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Journal articles on the topic 'Ethnic Studies'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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1

Goldstein-Shirley, David Steven. "American Ethnic Studies, or American Studies vs. Ethnic Studies?" American Quarterly 54, no. 4 (2002): 691–99. http://dx.doi.org/10.1353/aq.2002.0042.

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2

Lutz, Christopher. "Inter-Ethnic Studies." Americas 54, no. 2 (October 1997): 271–72. http://dx.doi.org/10.1017/s0003161500026043.

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3

Sueyoshi, Amy, and Sutee Sujitparapitaya. "Why Ethnic Studies." Ethnic Studies Review 43, no. 3 (2020): 86–102. http://dx.doi.org/10.1525/esr.2020.43.3.86.

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While the United States wrestles with a college completion crisis, the Division of Institutional Research at San Francisco State University found a high correlation between Ethnic Studies curriculum and increased student retention and graduation rates. Majors and minors in the College of Ethnic Studies graduated within six years at rates up to 92%. Those who were neither majors nor minors in Ethnic Studies also boosted their graduation rates by up to 72% by taking just a few courses in Africana Studies, American Indian Studies, Asian American Studies, Latina/Latino Studies, or Race and Resistance Studies. Faculty in the College of Ethnic Studies demonstrated significant levels of high impact instruction in the National Survey of Student Engagement (NSSE) and senior exit surveys as compared with their colleagues across the university.
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4

Morahg, Gilead. "Are Jewish Studies Ethnic Studies?" Shofar: An Interdisciplinary Journal of Jewish Studies 9, no. 4 (1991): 110–12. http://dx.doi.org/10.1353/sho.1991.0052.

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5

Pellow, David N. "Environmental Studies and Ethnic Studies." Ethnic Studies Review 43, no. 2 (2020): 9–16. http://dx.doi.org/10.1525/esr.2020.43.2.9.

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This article offers insights into conceptual, pedagogical, and programmatic crossings and conflicts between the fields of Environmental Studies and Ethnic Studies. It highlights both the important intersections between the two fields and their potential value, while also addressing the challenges posed in the development of programmatic collaborations. Utilizing case studies drawn from the author’s own experiences, the article’s focus is on harnessing the strengths and limitations of both fields to promote transformative knowledge and action at multiple scales.
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6

Butler, Johnnella, and Betty Schmitz. "Ethnic Studies, Women's Studies, and Multiculturalism." Change: The Magazine of Higher Learning 24, no. 1 (February 1992): 37–41. http://dx.doi.org/10.1080/00091383.1992.9937701.

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7

Prashad, Vijay. "Ethnic Studies Inside Out." Journal of Asian American Studies 9, no. 2 (2006): 157–76. http://dx.doi.org/10.1353/jaas.2006.0017.

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8

Nick Mitchell. "(Critical Ethnic Studies) Intellectual." Critical Ethnic Studies 1, no. 1 (2015): 86. http://dx.doi.org/10.5749/jcritethnstud.1.1.0086.

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9

Campbell, Malik, Kelly De Leon, Martha D. Escobar, Dezzerie González, Guadalupe Granados, Carla Martínez, Diego Paniagua, Rocio Rivera-Murillo, and Tracy M. Sadek. "Ethnic Studies as Praxis." Ethnic Studies Review 42, no. 2 (2019): 131–50. http://dx.doi.org/10.1525/esr.2019.42.2.131.

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The authors provide a collective counter-narrative of the movement at California State University, Northridge (CSUN) to resist educational policies that have negative implications for students, particularly students of color, and threaten Ethnic Studies, Gender and Women’s Studies, and Queer Studies. The authors contextualize the movement that erupted in the fall of 2017 at CSUN within the struggles of the 1960s to transform higher education by establishing Ethnic Studies. Drawing from Paulo Freire’s critical pedagogy and Critical Race Theory in education, the authors maintain that, in its best iterations, Ethnic Studies is praxis that empowers communities to create transformative social change.
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10

Díaz, Jazz. "Art and Ethnic Studies." Ethnic Studies Review 42, no. 2 (2019): 173–79. http://dx.doi.org/10.1525/esr.2019.42.2.173.

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Jazz Díaz is an activist artist (artivist) who combines Art and Ethnic Studies. She describes her political consciousness and decolonizing process in navigating Western-centric art spaces. She highlights critical themes that her artwork addresses, and the essay includes examples of her work.
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11

Ruiz, Michelle Vasquez, Nisha Toomey, Irit Katz, Sean Fraga, Genevieve Carpio, Laura Barraclough, and Natchee Barnd. "Mobilities and Ethnic Studies." Ethnic Studies Review 46, no. 3 (2023): 128–54. http://dx.doi.org/10.1525/esr.2023.46.3.128.

