Relevant bibliographies by topics / Racial and cultural diversity

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Racial and cultural diversity'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Racial and cultural diversity"

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Bilodeau, Antoine, Luc Turgeon, and Ekrem Karakoç. "Small Worlds of Diversity: Views toward Immigration and Racial Minorities in Canadian Provinces." Canadian Journal of Political Science 45, no. 3 (2012): 579–605. http://dx.doi.org/10.1017/s0008423912000728.

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Abstract. Canadian provinces have long been considered as “small worlds,” each with its own cultural distinctiveness and province-building dynamics. This article examines whether these same provincial specificities are observed in terms of attitudes toward immigration intakes and racial diversity. Three questions are asked. First, are there important variations in views toward immigration and racial minorities across Canadian provinces within the native-born white Canadian population? Second, have the differences and similarities changed between 1988 and 2008? And third, do specific provincial economic, demographic, and cultural realities shape provincial public opinion on these matters? The findings indicate that there are significant differences and commonalities in how all provinces react to immigration and racial diversity, that native-born white Canadians have grown increasingly accepting of immigration and racial diversity over time and that views toward immigration and racial diversity are distinct from each other and each responds to a specific set of provincial realities.Résumé. Les provinces canadiennes constituent de “petits univers,” chacune possédant sa propre culture et sa propre dynamique politique. Cet article explore si de telles spécificités provinciales peuvent être également observées en ce qui a trait aux attitudes par rapport à l'immigration et à la diversité raciale. Nous posons trois questions. Premièrement, y a-t-il des différences d'opinions quant à l'immigration et aux minorités raciales entre provinces canadiennes au sein de la population blanche née au Canada? Deuxièmement, est-ce que les similarités et les différences entre les provinces ont changé entre 1988 et 2008? Et troisièmement, est-ce que les réalités économiques, démographiques et culturelles provinciales influencent l'opinion publique provinciale sur ces questions? Les résultats de l'étude indiquent qu'il y a à la fois des similarités et des différences quant aux attitudes des différentes provinces sur l'immigration et la diversité raciale, que la population blanche née au Canada s'est montrée de plus en plus ouverte à l'immigration et à la diversité raciale au cours de la période à l'étude, et que les attitudes par rapport à l'immigration et la diversité raciale ne sont pas identiques et qu'elles répondent chacune à leur façon à un certain nombre de réalités provinciales.
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Milner, H. Richard. "Preservice Teachers’ Learning about Cultural and Racial Diversity." Urban Education 41, no. 4 (2006): 343–75. http://dx.doi.org/10.1177/0042085906289709.

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Cheng, Shaoming, and Huaqun Li. "New firm formation facing cultural and racial diversity*." Papers in Regional Science 91, no. 4 (2011): 759–74. http://dx.doi.org/10.1111/j.1435-5957.2011.00404.x.

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Jayakumar, Uma. "Can Higher Education Meet the Needs of an Increasingly Diverse and Global Society? Campus Diversity and Cross-Cultural Workforce Competencies." Harvard Educational Review 78, no. 4 (2008): 615–51. http://dx.doi.org/10.17763/haer.78.4.b60031p350276699.

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In this article, Uma Jayakumar investigates the relationship between white individuals'exposure to racial diversity during college and their postcollege cross-cultural workforce competencies. Using survey data from the Cooperative Institutional Research Program, housed in the Higher Education Research Institute at the University of California at Los Angeles, the author uses structural equation modeling to show that for whites from both segregated and diverse precollege neighborhoods, their postcollege leadership skills and level of pluralistic orientation are either directly or indirectly related to the structural diversity and racial climate of their postsecondary institutions, as well as their level of cross-racial interaction during the college years. The author concludes that postsecondary institutions may provide lasting benefits to white students by promoting a positive racial climate for a racially diverse student body. These findings support the theory put forth by Gurin, Dey, Hurtado, and Gurin(2002) for explaining the benefits of racial diversity at the postsecondary level.
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Darrah–Okike, Jennifer, Hope Harvey, and Kelley Fong. "“Because the World Consists of Everybody”: Understanding Parents’ Preferences for Neighborhood Diversity." City & Community 19, no. 2 (2020): 374–97. http://dx.doi.org/10.1111/cico.12445.

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Previous research, primarily using survey data, highlights preferences about neighborhood racial composition as a potential contributor to residential segregation. However, we know little about how individuals, especially parents, understand neighborhood racial composition. We examine this question using in–depth interview data from a racially diverse sample of 156 parents of young children in two metropolitan areas. Prior scholarship on neighborhood racial preferences has mostly been animated by expectations about in–group attraction, out–group avoidance, the influence of stereotypes, and perceived associations between race and status. However, we find that a substantial subset of parents expressed a desire for racially and ethnically mixed neighborhoods—a residential preference at odds with racial segregation. Parents across race conceptualized neighborhood diversity as beneficial for children's development. They expressed shared logics, reasoning that neighborhood diversity cultivates skills and comfort interacting with racial others; teaches tolerance; and provides cultural enrichment. However, these ideas intersected with racial segregation and stratification to shape parents’ understandings of diversity and hinder the realization of parents’ aspirations. Beliefs about the benefits of neighborhood diversity were rarely a primary motivation for residential choices. Nonetheless, parents’ perceptions of the advantages of neighborhood racial mixing reveal the reach of discourse on the value of diversity and suggest a potential opportunity to advance residential desegregation.
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Fishman, Joshua A., Wallace E. Lambert, and Donald M. Taylor. "Coping with Cultural and Racial Diversity in Urban America." Contemporary Sociology 20, no. 2 (1991): 198. http://dx.doi.org/10.2307/2072902.

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Greenhill, Lisa M., Phillip D. Nelson, and Ronnie G. Elmore. "Racial, Cultural, and Ethnic Diversity within US Veterinary Colleges." Journal of Veterinary Medical Education 34, no. 2 (2007): 74–78. http://dx.doi.org/10.3138/jvme.34.2.74.

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DeSantis, Joshua, and Cherish Christopher. "Educators’ experiences as K-12 students and efficacy for teaching in diverse schools." Journal for Multicultural Education 15, no. 2 (2021): 138–51. http://dx.doi.org/10.1108/jme-09-2020-0101.

