Journal articles: '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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Ramírez-Johnson, Johnny. "A perspective on God’s view of human diversity: A missiological application of joy in diversity." Missiology: An International Review 48, no. 3 (2020): 251–60. http://dx.doi.org/10.1177/0091829620947706.

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This article considers a missiological perspective that emphasizes God’s creation of and joy in human diversity. Beginning with a concrete experience of personal challenge, four questions are explored: (1) Did diversity of human biology and racial phenotype come as a result of God’s original (before sin) creation design? If not then; (2) Is uniformity of race and biological phenotype the best understanding of God’s original (before sin) creation design? (3) Shall we read the Genesis 1:28; 9:1 “cultural mandate” to fill and subdue the earth as instructions to spread and ethnically/racially diversify across the face of the earth? And, finally, (4) How shall we read the diversity of languages in Genesis 11:1–9 brought up by God: as a curse from God to punish Babel’s pride, or as a remedy from God against Babel’s attempt at uniformity?

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Bowman, Nicholas A., Nida Denson, and Julie J. Park. "Racial/Cultural Awareness Workshops and Post-College Civic Engagement." American Educational Research Journal 53, no. 6 (2016): 1556–87. http://dx.doi.org/10.3102/0002831216670510.

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Racial/cultural awareness workshops constitute a salient form of co-curricular diversity engagement in higher education. Although these workshops are generally quite short in duration (often no more than two hours), previous research suggests that workshop participation is associated with undergraduate civic growth. The current study uses multilevel propensity score matching analyses to explore whether racial/cultural awareness workshops during college are associated with a variety of civic outcomes six years after graduation. Using a 10-year longitudinal sample of 8,634 alumni from 229 institutions, diversity workshop participation is significantly and positively related to 10 post-college behaviors, attitudes/beliefs, and skills/tendencies. Moreover, these effects are consistent regardless of participants’ race/ethnicity, gender, and institutional affiliation.

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Bahns, Angela J. "Preference, opportunity, and choice: A multilevel analysis of diverse friendship formation." Group Processes & Intergroup Relations 22, no. 2 (2017): 233–52. http://dx.doi.org/10.1177/1368430217725390.

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Diverse friendships offer many benefits for individuals and for intergroup relations, yet similarity is a powerful predictor of attraction and relationship formation. The current study examined how beliefs about the value of diversity relate to friendship choices. Naturally occurring dyads ( N = 552) were recruited from 10 college campus and community samples varying in size and racial heterogeneity. A questionnaire assessed dyad members’ beliefs about the value of diversity (valuing diversity), 10 social and political attitudes, and 4 social identity categories (race/ethnicity, religion, sexual orientation, nationality). Multilevel models were estimated to examine dyad-level valuing diversity, community size, and community racial heterogeneity as predictors of diverse friendships. Valuing diversity was a significant predictor of diverse friendships; valuing diversity increased the likelihood that dyad members were diverse in race, religion, and sexual orientation but not in nationality or attitudes. The effect of valuing diversity varied according to community size and racial heterogeneity. Valuing diversity increased the likelihood of racially diverse friendships more in communities high compared to low in racial heterogeneity, and increased religiously diverse friendships more in smaller compared to larger communities. Valuing diversity was associated with greater attitude similarity in larger communities but was unrelated to attitude similarity in smaller communities.

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Kamp, Alanna, Oishee Alam, Kathleen Blair, and Kevin Dunn. "Australians’ Views on Cultural Diversity, Nation and Migration, 2015-16." Cosmopolitan Civil Societies: An Interdisciplinary Journal 9, no. 3 (2017): 61–84. http://dx.doi.org/10.5130/ccs.v9i3.5635.