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Following the publication of a 2022 special issue in the journal Mobilities, several of the contributing authors and editors gathered virtually on July 26, 2022. Drawing upon the work included w the collection called “Mobilizing Indigeneity and Race Within and Against Settler Colonialism,” the participants discuss how they came to the subject of mobilities, how this concept impacts their work, and the ways it intersects with the fields of Ethnic Studies and Indigenous Studies. The special issue editors Carpio, Barraclough, and Barnd interview and facilitate the discussion between authors Vasquez Ruiz, Toomey, Katz, and Fraga. This article includes a reading list of scholarship used for the special issue on race, Indigeneity, and mobilities.
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12

Wang, Fu-chang. "Studies on Taiwan’s Ethnic Relations." International Journal of Taiwan Studies 1, no. 1 (February 20, 2018): 64–89. http://dx.doi.org/10.1163/24688800-00101005.

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This paper reviews the emergence and development of Taiwan’s ethnic relations studies by emphasising its connections to democratisation. It divides Taiwan’s ethnic relations studies into four periods according to the nature of ethnic relations or ethnic conflicts at different times: (1) before the early 1980s, (2) mid-1980s to 1994, (3) 1994 to 2000, and (4) after 2000. While focusing on the studies of relations among Han ethnic groups, especially the Taiwanese/Mainlanders dichotomy, this paper also shows the emergence of ‘four great ethnic groups’ (Holo, Hakka, Aborigines, Mainlanders) discourses during the 1990s, and to the new addition of a fifth ethnic group (the new migrants) after 2000. It concludes by urging reconceptualisations of Taiwan’s ethnic phenomenon in a democratised Taiwan after the old ethnic relations characterised by institutional asymmetric relations were largely resolved in the democratisation process.
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13

Rashid, Khadijat K., Michael Vickers, Godfrey Mwakikagile, and Rotimi T. Suberu. "Ethnic Politics and Ethnic Conflict." African Studies Review 46, no. 2 (September 2003): 92. http://dx.doi.org/10.2307/1514828.

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14

Kiswani, Lara, Nadine Naber, and Samia Shoman. "Palestine is Ethnic Studies: The Struggle for Arab American Studies in K–12 Ethnic Studies Curriculum." Journal of Asian American Studies 26, no. 2 (June 2023): 221–31. http://dx.doi.org/10.1353/jaas.2023.a901070.

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15

Lee-Lampshire, Wendy. "Decisions of Identity: Feminist Subjects and Grammars of Sexuality." Hypatia 10, no. 4 (1995): 32–45. http://dx.doi.org/10.1111/j.1527-2001.1995.tb00997.x.

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While Sarah Hoagland's conception of a lesbian ethic offers a promising route toward articulating an ethics of resistance, her notion of self in community does not provide a conception of “subject” capable of both embracing political action as fundamental to personal life and explicitly recognizing cultural, ethnic, and sexual multiplicity as central to ethical decision-making. Such a notion can be found, however, in the remarks of later Wittgenstein concerning the “language games” of describing.
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16

Cook, Elizabeth, and James A. Banks. "Teaching Strategies for Ethnic Studies." Wicazo Sa Review 1, no. 2 (1985): 43. http://dx.doi.org/10.2307/1409127.

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17

Chan, Sucheng. "On the Ethnic Studies Requirement." Amerasia Journal 15, no. 1 (January 1989): 267–80. http://dx.doi.org/10.17953/amer.15.1.f0kjhq2u74528v10.

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18

Robbins, Bruce. "What Is Ethnic Studies For?" symploke 29, no. 1-2 (2021): 689–95. http://dx.doi.org/10.1353/sym.2021.0045.

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19

Grant, Janelle. "Ethnic Studies Is for Everyone." Multicultural Perspectives 23, no. 2 (April 3, 2021): 121–25. http://dx.doi.org/10.1080/15210960.2021.1915092.

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20

Degtyarenko, K. A. "CONCEPTUAL FOUNDATIONS OF ETHNIC STUDIES." Northern Archives and Expeditions 5, no. 4 (December 30, 2021): 8–16. http://dx.doi.org/10.31806/2542-1158-2021-5-4-8-16.