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Purpose Significant differences exist in the racial composition of America’s student and teacher populations. This reality is compounded by the racial re-segregation patterns affecting many schools and systems in the USA. These trends make it increasingly less likely that educators encounter racial diversity during their experiences as K-12 students and more likely that they encounter racial diversity as educators. This paper aims to present the results of a study designed to explore the consequences of this reality on those educators’ abilities to successfully reach their students? Design/methodology/approach The present study used a quantitative exploratory design. Data were analyzed to determine if educators’ experiences as K-12 students affected their present self-efficacy for teaching in diverse classrooms, their self-efficacy for using culturally responsive techniques, and their confidence in the merits of deploying these approaches in classrooms. Findings Data from the present study suggest that educators whose school experiences included significant interactions in racially diverse settings are significantly more likely to possess a higher level of self-efficacy than those who do not. Originality/value This study illuminates an unexplored consequence of school resegregation and lends support for efforts to diversify the teaching force and resist school resegregation.
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Min, Jong Won. "Cultural Competency: A Key to Effective Future Social Work with Racially and Ethnically Diverse Elders." Families in Society: The Journal of Contemporary Social Services 86, no. 3 (2005): 347–58. http://dx.doi.org/10.1606/1044-3894.3432.

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With 2 dominant demographic imperatives of the aging population and increasing racial/ethnic diversity of the older population, current and future generations of racially and ethnically diverse elders are expected to experience complex and diverse sets of service needs. More than ever, the social work profession needs a strategic approach to working with current and future generations of diverse elders. The author presents information that allows a better understanding of future issues and problems facing racial/ethnic minority elders and discusses how social work can effectively and successfully address these future needs. Five specific recommendations are proposed: (a) reconceptualize race/ethnicity and diversity in social work practice, (b) identify and develop a conceptual framework for social work with racially and ethnically diverse elders, (c) consider a multidisciplinary community-oriented and neighborhood-based approach, (d) advance culturally competent gerontological social work with diverse elders, and (e) strengthen gerontological social work education with an emphasis on cultural competence.
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Smith, J. Phoenix. "Ecopsychology: Toward a New Story of Cultural and Racial Diversity." Ecopsychology 5, no. 4 (2013): 231–32. http://dx.doi.org/10.1089/eco.2013.0093.

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Dissertations / Theses on the topic "Racial and cultural diversity"

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Nascimento, Mariana Galvao. "Diversidade de culturas na escola: reflexão sobre uma experiência." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-23022010-150127/.

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O objeto de estudo desta dissertação é a análise da experiência de introdução de oficinas de Cultura Brasileira em escola municipal da capital paulista, cujo projeto pedagógico tem características diferenciadas. Esboçando as linhas mestras do projeto da escola em que ocorre a experiência, ao descrever e problematizar o trabalho desenvolvido nessas oficinas, notadamente, as de Capoeira e de Música que tratam da temática afro-brasileira, buscou-se analisar as tensões existentes entre o conhecimento oficial veiculado na escola e os saberes tradicionais produzidos no universo das culturas populares. Foram realizadas entrevistas com membros da comunidade escolar diretora, professoras, oficineiras, membros do Conselho Pedagógico, bem como alunos e familiares, com o intuito de reconstruir as origens das atividades em torno da cultura brasileira na escola, e de verificar os desdobramentos da abordagem que valoriza as contribuições da cultura afro-brasileira. O objetivo foi o de analisar em que medida há integração entre os conhecimentos sistemáticos e as oficinas culturais; se as professoras da escola demonstram aceitar e reconhecem a proposta de trabalho em torno da cultura afro-brasileira como componente do conteúdo curricular e, ainda, se perceberam mudanças na forma como os estudantes elaboram suas convicções sobre a presença e a contribuição dos afro-descendentes em nossa cultura. Da parte das crianças quis-se identificar como elas captam e reelaboram as informações advindas das oficinas que têm como temática a cultura afro-brasileira e se, de alguma maneira, alunos afrodescendentes aceitam melhor a presença das culturas negras na composição de suas identidades. Do lado das crianças brancas desejou-se observar se a abordagem incitada nessas oficinas produziu mudanças relativas à ampliação de seus repertórios culturais originais. Em relação aos familiares, tentou-se captar como eles aceitam a proposta que a escola oferece, de trabalho com a diversidade cultural. Para tanto, utilizamos o referencial teórico oferecido pela teoria crítica do currículo, com base em autores como Apple, Giroux, McLaren, Sacristán, bem como algumas contribuições de Canclini, para compreender melhor a inserção das culturas tradicionais no contexto do capitalismo global.<br>The subject of this thesis is to analyze the experience of introduction of workshops about Brazilian Culture at a municipal school at São Paulos capital which pedagogical project has distinct characteristics. Sketching the main lines of the project at the school where the experience occurs describing and problematizing the work developed in these workshops, specially, the one of Capoeira and Music workshop which works about an afro-brazilian thematic. The thesis looks for to analyze the tensions existents between the official knowledge transmitted in school and the traditional one made on the popular culture universe. There were made interviews with members of the scholar community principal, teachers, workshoppers, members of the Pedagogical Council as well as students and relatives with the objective to rebuild the beginnings of the activities related to brazilian culture at school and to check the unfold of the approach that values the contributions of afro-brazilian culture. The objective was analyzing in what measure occurs the integration between the systematic knowledge and cultural workshops; if teachers at school demonstrate accepting and recognizing the work proposal with afro-brazilian culture as a component at curriculum contents and, more, if they have noticed changes on the way that the students organize their convictions about the presence and the contribution of afro-descendants in our culture. On children part it was intended to identify how they catch and reorganize information came upon workshops which have as thematic afro-brazilian culture and if, in any way, afro-descendants students accept much better the presence of black-cultures building their identities. On white-children part it was wanted to observe if the approach employed at these workshops has produced changes relating to the amplification on their original cultural repertory. Relating to the family, it was tried to captivate how they accept the proposal offered by the school: working with cultural diversity. Therefore, we have used theoretical reference offered by the curriculum critical theory, based on authors like Apple, Giroux, McLaren, Sacristán, as well as some contributions from Canclini to comprehend better the introduction of traditional cultures at the global capitalism context.
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OTUATA, Althea Michelle. "Cultural Competence of Public Health Nurses Who Care for Diverse Populations." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6800.

