x 50 sheets).
xxvii See Section 7.1 for information on these six variables, plus the three that were eliminated from this analysis.
xxviii 832 / 846 (9 codes x 94 sheets).
xxix The name of the university that was written on this identity map has been removed for privacy reasons.
xxx The Japanese written above the picture of a dress (top right) says “dress”.
xxxi The item in the top left is “swimming costume”.
xxxiiMore specifically, references to Hokkaido indicate a regional identity.
However, this is also connected to this student’s national identity, as evident in his quote.
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