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The specificity of the study of ethnic identification and self-identification of the indigenous peoples of the northern and arctic territories has a solid theoretical and methodological base, built on numerous works of domestic and foreign scientists. Particular attention to the issue of ethnos, ethnicity begins to be traced from the beginning of the 19th century. In this article, the features of the development of ethnic studies are recorded. The processes of the birth and further development of domestic science in the field of ethnography and anthropology, as well as the fundamental concepts of key scientists significant for the theory of ethnos and the theory of ethnicity are subject to separate consideration.
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21

Bulmer, Martin, and John Solomos. "Ethnic and Racial Studies Review." Ethnic and Racial Studies 37, no. 5 (March 18, 2014): 719–20. http://dx.doi.org/10.1080/01419870.2014.887214.

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22

Adama, Natascha. "Critical ethnic studies: a reader." Ethnic and Racial Studies 41, no. 13 (April 18, 2018): 2344–46. http://dx.doi.org/10.1080/01419870.2018.1432876.

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23

Banton, Michael. "Teaching ethnic and racial studies." Ethnic and Racial Studies 26, no. 3 (January 2003): 488–502. http://dx.doi.org/10.1080/0141987032000067309.

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24

Cetin, Umit. "Critical ethnic studies: a reader." National Identities 22, no. 3 (July 4, 2019): 372–75. http://dx.doi.org/10.1080/14608944.2019.1629074.

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25

Adelman, Howard. "Jewish Studies: Are They Ethnic?" Explorations in Ethnic Studies 12, no. 1 (January 1, 1989): 1–16. http://dx.doi.org/10.1525/ees.1989.12.1.1.

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26

Aoude, Ibrahim G. "Arab Americans and Ethnic Studies." Journal of Asian American Studies 9, no. 2 (2006): 141–55. http://dx.doi.org/10.1353/jaas.2006.0010.

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27

Bañales, Xamuel. "Celebrating Ethnic Studies at 50." NACLA Report on the Americas 51, no. 3 (July 3, 2019): 232–35. http://dx.doi.org/10.1080/10714839.2019.1650484.

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28

Branford, Ruth A., Panagiotis Pantelidis, and Joy R. Ross. "Ethnic Considerations in Pharmacogenetic Studies." Journal of Clinical Oncology 26, no. 10 (April 1, 2008): 1766–67. http://dx.doi.org/10.1200/jco.2007.15.5929.

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29

Maldonado-Torres, Nelson. "Ethnic Studies as Decolonial Transdisciplinarity*." Ethnic Studies Review 42, no. 2 (2019): 232–44. http://dx.doi.org/10.1525/esr.2019.42.2.232.

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The decolonization of knowledge entails various forms of transdisciplinarity, but not all forms of transdisciplinarity are decolonial. This article offers an analysis of decolonial transdisciplinarity in relation to the European sciences, its disciplines, and its methods. It identifies a “secular line,” which combines with a “color line” to define the context and horizon of the European sciences. I propose that Ethnic Studies establishes a different attitude from that underlying the European sciences and represents an example of decolonial transdisciplinary thinking.
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30

Hernández, Francisco. "Ethnic Studies Fifty Years Later." Ethnic Studies Review 42, no. 2 (2019): 56–61. http://dx.doi.org/10.1525/esr.2019.42.2.56.

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The author recounts his personal experiences of the 1969 Third World Strike at UC Berkeley as well as reflects on the importance of Chicano Studies and Ethnic Studies: its value to the students in these programs and to wider community. He also discusses the continuing struggle for support within the academy.
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31

Barnd, Natchee. "Ethnic Studies Communiques—Spring 2023." Ethnic Studies Review 46, no. 1-2 (2023): 234–35. http://dx.doi.org/10.1525/esr.2023.46.1-2.234.

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32

Burrell, Kristopher Bryan, and Carla J. DuBose Simons. "“Origin Stories of Ethnic Studies”." Ethnic Studies Review 46, no. 3 (2023): 164–65. http://dx.doi.org/10.1525/esr.2023.46.3.164.

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33

Hite, Dwight M., Joshua J. Daspit, and Xueni Dong. "Examining the influence of transculturation on work ethic in the United States." Cross Cultural Management 22, no. 1 (February 2, 2015): 145–62. http://dx.doi.org/10.1108/ccm-12-2013-0190.