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Despite advances in health, science, and technology, U.S. healthcare lags in providing access to care and quality care to racial and ethnic minorities. Cultural competence has been noted as a strategy to improve access and quality. The purpose of this project was to assess public health nurses' cultural competence before and after participating in cultural competence informational modules. Two conceptual models were used in this project for theoretical guidance: Leininger's cultural care diversity and universality theory and Campinha-Bacote's process of cultural competence. To assess the nurses' cultural competence, the Cultural Competence Self-Assessment Checklist questionnaire was e-mailed to 57 public health nurses at a local health department. Survey participants remained anonymous. Data were collected on demographics. A paired t test was conducted to compare the statistical significance of the results. A quantitative software tool was used to analyze the data. Study results showed a confidence interval of 95% at p = 0.15, indicating that cultural competence informational modules made a significant difference between the pretest and the posttest of the Cultural Competence Self-Assessment Checklist. Thus, cultural competence informational modules make a difference in public health nurses' awareness, knowledge, and skills, which can enhance their ability to provide culturally competent care to racial and ethnic minorities. The implications of this project for social change include supporting health care professionals' ability to promote and implement cultural competence practices for all populations to decrease health disparities
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Sions, Hannah. "TEACHING ABOUT RACIALLY DIVERSE ARTISTS AND CULTURES." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5795.

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Art education scholars have redefined multicultural teaching practices to include a need for addressing social inequities. To understand art educators’ multicultural teaching practices, it is important to measure the extent to which they present cultural diversity in the classroom and present a racially diverse pool of artists. The purpose of this this quantitative, nonexperimental study was to measure the extent to which practicing K–12 art educators who are members of the National Art Education Association (NAEA) engage students with racially diverse artists and cultures within their curricula. The study aimed to measure the extent that educators address racial and cultural diversity in their classrooms. The study also gathered data on which resources participants indicated would help create and implement curricula that addresses racially diverse artists and cultures. Finally, the study explored the relationships between seven different teachers’ self-reported attributes and the extent that they taught about and valued racial/cultural diversity. The findings show that educators taught about racial and cultural diversity to regularly in their classroom practices and they also voiced a need for more resources to teach more about racially diverse artists and cultures, specifically visual resources and education/training regarding racially/culturally diverse content. Findings also indicated that educators who taught 21+ years, taught predominantly students of color, and those who were more comfortable with conversations pertaining to racial/cultural diversity were more likely to value the importance of racial/cultural diversity in their curricula. The results suggest that resources, such as education, training, or professional development, should be offered to educators in the field so that they may continue learning new language concerning diversity as perceptions and understandings continue to shift.
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Johnson, David T. "Cultural Competencies, Racial Literacy, and Composition: Applying Antiracist Frameworks in First- and Third-Year Writing." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1588868993828912.

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Dias, Olívia Biasin. "Olhares estrangeiros: impressões dos viajantes oitocentistas acerca da Bahia, sua diversidade racial e seu potencial para alcançar a civilização." Faculdade de Filosofia e Ciências Humanas, 2013. http://repositorio.ufba.br/ri/handle/ri/13362.

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227f.<br>Submitted by Oliveira Santos Dilzaná (dilznana@yahoo.com.br) on 2013-10-09T12:57:03Z No. of bitstreams: 1 PDF Final Olívia Biasin Dias.pdf: 3743004 bytes, checksum: b86d36f561dbc6f2e37a563e33fb3a31 (MD5)<br>Approved for entry into archive by Ana Portela (anapoli@ufba.br) on 2013-10-30T18:18:04Z (GMT) No. of bitstreams: 1 PDF Final Olívia Biasin Dias.pdf: 3743004 bytes, checksum: b86d36f561dbc6f2e37a563e33fb3a31 (MD5)<br>Made available in DSpace on 2013-10-30T18:18:04Z (GMT). No. of bitstreams: 1 PDF Final Olívia Biasin Dias.pdf: 3743004 bytes, checksum: b86d36f561dbc6f2e37a563e33fb3a31 (MD5)<br>CAPES<br>A tese aborda a diversidade racial e cultural baiana por meio das observações dos viajantes estrangeiros Maria Graham, Charles Darwin, Daniel Kidder, conde de Suzannet, Robert Avé-Lallemant, Maximiliano de Habsburgo e Louis e Elizabeth Agassiz, que estiveram no Brasil, e passaram pela Bahia, no transcurso do século XIX. Demonstra-se como o componente humano – especialmente o negro, o índio e o mestiço – constituía objeto de interesse e apreciação desses agentes históricos. Além disto, constata-se que os temas: raça, religiosidade, educação e imigração europeia eram considerados fatores que poderiam afetar o grau de progresso e civilização da província da Bahia e, até mesmo, do Brasil. Para tanto, analisa-se de que modo as ideias e concepções de mundo presentes nos olhares dos visitantes gestaram imagens e representações acerca da Bahia oitocentista.This paper analyzes how the racial and cultural diversity in Bahia was observed by eight foreign travelers who visited Brazil and went through Bahia, Maria Graham, Charles Darwin, Daniel Kidder, conde de Suzannet, Robert Avé-Lallemant, Maximiliano de Habsburgo e Louis e Elizabeth Agassiz,in the course of the nineteenth century, demonstrating how the human component - especially the black, Indian and mestizo - became object of interest and appreciation of these historical actors. It appears as items race, religion, education and European immigration were considered as factors that could affect the degree of progress and civilization of the province of Bahia and even Brazil. Therefore, I seek to identify how the ideas and worldviews present in the visitor‟s eyes gave birth images and representations about the nineteenth-century Bahia.<br>Salvador
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Souza, Yvone Costa de. "Atravessando a Linha Vermelha: Programa Nova Baixada de Educação Infantil discutindo a diversidade étnico-racial e cultural na formação docente." Universidade do Estado do Rio de Janeiro, 2009. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=3620.