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Between July and August 2015, and in November 2016, the Challenging Racism Project team conducted an online survey to measure the extent and variation of racist attitudes and experiences in Australia. The survey comprised a sample of 6001 Australian residents, which was largely representative of the Australian population. The survey gauged Australians’ attitudes toward cultural diversity, intolerance of specific groups, immigration, perceptions of Anglo-Celtic cultural privilege, and belief in racialism, racial separatism and racial hierarchy. In this paper we report findings on respondents’ views on cultural diversity, nation and migration. The majority of Australians are pro-diversity. However, we also acknowledge conflicting findings such as strong support for assimilation and identification of ‘out groups’. The findings paint a complex picture of attitudes towards cultural diversity, nation and migration in Australia. The attitudes reflect contradictory political trends of celebrated diversity, triumphalist claims about freedom, alongside pro-assimilationist views and stoked Islamophobia. This is within the context of a stalled multicultural project that has not sufficiently challenged assimilationist assumptions and Anglo-privilege.

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Doorenbos, Ardith Z., Arden M. Morris, Emily A. Haozous, et al. "ReCAP: Assessing Cultural Competence Among Oncology Surgeons." Journal of Oncology Practice 12, no. 1 (2016): 61–62. http://dx.doi.org/10.1200/jop.2015.006932.

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QUESTION ASKED: Are there attributes of surgical providers that are associated with culturally congruent care? SUMMARY ANSWER: Surgical providers reported treating diverse patient populations; 71% encountered patients from six or more racial/ethnic groups. More than half (58%) reported completing cultural diversity training, with employer-sponsored training the most common type reported (48%; 71 of 147). Cultural Competence Assessment scores ranged from 5.99 to 13.75 of a possible 14 (mean = 10.3; standard deviation ± 1.3), and receipt of diversity training was associated with higher scores than nonreceipt (10.56 v 9.82, respectively; P < .001). METHODS: Surgical providers from six hospitals in the Puget Sound region of Washington State were invited to participate. Participants completed a 50-item survey that assessed demographic data and incorporated the Cultural Competence Assessment and the Marlowe-Crowne Social Desirability Scale. Survey response rate was 51.1% (n = 253). BIAS, CONFOUNDING FACTORS(S), DRAWBACKS: Our study has several limitations. Although our survey response rate of 51% was better than that of most physician surveys reported in the literature, we acknowledge that our data cannot represent the experience of all surgeons in the United States who care for racial/ethnic minority patients, as our survey was limited to surgeons practicing in the Puget Sound region. Our survey items on the racial/ethnic and special population diversity encountered by providers were limited to experiences in the past 12 months. We might have obtained a more accurate description of providers’ experience by using a more detailed quantitative measure, but we elected not to use this approach in order to limit respondent burden and thereby improve response rates. This study only surveyed surgical providers, which represents only a snapshot of the cancer care continuum. Future research should include medical oncology providers and others oncology providers to provide a more complete picture of cultural competency across the cancer care continuum. REAL-LIFE IMPLICATIONS: Culturally competent care is an essential but often overlooked component of high-quality health care. In our study sample, most surgical providers who treated racially and ethnically diverse patients perceived that they had a high level of cultural awareness, and their perceived and measured cultural awareness were highly correlated in our analyses. As US demographics become increasingly diverse, these data provide encouraging evidence that surgical providers are generally culturally sensitive and culturally aware, and perhaps more important, that they place a high value on cultural awareness. Our results also demonstrate that exposure to cultural diversity training was the single most important contributor to culturally congruent care, indicating a substantial need to continue existing diversity training interventions. Future work should compare training offered by various hospital systems. [Table: see text]

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Bryan, Timothy. "Hate crime, policing, and the deployment of racial and cultural diversity." Oñati Socio-Legal Series 10, no. 6 (2020): 1193–213. http://dx.doi.org/10.35295/osls.iisl/0000-0000-0000-1129.