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Purpose – The purpose of this paper is to explore the influence of cultural assimilation – termed “transculturation” – on work ethic perceptions, thus this study examines trends in work ethic across ethnic and generational groups within the USA. Design/methodology/approach – Following a literature review on work ethic, ethnicity, and transculturation, an analysis of variance based on 873 survey responses is presented. The sample includes undergraduate and graduate students at several public universities within the USA. Findings – An empirical analysis supports the hypothesis that the variation of work ethic perceptions within the Millennial generation is significantly less than the variation among older generations. The authors find no significant difference in general work ethic perceptions among Millennial ethnic groups. Research limitations/implications – While the study is conducted using a convenience sample, the demographics are closely representative of the USA labor force. The results suggest that Millennials, while a more diverse ethnic population, exhibit less variation among work ethic perceptions than earlier generational groups. Practical implications – Understanding differences in work ethic perceptions across various ethnic groups is valuable for managers interested in designing jobs that appropriately exploit the full value of a multi-generational workforce. Originality/value – The findings of this study offer new insights into how more recent generations, while more ethnically diverse, exhibit a convergence in perceptions of work ethic.
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34

Nielsen, Joyce McCarl, Johnnella E. Butler, and John C. Walter. "Transforming the Curriculum: Ethnic Studies and Women's Studies." Contemporary Sociology 22, no. 4 (July 1993): 523. http://dx.doi.org/10.2307/2074390.

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35

Arce, Sean, and Theresa Montaño. "Chicanx Studies in the Movement for Ethnic Studies." Aztlán: A Journal of Chicano Studies 47, no. 2 (2022): 121–32. http://dx.doi.org/10.1525/azt.2022.47.2.121.

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36

Clark, William A. V. "Ethnic Preferences and Ethnic Perceptions in Multi-Ethnic Settings." Urban Geography 23, no. 3 (May 1, 2002): 237–56. http://dx.doi.org/10.2747/0272-3638.23.3.237.

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37

Maksimych, Alexandra. "THE STRUCTURE OF ETHNIC SELF-CONSCIOUSNESS IN MODERN PSYCHOLOGICAL STUDIES." PSYCHOLOGICAL JOURNAL 6, no. 11 (November 30, 2020): 47–55. http://dx.doi.org/10.31108/1.2020.6.11.5.

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The article examines ethnic identity on two levels. Ethnic self-awareness at the level of an ethnos acts as a system unifying common ideas shared by the majority of ethnos members about their ethnic group, the main features of their culture and their ethnic psyche. This is a system of views, ideas and perceptions of an ethnic group that appears because of interactions with other groups and reflects the group’s knowledge of them, attitude towards them. A group’s ethnic identity is reflected in its language, in the system of its customs and traditions, in myths and national styles. Ethnic self-awareness at the level of an individual acts as an integral system of ideas about oneself, is closely connected with the individual’s image on their own ethnic group. It provides a group member with a sense of belonging to the corresponding ethnic community, which is necessary for an individual’s psychological health and social comfort, a full-fledged life. Such self-awareness is formed throughout the entire period of human development, from childhood to maturity. The authors prove the thesis that the structure of ethnic self-awareness is crystallized due to emotional connections formed during socialization. Ethnic self-awareness is a coded emotional-cognitive component that has both objective and subjective forms of expression. The formation of a person as a representative of a certain ethnic group take place through the interiorization of those cultural and social values ​​and relations that form the basis of their ethnic group’s social life. The emotional component of ethnic self-awareness includes a sense of national dignity. Ethnic identity is an essential component in the structure of an ethnos, along with such components as a common origin, culture, language. This is not only an awareness of one’s identity with their ethnic community, but also includes assessment of one’s own ethnic group, feeling of significance to be its members, common ethnic feelings, which are the most important criteria for interethnic comparison. So, the structure of ethnic identity is multifaceted, all structural elements are closely interconnected and interact with each other at different levels and at different stages of ethnos development, acquiring a leading value.
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38

Uomoto, Jay M. "Delivering Mental Health Services to Ethnic Minorities: Ethical Considerations." Journal of Psychology and Theology 14, no. 1 (March 1986): 15–21. http://dx.doi.org/10.1177/009164718601400102.

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Clinical psychology is currently seeing an increased awareness of ethnic minority issues in mental health service delivery. The Christian psychological literature however has been largely silent on these issues. Posited are responses by Christian mental health professionals and the church that address the mental health needs of ethnic minorities. Theological input that informs ethical human response includes Barth's call for ethical human action based upon the commands of God, the neighborly love ethic, and Jesus’ model of ministry. Roles and recommendations are proposed for mental health professionals and the church in their efforts to deliver services to ethnic minorities.
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39

Jackson, Shirley A. "Oregon’s K–12 Ethnic Studies Bill." Ethnic Studies Review 42, no. 2 (2019): 180–95. http://dx.doi.org/10.1525/esr.2019.42.2.180.