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Esta dissertação tem como objeto a incorporação do tema Diversidade Étnico-Racial e Cultural na formação docente para a Educação Infantil na Periferia. A partir da problematização do cotidiano enfocou-se questões como Racismo e Preconceito e a forma como são abordadas junto à Infância Pequena. Nesta pesquisa buscou-se analisar o desenvolvimento do Programa Nova Baixada de Educação Infantil e refletir sobre o lugar que ocupa nas políticas educacionais, tendo como campo de investigação a Baixada Fluminense. Orienta pelo propósito de compreender de que forma as discussões étnico-raciais e a diversidade cultural estão ou não inseridas nos espaços de formação adotou-se, metodologicamente, uma abordagem qualitativa, de natureza descritiva. As técnicas privilegiadas foram: análise documental, entrevistas estruturadas e semi-estruturadas. Os sujeitos da investigação foram docentes e gestores de instituições nas quais se implementaram o PNB, a saber: Creche Margarida da Silva Duarte e Vereador Nilo Dias Teixeira, ambas no bairro da Chatuba, em Mesquita, município emancipado da cidade de Nova Iguaçu em 1999. Fez-se levantar e analisar as contribuições da formação docente no processo de pensar o fazer educativo. O referencial teórico se fundamenta nos estudos de Trindade, Silva, Kramer, Faria, Lino e Hasenbalg que abordam o tema relações étnico-racial na educação infantil. Através de nossa pesquisa observou-se que há escassez de trabalhos que discutem essa questão, como também, nas matrizes curriculares dos cursos de formação de professores, onde a Educação Infantil ocupa um espaço de penumbra como objeto de reflexão. Por fim, conclui-se que o meio acadêmico se volta, predominantemente, para os aspectos desenvolvimentistas da formação infantil, relegando ao segundo plano, a discussão sobre a diversidade cultural, étnica e racial. No tocante às políticas públicas indicamos a pertinência da revisão, pelo Poder Público, dos critérios que orientam a definição de prioridades e que na prática se traduzem de modo muito limitado frente às conquistas mais recentes dos direitos de todas as crianças de 0 a 6 anos, entre eles, os de freqüentar creches e pré-escolas, lugar seu conquistado.<br>This dissertation aims at incorporating the Cultural, Racial and Ethical Diversity theme in teaching formation for Child Education in the suburbs. Not only were issues such as Racism and Prejudice raised, but also the way they are approached in the Early Childhood. Having Baixada Fluminense as the field of study, this research analyzes the development of the Pre-School Education program Nova Baixada and discuss its role in educational policies. In order to understand the way Racial and Ethical discussions and cultural diversity are inserted or not in the teaching formation, a qualitative and descriptive approach has been chosen, focusing on document analysis, structured and semi-structured interviews. The objects of research were teachers and directors of institutions in which the Nova Baixada program is implemented: Margarida da Silva Duarte and Vereador Nilo Dias Teixeira, both nursery schools in Chatuba neighborhood, Mesquita city, Rio de Janeiro state. The teaching formation contributions in the education thinking process are raised and analyzed. Theoretical references are based in the studies of Trindade, Silva, Kramer, Faria, Lino and Hasenbalg, due to their approach to the Racial and Ethical theme. A lack of articles that discuss this issue has been observed, as well as in the teaching formation courses, in which Child Education, as an object of reflection, is often left out. It is concluded that, in the academic community, developmental aspects towards pre-school formation are considered more important than the Cultural, Racial and Ethical discussion. As far as public policies are concerned, a revision of priorities is suggested, since the constitutional right of having all children aged between 0 6 at school, is not being entirely respected.
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Adams, Nessa Cecelia. "Cultural diversity communication strategies in UK and US advertising agencies : a Bourdieusian analysis." Thesis, Brunel University, 2017. http://bura.brunel.ac.uk/handle/2438/15825.

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The rise of black and minority ethnic (BME) populations in the UK and US in recent years has led to the introduction of cultural diversity communication strategies within the advertising industry. These strategies draw on beliefs, and cultural and religious values to specifically target BME audiences. This thesis examines the processes involved in creating these strategies, by analysing the discourse and working practices of advertising practitioners. By drawing on interviews and ethnographic observations in eight advertising agencies in the UK and US, it compares the differences in producing cultural diversity communication strategies between a) the general market agencies targeting mass audiences, and b) the emerging cultural diversity agencies only targeting BME audiences. I argue that the creation of these strategies is subject to powerful constraints and institutional racism, limiting market opportunities for advertising. The thesis starts by bringing together Bourdieu's theories of habitus and field theory (1977; 1984; 1993) with contemporary studies of the relationship between 'race' and media practices. This union sets the foundation for my adaption of field theory to analyse contemporary advertising practices and to examine how discourse, working practices and 'professional advertising organisations' reinforce racist ideologies and audience exclusion. In the second part of the thesis, this theoretical framework is applied to the fieldwork. Firstly, my analysis evidences the manifestation of racism across the field and how racial stereotypes are developed. Secondly, these attitudes shape the exclusionary practices that affect how CD communication strategies are executed, particularly in the UK. Lastly, I examine two 'diversity' events run by 'professional advertising organisations', analysing how they set 'good practice' standards and the power they have in shaping working practices across the industry. Ultimately, this thesis goes beyond existing studies on racial representations, and investigates the relationship between racism and intentionality amongst the industry's powerful constraints.
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Germano, Antonio. "A efetivação da história e cultura afro-brasileiras e africanas no ensino público e privado: um estudo comparativo entre duas escolas." Universidade Nove de Julho, 2016. http://bibliotecadigital.uninove.br/handle/tede/1397.