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This paper examines how diversity is mobilized and deployed as a form of hate crime response in the York Regional Police Service, and how commitments to racial and cultural diversity embedded in the framework of hate crime policy are interpreted by police officers engaged in the frontline policing of hate crimes. Hate crime policies and specialized training programs in Ontario were developed around two central foci: 1) traditional policing concerns involving proper investigative techniques, evidence collection, documentation, and officer roles and responsibilities; and 2) emerging concerns regarding victim care, community relations, and commitments to racial and cultural diversity. Drawing on interviews with officers stationed at all five of the Service’s divisional locations, this paper shows how commitments to diversity embedded in the Service’s approach to hate crime exist along-side, and in conflict with, officer perceptions that see diversity as a source of the problem of hate. Este artículo examina la forma en que se moviliza y despliega la diversidad como una forma de respuesta a los delitos de odio en el servicio de policía regional de York (Canadá), y la forma en que el compromiso con la diversidad racial y cultural, que forma parte del marco de la política sobre delitos de odio, es interpretado por los miembros de la policía que están en primera línea de la lucha contra los delitos de odio. Las políticas y entrenamientos especializados sobre delitos de odio en Ontario se desarrollaron alrededor de dos focos principales: 1) la preocupación tradicional de la policía por las técnicas apropiadas de investigación, la recolección de pruebas y documentación y los roles y responsabilidades de los y las policías; y 2) nuevas preocupaciones acerca del cuidado de las víctimas, las relaciones sociales, y el compromiso con la diversidad racial y cultural. Partiendo de entrevistas con miembros de la policía destinados en las cinco divisiones del Servicio, el artículo muestra cómo el compromiso con la diversidad inserto en el abordaje policial al delito de odio existe en paralelo y en conflicto con las percepciones de los y las policías de la diversidad como fuente del problema del odio.

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Marshall, Patricia L. "Racial Identity and Challenges of Educating White Youths for Cultural Diversity." Multicultural Perspectives 4, no. 3 (2002): 9–14. http://dx.doi.org/10.1207/s15327892mcp0403_3.

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Reinert, Sophus A. "Iconoclastic eugenics: thorstein veblen on racial diversity and cultural nomadism 1." International Review of Sociology / Revue Internationale de Sociologie 14, no. 3 (2004): 513–34. http://dx.doi.org/10.1080/0390670042000318359.

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Johnson, Chrystal S., and Harvey Hinton. "Toward a Brillant Diversity." Journal of Culture and Values in Education 2, no. 1 (2019): 56–70. http://dx.doi.org/10.46303/jcve.02.01.5.

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This essay puts forward a theoretical argument in support of culturally consonant character education. Character education supports the moral and civic development of youth in the United States (US), and it remains popular with all stakeholders. Majority group members often are unmindful of the significance and span of cultural distinctiveness of minorities. Rather, majority group members consciously or unconsciously advocate assimilation and adherence to universal virtues, chiefly in the field of character education. Cultural-historical conditions, as features of the moral development process, tone the agency and negotiation of character education. To that end, this essay employs Charles Mills’ The Racial Contract (1998) to not only account for the moralities of exclusion, but put forward a character education philosophy that accounts for cultural distinctiveness.

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Adam, Helen, Caroline Barratt-Pugh, and Yvonne Haig. "Book Collections in Long Day Care: Do they Reflect Racial Diversity?" Australasian Journal of Early Childhood 42, no. 2 (2017): 88–96. http://dx.doi.org/10.23965/ajec.42.2.11.

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CHILDREN'S LITERATURE IS IMPORTANT because it nurtures emotional, social, creative and cognitive development, and gives children opportunities to appreciate and respond to diversity. In particular, literature that portrays racial and cultural diversity is a powerful means of promoting understanding of others while affirming individual identity. However, the limited number of studies about the nature and use of literature that reflects diversity in early childhood settings prompted this study, which investigates the nature of book collections in five long day care centres in the metropolitan region of Perth, Western Australia, with a specific focus on the extent to which they reflect racial diversity. Qualitative data was drawn from an audit of the children's book collections (2377 books) across each of the five centres. The findings revealed a lack of representation of racial diversity in those collections and where racial diversity was portrayed, non-dominant cultures were commonly misrepresented through stereotypical images often portraying outdated perspectives.

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Patel, Ishwarbhai C. "Rutgers Urban Gardening: A Study in Cultural Diversity and Gardening." HortTechnology 4, no. 4 (1994): 402–3. http://dx.doi.org/10.21273/horttech.4.4.402.

