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There remains an obvious gap in the acculturation literature, which relates to cultural change associated with the majority/dominant group. This paper explores how majority members react to a perceived expectation from minority members that majority members should undergo cultural change. A study was conducted exploring how majority members' perceptions of a demand by minority members that the majority should adopt the minority culture affects the majority members' preferences for minority acculturation, and whether effects are mediated by perceptions of symbolic threat. Two hundred sixty‐six participants who self‐reported being white British completed an online survey. A model was hypothesized whereby a perception that minority members demand that the majority takes on the minority culture predicted perceived symbolic threat, which was in turn negatively associated with a desire that minority members should maintain the minority culture, and positively with a desire that minority members should adopt the majority culture. Results supported the hypothesized model, with all individual paths and indirect effects significant in the hypothesized directions. Symbolic threat mediated the effect of perceived demand for minority culture adoption on majority preferences for minority acculturation. Findings are discussed in relation to implications for intergroup relations in culturally plural societies. [ABSTRACT FROM AUTHOR]

China has experienced dramatic transformations over recent decades, which has significant implications for childrearing. This study examined whether Chinese parents' perceived social change would mediate the association between family socioeconomic status (SES) and children's involvement in various learning activities in the home, community and extracurricular contexts. The study included 312 urban Chinese parents with preschool‐aged children. Parents completed measures on perceived social change, their involvement in children's home literacy, numeracy and play activities, as well as children's participation in community‐based activities and commercially provided extracurricular activities (EAs). The results indicated that higher‐SES parents perceived more opportunities and prospects and less work‐related risk and adversity as a function of social change. Parents who perceived more opportunities and prospects were more involved in almost all types of children's learning activities except EAs. Parents who perceived more work‐related risk and adversity only showed decreased involvement in home literacy activities. Parents who endorsed new values more strongly were more likely to enrol their children in EAs and demonstrate greater involvement in children's home literacy activities. The findings revealed substantial within‐group variations in parents' subjective experiences with social change and how parents' perceived social change might shape their ways of organising children's learning environment. [ABSTRACT FROM AUTHOR]