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In 2017, Oregon passed House Bill 2845 requiring Ethnic Studies curriculum in grades K–12. It was the first state in the nation to do so. The bill passed almost fifty years after the founding of the country’s first Ethnic Studies department. The passage of an Ethnic Studies bill in a state that once banned African Americans and removed Indigenous peoples from their land requires further examination. In addition, the bill mandates that Ethnic Studies curriculum in Oregon's schools includes “social minorities,” such as Jewish and LGBTQ+ populations which makes the bill even more remarkable. As such, it is conceivable for some observers, a watered-down version of its perceived original intent—one that focuses on racial and ethnic minorities. Similarly, one can draw analogies to the revision of the Civil Rights Bill of 1964 when it included women as a protected group. Grounded in a socio-political history that otherwise would not have been included, this essay examines the productive and challenging aspect of HB 2845. Framing the bill so it includes racial, ethnic, and social minorities solved the problem of a host of bills that may not have passed on their own merit while simultaneously and ironically making it easier to pass similar bills.
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40

Jasri, Jasri, Salmah Said, and Amiruddin K. "Analisi Faktor-Faktor yang Mempengaruhi Keputusan Etnis Tionghoa Menggunakan Jasa Bank Syariah." IQTISHADIA Jurnal Ekonomi & Perbankan Syariah 7, no. 1 (July 8, 2020): 1–16. http://dx.doi.org/10.19105/iqtishadia.v7i1.2915.

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Chinese ethnic is one of the ethnic groups in Indonesia. The majority of Chinese ethnics are non-Muslim. In the midst of differences in perceptions who looked cynically following Islamic banking, most of the Chinese ethnics who are not Muslim prefer sharia banking to transact. So, this research studies the factors that influence the decision of ethnic of Chinese non-Muslim to use the services of Islamic banks. This type of research used in this research is quantitative field research thas emphasizes the aspect of objective assessment pf social phenomena where the independent variables are Environtment (X1), Psychology (X2), and Promotion (X3) and the dependent variation is the decision of ethnic of Chinese (Y). This study uses SPSS software as a tool in prosessing statistical data. The results show simultaneously three factors which were considered as significant to the decision of the ethnic of Chinese to use the services of Islamic banks. If it is related to environmental factors (X1) and Promotion (X3) influences and significantly influences ethnic of Chinese decisions, while psychology (X2) does not relate to outcome of the ethnic of Chinese agreement using the services of Islamic banks.Keywords: environment; psychology; promotion; customer decisions; ethnic Chinese
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41

Nelson-Brown, Jason. "Ethnic Schools." Education and Urban Society 38, no. 1 (November 2005): 35–61. http://dx.doi.org/10.1177/0013124505279896.

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42

Medica, Karmen. "Primordialism v. Instrumentalism in Ethnic Studies." Monitor ISH 16, no. 2 (December 16, 2014): 161–69. http://dx.doi.org/10.33700/1580-7118.16.2.161-169(2014).

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43

Rodriguez, Juana María. "Ethnic Scholarship, Transnational Studies, Institutional Locations." PMLA/Publications of the Modern Language Association of America 122, no. 3 (May 2007): 810–12. http://dx.doi.org/10.1632/s0030812900087368.

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44

Archdeacon, Thomas J., and Stow Persons. "Ethnic Studies at Chicago, 1905-45." Journal of American History 75, no. 2 (September 1988): 651. http://dx.doi.org/10.2307/1887963.

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45

Liang, Jiu. "A Concept: Ethnic Social Arts Studies." Ethnic Arts Studies 29, no. 1 (February 28, 2016): 91–100. http://dx.doi.org/10.21004/issn.1003-840x.2016.01.091.

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46

Kivisto, Peter, Stow Persons, and Dianne M. Pinderhughes. "Ethnic Studies at Chicago, 1905-45." International Migration Review 22, no. 2 (1988): 315. http://dx.doi.org/10.2307/2546657.

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47

Ramirez, Bruno. "Ethnic Studies and Working-Class History." Labour / Le Travail 19 (1987): 45. http://dx.doi.org/10.2307/25142764.

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48

Banton, Michael. "Progress in ethnic and racial studies." Ethnic and Racial Studies 24, no. 2 (January 2001): 173–94. http://dx.doi.org/10.1080/01419870020023409.

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49

Bowles-Adarkwa, Linda, and LaVonne Jacobsen. "U.S. Government Publications in Ethnic Studies." Acquisitions Librarian 5, no. 9-10 (September 14, 1993): 183–219. http://dx.doi.org/10.1300/j101v05n09_15.

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50

Fu, Jingyuan, Eleonora A. M. Festen, and Cisca Wijmenga. "Multi-ethnic studies in complex traits." Human Molecular Genetics 20, R2 (September 2, 2011): R206—R213. http://dx.doi.org/10.1093/hmg/ddr386.

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