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Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-06-09T14:13:30Z No. of bitstreams: 1 Antonio Germano.pdf: 1082415 bytes, checksum: 08f381fd72ed90e564e55dfecdb0871b (MD5)<br>Made available in DSpace on 2016-06-09T14:13:30Z (GMT). No. of bitstreams: 1 Antonio Germano.pdf: 1082415 bytes, checksum: 08f381fd72ed90e564e55dfecdb0871b (MD5) Previous issue date: 2016-04-01<br>La investigación presentada en esta tesis fue estudiar la realización de la enseñanza de la historia y la cultura africana-brasileña y africana en la escuela pública (estatal) y el nivel de la escuela privada, primaria y secundaria en São Paulo. Este trabajo se guió en base a la siguiente pregunta: ?Cómo los profesores de las escuelas públicas y privadas de Ensino Fundamental e Médio trabaja, con miras a la aplicación de la Ley 10.639 / 2003? Y tuvo como objetivo: investigar, identificar, analizar y comparar las acciones de estos profesores en su enseñanza de la realización de la historia y la cultura africana-brasileña y africana. Las hipótesis eran que el trabajo realizado por los profesores de las escuelas son insuficientes para aplicar la Ley 10.639 / 03; la escuela pública tiene un trabajo más pertinente com miras a la aplicación de la Ley N ° 10.639 / 03; los profesores de lengua portuguesa trabajan con mayor efectividad la Ley 10.639 / 03. El marco teórico de este estudio se compone de los siguientes autores: Munanga, Santos, Freire, Quijano Schawarz, Orlandi entre otros .. La metodología de la investigación fue cualitativa, con entrevistas semiestructuradas como un instrumento de investigación. La investigación tuvo aproximadamente 10 preguntas que se desarrollaron durante la investigación y en la que se incluyen cuatro profesores a partir de dos especialidades (Lengua Portuguesa e Historia), con un equilibrio entre hombres y mujeres y por lo menos siete maestros que se declararon negros. El resultado de la búsqueda ha revelado que las escuelas no incluyen en su PPP la Ley 10.639/03, sin embargo, las acciones desarrolladas por los profesores de las escuelas públicas se realizan mejor, sobre todo, en Portugués. Además, la llevó a reconocer que sólo el establecimiento de la ley 10.639 / 03 no es suficiente, tiene que investir em la formación del profesor.<br>The current research had the observation of the practical use of the History and the afro-brazilians and Africans culture teaching as the main goal. It was noteced in public and in private schools in São Paulo city. This study is based on the following question: How the public and private schools’ teaching board works the Law 10.639/2003 with their students? And had as goals: investigating, identifying, studying and comparing those teachers’ pedagogic praxis related to the use of the history and the afro-brazilians and Africans culture teaching. The hypothesis suggested are concerned to the fact that the work developed by the teachers of both schools are insufficient to cover what is proposed in Law nº 10.639/03; the public schools have a more relevant work based on the Law nº 10.639/03; the teachers of Portuguese work better the mentioned Law.The current study was based on the following authors: Munanga, Santos, Freire, Quijano, Schawarz, Orlandi, among others. The used research method was qualitative, for that it was used interviews as a research instrument. The study covered about 10 questions, developed throughout the analysis and four teachers (Portuguese language and History), men and women and seven teachers who consider themselves black were invited to take part into the interview. The research result reveals that both schools do not cover Law nº 10.639/03 in their PPP, however, the actions developed by the public schools teachers were better, specially by the teachers of Portuguese. Besides that, we notice that the mentioned Law itself is not enough to cover its content. The interviewed teachers complained about the lack of academic study for teachers, resources, pedagogic guidance, among others.<br>A pesquisa apresentada nesta dissertação teve como objeto de estudo a efetivação do ensino da história e cultura afro-brasileiras e africanas em uma escola pública (estadual) e uma privada, nível Ensino Fundamental e Médio da cidade de São Paulo. Esta dissertação orientou-se com base na seguinte questão norteado de pesquisa: como o corpo docente das escolas públicas e privadas de Ensino Fundamental e Médio trabalha, tendo em vista a operacionalização da Lei nº 10.639/03? E teve como objetivos: averiguar, identificar, analisar e comparar as ações desses professores na sua prática pedagógica no sentido da efetivação da história e cultura afro-brasileiras e africanas. As hipóteses levantadas foram a de que os trabalhos desenvolvidos pelos professores de ambas as escolas são insuficientes para efetivação da Lei nº 10.639/03; a escola pública estadual tem um trabalho mais relevante quanto à aplicabilidade da Lei nº 10.639/03; os professores de Língua Portuguesa trabalham mais eficazmente a Lei nº 10.639/03. O referencial teórico deste trabalho foi composto pelos seguintes autores: Munanga, Santos, Freire, Quijano, Schawarz, Orlandi dentre outros. A metodologia de pesquisa utilizada foi qualitativa, com recurso à entrevistas semiestruturadas como instrumento de pesquisa. A investigação abrangeu aproximadamente 10 questões que foram elaboradas no decorrer da pesquisa e englobou quatro professores de duas especialidades (Língua Portuguesa e História), com um equilíbrio entre homens e mulheres e com pelo menos 7 professores que se declararam negros. O resultado da pesquisa nos revelou principalmente que ambas as escolas não contemplam em seus Projetos Políticos Pedagógicos (PPP) a Lei nº 10.639/03, porém, as ações desenvolvidas pelos professores da escola pública foram melhor executadas primordialmente em Língua Portuguesa. Também, no levou a reconhecer que somente o estabelecimento da Lei nº 10.639/03 não é suficiente para sua implementação no âmbito das escolas pesquisadas de acordo com o discurso dos professores que referiram, entre outras coisas, faltar formação docente, recursos materiais, orientações pedagógicas, etc.
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Matos, Isla Andrade Pereira de. "A??o educativa do Museu Afro Brasil: educa??o patrimonial no combate ? discrimina??o ?tnico-racial." Pontif?cia Universidade Cat?lica de Campinas, 2013. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/721.