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Rutgers Urban Gardening (RUG) has established a physical, psychological, and emotional environment that fosters and sustains diversity. RUG enhances cultural diversity by employing an ethnic minority work force of six, reaching diverse audiences representing more than 30 ethnic groups, and offering a wide variety of educational programs. Urban gardening gives people an opportunity to meet others, share concerns, and solve problems together. It cuts across social, economic, cultural, and racial barriers, bringing together people of all ages and ethnic backgrounds.

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Terenzini, Patrick T., Ernest T. Pascarella, Leonard Springer, Amaury Nora, and Betsy Palmer. "Attitudes toward Campus Diversity: Participation in a Racial or Cultural Awareness Workshop." Review of Higher Education 20, no. 1 (1996): 53–68. http://dx.doi.org/10.1353/rhe.1996.0003.

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Weech-Maldonado, Robert, Janice L. Dreachslin, Kathryn H. Dansky, Gita De Souza, and Maria Gatto. "Racial/Ethnic Diversity Management and Cultural Competency: The Case of Pennsylvania Hospitals." Journal of Healthcare Management 47, no. 2 (2002): 111–24. http://dx.doi.org/10.1097/00115514-200203000-00009.

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Yarneccia D. Dyson, Maria del Mar Fariña, LICSW, Ph.D., Maria A. Gurrola, MSW, Ph.D., and Bronwyn Cross-Denny, Ph.D., LCSW. "Reconciliation as a Framework for Supporting Racial, Ethnic, and Cultural Diversity in Social Work Education." Social Work & Christianity 47, no. 1 (2019): 83–95. http://dx.doi.org/10.34043/swc.v47i1.137.

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In today’s society, the marginalization and oppression among vulnerable communities emphasizes the need for racial, ethnic, and cultural reconciliation. Slavery, racism, and white privilege have had long standing and negative effects in the history of the United States that continue to perpetuate the lives of minority populations. As a result, the need to emphasize the importance of anti-racist education that focuses on addressing all levels of practice (micro, mezzo, and macro) and challenges structural ideologies is paramount. The pursuit and maintenance of social justice for all is the foundation of the Social Work profession, therefore, students and practitioners must be equipped with the knowledge, training, and skills necessary for understanding how the historical antecedents and racism affect communities they will serve. This paper will explore the concept of racial reconciliation as a framework for addressing racial, ethnic, and cultural diversity within social work programs.

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Forth, Gregory. "Racial science and human diversity in colonial Indonesia." Ethnic and Racial Studies 41, no. 13 (2018): 2365–67. http://dx.doi.org/10.1080/01419870.2017.1420813.

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McClatchy, Rick. "Building a Multi-Cultural Organization in Texas." Review & Expositor 109, no. 1 (2012): 85–94. http://dx.doi.org/10.1177/003463731210900111.

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Texas' diversity requires that religious organizations develop strategies to overcome racist and segregationist tendencies. The following strategies have proven to be helpful in the Cooperative Baptist Fellowship's attempts to become a more multi-cultural/ethnic organization: 1) promoting a passion to overcome racism; 2) creating structures that embrace a more multi-cultural future; and 3) cultivating relationships across racial/ethnic lines.

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Chae, Mark H., Anthonia Adegbesan, Sharon Hirsch, Danny Wolstein, Alex Shay, and Kristen Schiro. "Relationship of Racial Identity to Cultural Competence and Self-Esteem among Rehabilitation Counseling Graduate Students." Journal of Applied Rehabilitation Counseling 41, no. 4 (2010): 21–29. http://dx.doi.org/10.1891/0047-2220.41.4.21.

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The current study investigated the relationship of racial identity to cultural competence and self-esteem among 134 rehabilitation counseling graduate students. Additionally, the study investigated the relationship between exposure to diversity related experiences and cultural competence. Multiple regression analyses indicated that White racial identity attitudes accounted for significant variance in self-reported perceived multicultural competence and self-esteem. Additionally, multicultural coursework was predictive of multicultural competence. Implications for rehabilitation counselor education and training are presented.