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Made available in DSpace on 2016-04-04T18:33:13Z (GMT). No. of bitstreams: 1 Isla Andrade Pereira de Matos.pdf: 4433842 bytes, checksum: d9ae82270c395160d0d4154b7beaa0cf (MD5) Previous issue date: 2013-11-25<br>The present study aimed, from the theoretical reflections on education and museum education, investigate the performance of the educational Afro Brazil Museum along to school groups scheduled for guided tours. With the purpose of acting for the recognition of African and Afro-descendant population as social subjects in Brazilian culture, taking them the stigma of slavery and valuing their ways of being and doing, the Afro Brazil Museum would be assuming the role of combating ethnic racial discrimination, seeking its visitors aware of the importance of African influence in the construction of Brazilian nationality. Therefore it was defined the research problem: the educational action of the Afro Brazil Museum fight ethnic racial discrimination through heritage education? Adopting the procedure ethnographic and empirical observation of guided visits, it was found not to confirm the initial hypothesis, which held that the Afro Brazil Museum hold a heritage education in the sense of celebrate the history of blacks in Brazil and Africa through the narrative perspective inaugurated by von Martius on the participation of the three races (white, black and indigenous) in the construction of Brazil. Among the results obtained from the research we observed characteristics of educational action that can be considered as a factor in teaching and learning, but not heritage education. On the other hand, there is concern in teaching students to read the exhibits and to recognize the African influence in Brazilian culture. It was also the discontinuity of visits, which involves not only the museum, but mostly the school in the preparation and finalization of the visit, this activity could modify the quality of education held at the museum.<br>O presente trabalho teve como objetivo, a partir das reflex?es te?ricas sobre educa??o e educa??o em museus, investigar a atua??o da a??o educativa do Museu Afro Brasil junto aos grupos de escolas agendados para as visitas orientadas. Com o prop?sito de atuar para o reconhecimento da popula??o africana e afrodescendente como sujeitos sociais na cultura brasileira, tirando-lhes o estigma da escravid?o e valorizando seus modos de ser e fazer, o Museu Afro Brasil estaria assumindo o papel de combater a discrimina??o ?tnico-racial, buscando conscientizar seus visitantes da import?ncia da influ?ncia africana na constru??o da nacionalidade brasileira. Por isso, assim foi definido o problema de pesquisa: a a??o educativa do Museu Afro Brasil combate a discrimina??o ?tnico-racial por meio da pr?tica da educa??o patrimonial? Adotando o procedimento etnogr?fico e emp?rico de observa??o das visitas orientadas, constatou-se a n?o confirma??o da hip?tese inicial da pesquisa, ? qual sustentava que o Museu Afro Brasil realizaria uma educa??o patrimonial no sentido de ser celebrativa ? hist?ria dos negros no Brasil e na ?frica da perspectiva narrativa inaugurada por von Martius sobre a participa??o das tr?s ra?as (branca, negra e ind?gena) na constru??o do Brasil. Dentre os resultados obtidos com a pesquisa, foram observadas caracter?sticas da a??o educativa que podem ser consideradas enquanto crit?rios de ensino e aprendizagem, mas n?o de educa??o patrimonial. Por outro lado, h? uma preocupa??o em ensinar os alunos a lerem os objetos expostos e a reconhecerem a influ?ncia africana na cultura brasileira. Constatou-se tamb?m a descontinuidade das visitas, que envolve n?o s? o museu, mas principalmente a escola na prepara??o e finaliza??o da visita, atividade essa que poderia modificar a qualidade da educa??o realizada no museu.
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Staubach, Jessica L. "Identifying and Implementing Traits of Actionable Racial Allyship in the Workplace at Miami University." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1619122995812556.

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Books on the topic "Racial and cultural diversity"

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M, Taylor Donald, ed. Coping with cultural and racial diversity in urban America. Praeger, 1990.

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Racial disadvantage and ethnic diversity in Britain. Palgrave Macmillan, 2003.

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Herberg, Dorothy C. Frameworks for cultural and racial diversity: Teaching and learning for practitioners. Canadian Scholars' Press, 1993.

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Herberg, Dorothy Chave. Frameworks for cultural and racial diversity: Teaching and learning for practitioners. Canadian Scholars' Press, 1993.

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National Advisory Council on Nurse Education and Practice (U.S.). A national agenda for nursing workforce: Racial, ethnic diversity. U.S. Dept. of Health and Human Services, Health Resources and Services Administration, Bureau of Health Professions, Division of Nursing, 2000.

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Racial and ethnic diversity in America: A reference handbook. ABC-CLIO, 2003.

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1953-, Russell Cheryl, ed. Racial and ethnic diversity: Asians, Blacks, Hispanics, native Americans, and whites. 2nd ed. New Strategist Publications, 1998.

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Racial and ethnic diversity: Asians, Blacks, Hispanics, Native Americans, and whites. 4th ed. New Strategist Publications, 2002.

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A, Tobin Gary, and Rubin Scott, eds. In every tongue: The racial & ethnic diversity of the Jewish people. Institute for Jewish & Community Research, 2005.

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1959-, Javed Arifa Kulsoom, Marshall Brenda I, and Berkley Sonya, eds. Voices of diversity: Multi-culturalism in America. Springer, 2009.

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Book chapters on the topic "Racial and cultural diversity"

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Nanda, Jyoti, and Golnar Bayat. "Working with Cultural or Racial Diversity in Relationships." In Existential Perspectives on Relationship Therapy. Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-36852-2_18.

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Williams, Richard Allen. "Cultural Diversity in Medicine: Health Status of Racial and Ethnic Minorities." In Healthcare Disparities at the Crossroads with Healthcare Reform. Springer US, 2011. http://dx.doi.org/10.1007/978-1-4419-7136-4_4.

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Ping, Lee Poh. "Stability in Racially Divided Societies: The Malaysian Case." In The Accommodation of Cultural Diversity. Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1057/9781403915931_2.

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Foley, Carmel, Tracy Taylor, and Hazel Maxwell. "Gender and Cultural Diversity in Australian Sport." In Sport and Challenges to Racism. Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230305892_11.

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Fernando, Suman. "Cultural Diversity and Racism: An Historical Perspective." In De-Medicalizing Misery. Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230342507_4.

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Rosenberg, Jan. "Childhood, Early Schooling, and Exposure to Cultural Diversity (1895–1910)." In Intercultural Education, Folklore, and the Pedagogical Thought of Rachel Davis DuBois. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26222-8_3.

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Brooks, Roy L. "Cultural Subordination Through Cultural Diversity." In The Racial Glass Ceiling. Yale University Press, 2017. http://dx.doi.org/10.12987/yale/9780300223309.003.0005.

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Cultural subordination is defined here as the suppression of important black values or folk ways—questions and concerns of keen importance to blacks—in the American mainstream culture. Like juridical subordination, cultural subordination is animated by post-Jim Crow norms that perform important rhetorical and regulatory functions in civil rights discourse—racial omission (traditionalism), racial integration (reformism), racial solidarity (limited separation), and social transformation (critical race theory). After defending the belief that blacks do have a distinct set of values that transcend class stratification, and after discussing the legitimacy of cultural diversity in American society, this chapter crafts four models of cultural diversity defined by these post-Jim Crow norms—cultural assimilation (traditionalism), biculturalism (reformism), cultural pluralism (limited separation), and transculturalism (critical race theory). It then proceeds to explain how most of these visions of cultural diversity subordinate legitimate black values. Deploying these models to purposefully enhance our racial democracy, which lies at the root of cultural diversity, can reduce (but not entirely eliminate) racial subordination in the American mainstream culture.
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Briggs, Felicia Hill, Jovier D. Evans, and Marc A. Norman. "Racial and Ethnic Diversity Among Trainees and Professionals in Psychology and Neuropsychology: Needs, Trends, and Challenges." In Cultural Diversity. Psychology Press, 2015. http://dx.doi.org/10.4324/9780203764497-3.

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Brooks, Roy L. "Race and Culture." In The Racial Glass Ceiling. Yale University Press, 2017. http://dx.doi.org/10.12987/yale/9780300223309.003.0004.

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The conflicting racial and cultural values that underpin much of the Supreme Court’s decision making in civil rights cases are brought under critical review in this chapter as part of a larger argument regarding cultural diversity made in the next chapter. Thus, this chapter is a bridge between the socio-legal and socio-cultural race problems. In preparation for arguing in the next chapter that cultural diversity rides with a corpse in its cargo—to wit, cultural subordination—this chapter discusses the conflicting racial and cultural crosscurrents of the American middle class and working class. White-middle-class values, more than any other values, shape the American mainstream culture—“It’s the Middle Class, Stupid!”—wherein the problem of cultural subordination lies.
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"Cultural Barometer." In Using Narratives and Storytelling to Promote Cultural Diversity on College Campuses. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4069-5.ch005.

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Every campus has its own rhythm that underscores the mood of the overall college experience. Cultural interactions can heighten the cadence and may result in racial tension and unrest. Whether local (e.g., racially charged incidents in classrooms) or global, such as the 2016 presidential election, these events can shift the pulse and alter narratives within the university setting. The term “cultural barometer” is often used to describe the mood, and in this chapter, the five interviewees plus additional voices provide personal perspectives on campus temperature in terms of race, sexual identity, disability, student involvement, international students' experiences, and positive steps taken to address these phenomena during their time at the university.
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Conference papers on the topic "Racial and cultural diversity"

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"Perspectives on Historically Marginalized Doctoral Students in the United States and South Africa." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4210.

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[This Proceedings paper was revised and published in the 2019 issue of the International Journal of Doctoral Studies, Volume 14] Aim/Purpose: This work expands discussions on the application of cultural frameworks on research in doctoral education in the United States and South Africa. There is an emphasis on identifying and reinterpreting the doctoral process where racial and cultural aspects have been marginalized by way of legacies of exclusions in both contexts. An underlying premise of this work is to support representation of marginalized students within the context of higher education internationalization. Background: Decades of reporting provide evidence of statistical portraits on degree attainment. Yet, some large-scale reporting does not include representation of historically marginalized groups until the 1970’s in the United States, and the 2000’s for South Africa. With the growth of internationalization in higher education, examination of the impact of marginalization serves to support representation of diversity-focused discussions in the development of regional international education organizations, multilateral networks, and cross-collaborative teaching and research projects. Methodology: Qualitative research synthesis of literature focused on a dimensional framework of diversity provides a basis for this discussion paper regarding the potential of Sankofa as a cultural framework for examining the historically marginalized doctoral experience in the United States and South Africa. Contribution: A major contribution of this work offers critical questions on the use of cultural frameworks in doctoral education in the US and South Africa and broader dynamics of higher education internationalization. Findings: Sankofa reveals critical insight for reinterpretation of the doctoral process through comparison of perspectives on the historically marginalized doctoral experience in the United States and South Africa. They include consideration of the social developments leading to the current predicament of marginalization for students; awareness of the different reporting strategies of data; implementation of cultural frameworks to broaden the focus on how to understand student experiences; and, an understanding of the differences in student-faculty relationships. Recommendations for Practitioners: Recommendations for practitioners highlight the application of cultural frameworks in the development and implementation of practical strategies in the support of historically marginalized doctoral students. Recommendations for Researchers: Recommendations for researchers consider the application of cultural frameworks in the development of scholarship supporting historically marginalized doctoral students within a global context. Impact on Society: Intended outcomes for this work include increasing awareness about historically marginalized doctoral students. Recommendations are focused on improving their academic and career experiences in the United States and South Africa with global implications for this student population. Future Research: Future research should consider the application of cultural frameworks when examining the historically marginalized doctoral experience within global, national, and local contexts.
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Tzafestas, Elpida S. "Cultural diversity dynamics." In 2011 Ieee Symposium On Artificial Life - Part Of 17273 - 2011 Ssci. IEEE, 2011. http://dx.doi.org/10.1109/alife.2011.5954669.

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Dong, Wei, Kate Ehrlich, Michael M. Macy, and Michael Muller. "Embracing Cultural Diversity." In CSCW '16: Computer Supported Cooperative Work and Social Computing. ACM, 2016. http://dx.doi.org/10.1145/2818048.2835198.

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Passmore, Cale J., Rowan Yates, Max V. Birk, and Regan L. Mandryk. "Racial Diversity in Indie Games." In CHI PLAY '17: The annual symposium on Computer-Human Interaction in Play. ACM, 2017. http://dx.doi.org/10.1145/3130859.3131438.

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"An Examination of the Barriers to Leadership for Faculty of Color at U.S. Universities." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4344.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The aim and purpose of this study is to understand why there is a dearth of faculty of color ascending to senior levels of leadership in higher education institutions, and to identify strategies to increase the representation of faculty of color in university senior administrative positions. Background: There is a lack of faculty of color in senior level academic administrative position in the United States. Although there is clear evidence that faculty of color have not been promoted to senior level positions at the same rate as their White col-leagues, besides racism there has been little evidence regarding the cause of such disparities. This is becoming an issue of increased importance as the student bodies of most U.S. higher educational institutions are becoming increasingly more inclusive of people of various racial and ethnic backgrounds. Methodology: Qualitative interviews were used. Contribution: This study adds to the research and information made previously available regarding the status of non-White higher educational members in the U.S. by contributing insights from faculty of color who have encountered and are currently encountering forms of discrimination within various institutions. These additions include personal experiences and suggestions regarding the barriers to diversification and implications of the lack of diversity at higher educational institutions. Given the few diverse administrative or executive leaders in service today in higher education, these personal insights provide seldom-heard perspectives for both scholars and practitioners in the field of higher education. Findings: Limited diversity among faculty at higher educational institutions correlates with persistent underrepresentation and difficulty in finding candidates for leadership positions who are diverse, highly experienced, and highly ranked. This lack of diversity among leaders has negative implications like reduced access to mentor-ship, scholarship, and other promotional and networking opportunities for other faculty of color. While it is true that representation of faculty of color at certain U.S. colleges and programs has shown slight improvements in the last decade, nationwide statistics still demonstrate the persistence of this issue. Participants perceived that the White boys club found to some extent in nearly all higher educational institutions, consistently offers greater recognition, attention, and support for those who most resemble the norm and creates an adverse environment for minorities. However, in these findings and interviews, certain solutions for breaking through such barriers are revealed, suggesting progress is possible and gaining momentum at institutions nationwide. Recommendations for Practitioners: To recruit and sustain diverse members of the academic community, institutions should prioritize policies and procedures which allocate a fair share of responsibilities between faculty members and ensure equity in all forms of compensation. In addition, institutional leaders should foster a climate of mutual respect and understanding between members of the educational community to increase confidence of people of color and allow for fresh perspectives and creativity to flourish. Where policies for diversification exist but are not being applied, leaders have the responsibility to enforce and set the example for other members of the organization. Assimilation of diverse members occurs when leaders create an inclusive environment for various cultures and advocate for social and promotional opportunities for all members of the organization. Recommendations for Researchers: Significant research remains on understanding barriers to the preparation of faculty of color for leadership in higher education. While this research has provided first-hand qualitative perspectives from faculties of color, additional quantitative study is necessary to understand what significant differences in underrepresentation exist by race and ethnicity. Further research is also needed on the compound effects of race and gender due to the historic underrepresentation of women in leadership positions. At the institutional and departmental level, the study validates the need to look at both the implicit and explicit enforcement of policies regarding diversity in the workplace. Future Research: Higher education researchers may extend the findings of this study to explore how faculty of color have ascended to specific leadership roles within the academy such as department chair, academic dean, provost, and president.
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Chauvet, Mathieu. "Cultural diversity of distributed teams." In the special interest group on management information system's 47th annual conference. ACM Press, 2009. http://dx.doi.org/10.1145/1542130.1542174.

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Yakushina, O. I. "Cultural Diversity, Identity and Multiculturalism." In The 4th Human and Social Sciences at the Common Conference. Publishing Society, 2016. http://dx.doi.org/10.18638/hassacc.2016.4.1.192.

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Welzer, Tatjana, Marjan Druzovec, Marko Kompara, and Marko Holbl. "Cultural Diversity in Database Teaching." In 2019 29th Annual Conference of the European Association for Education in Electrical and Information Engineering (EAEEIE). IEEE, 2019. http://dx.doi.org/10.1109/eaeeie46886.2019.9000471.

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Igartua, Juan-José. "Communication media and cultural diversity." In the First International Conference. ACM Press, 2013. http://dx.doi.org/10.1145/2536536.2536562.

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Kornienko, Olga. "FROM CULTURAL IDENTITY TO A MULTI-CULTURAL DIVERSITY POLITICS." In Globalistics-2020: Global issues and the future of humankind. Interregional Social Organization for Assistance of Studying and Promotion the Scientific Heritage of N.D. Kondratieff / ISOASPSH of N.D. Kondratieff, 2020. http://dx.doi.org/10.46865/978-5-901640-33-3-2020-628-633.

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Reports on the topic "Racial and cultural diversity"

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Calderon, Alvaro, Vasiliki Fouka, and Marco Tabellini. Racial Diversity and Racial Policy Preferences: The Great Migration and Civil Rights. National Bureau of Economic Research, 2021. http://dx.doi.org/10.3386/w28965.

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Stanton, Robert, undefined, and undefined. Cultural Diversity in Conservation Organizations Part 01. The Nature Conservancy, 2009. http://dx.doi.org/10.3411/col.01272245.

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Stanton, Robert, undefined, and undefined. Cultural Diversity in Conservation Organizations Part 03. The Nature Conservancy, 2009. http://dx.doi.org/10.3411/col.01272247.

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Stanton, Robert, undefined, and undefined. Cultural Diversity in Conservation Organizations Part 02. The Nature Conservancy, 2009. http://dx.doi.org/10.3411/col.01272248.

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Moon, Molly K. Understanding the Impact of Cultural Diversity on Organizations. Defense Technical Information Center, 1997. http://dx.doi.org/10.21236/ada397893.

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Ashraf, Quamrul, and Oded Galor. Genetic Diversity and the Origins of Cultural Fragmentation. National Bureau of Economic Research, 2013. http://dx.doi.org/10.3386/w18738.

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Johnson, Kenneth. The changing faces of New England: increasing spatial and racial diversity. University of New Hampshire Libraries, 2007. http://dx.doi.org/10.34051/p/2020.22.

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Billings, Stephen, Eric Chyn, and Kareem Haggag. The Long-Run Effects of School Racial Diversity on Political Identity. National Bureau of Economic Research, 2020. http://dx.doi.org/10.3386/w27302.

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Hull, Pamela C. Psychosocial and Cultural Barriers to Prostate Cancer Screening: Racial Comparisons. Defense Technical Information Center, 2008. http://dx.doi.org/10.21236/ada485653.

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Hull, Pamela C. Psychosocial and Cultural Barriers to Prostate Cancer Screening: Racial Comparisons. Defense Technical Information Center, 2007. http://dx.doi.org/10.21236/ada470085.

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