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Phillips, Dana. "Nineteenth-Century Racial Thought and Whitman's "Democratic Ethnology of the Future"." Nineteenth-Century Literature 49, no. 3 (1994): 289–320. http://dx.doi.org/10.2307/2933818.

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Whitman's apparently positive depictions of racial others are intepreted in the light of his assumptions about biological indicators of racial identity and the role literature plays in recording that identity. Part one demonstrates that in the context of nineteenth-century racial thought a poem like "Salut au Monde!" seems directed less toward celebrating cultural diversity and more toward indicating the less-evolved status of other races compared to Americans. Whitman cannot describe the typical American as fulsomely as he can others, however, who serve in his poems as models of racy individuality-however backward they may seem. Part two therefore looks at Whitman's examination of various "specimens" of American identity, such as Lincoln, and at the ironies and contradictions that frustrate this examination. The problem for Whitman was not racial difference (racial others being for him and his contemporaries known quantities) but racial sameness. What Whitman needs, then, is some symbolic means of bridging the gap between actual American diversity and the ideological imperative of American identity, and this he finds in the concept of similitude (adumbrated in "Song of Myself"). But Whitman's poetry offers resolutions unavailable (and undesirable) in American culture. Part three describes Whitman's cultural discontent, chiefly as expressed in Democratic Vistas, where he chastises Americans for their bodily grossness and bad manners and discusses what he calls "the democratic ethnology of the future," a racial solution to America's cultural problems.

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Wang, Chenyu. "The irony of an ‘international faculty’." Learning and Teaching 14, no. 2 (2021): 32–54. http://dx.doi.org/10.3167/latiss.2021.140203.

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Using the autoethnographic case study method, this article examines how my positionality as a foreign-born faculty member intersects with the institutional rhetoric of diversity and inclusion present in many predominantly White institutions. My vignettes show that foreign-born faculty, although contributing to the representation of diversity numbers, are positioned as knowledge providers in the discussions about the ‘global’, the ‘cultural’ and sometimes the ‘racial’, thus, ironically reinforce the embedded White institutional culture. This article argues that foreign-born faculty members could make use of their cultural positions to unpack the classed and racial culture on campus and to cultivate students’ anthropological sensibility. In other words, foreign-born faculty are in a unique position of recognising the limitations of the current diversity and inclusion rhetoric in predominantly White institutions (PWI), but also, they have the potential of decentring the White, middle-class cultural norms. This article concludes with some pedagogical implications.

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Antunes, Miguel Abrantes. "The Impact of Loss and Alienation in English Language Learners." Radical Teacher 120 (August 18, 2021): 42–49. http://dx.doi.org/10.5195/rt.2021.886.

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Educational institutions have the capacity to support immigrant students and English Language Learners through their emotional struggles with racial melancholia, dissociation, and cultural assimilation by utilizing validating curricula that promotes critical consciousness. Unfortunately, many secondary educational institutions routinely neglect the persistent emotional impact of racial melancholia and dissociation while instituting oppressive Eurocentric curriculum teeming with white privilege that undermines cultural diversity. A primary reason why so much modern humanities curricula is devoid of diversity and humanity is because it is subordinate to standardized testing leading to rote, ineffectual academic experiences negating the development of critical thinking skills and critical consciousness for immigrant students and English Language Learners.

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Diner, Hasia. "Multiple outsiderness: Religious, ethnic, and racial diversity in America." Contemporary Jewry 24, no. 1 (2003): 29–50. http://dx.doi.org/10.1007/bf02961569.

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Kwon, Soo Ah, Xavier Hernandez, and Jillian L. Moga. "Racial segregation and the limits of international undergraduate student diversity." Race Ethnicity and Education 22, no. 1 (2017): 59–72. http://dx.doi.org/10.1080/13613324.2017.1417830.

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Burns, Ashley Brown, and William Darity. "A BLURRED CASE." Du Bois Review: Social Science Research on Race 16, no. 2 (2019): 341–56. http://dx.doi.org/10.1017/s1742058x19000262.

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AbstractMuch of the pivotal debate concerning the validity of affirmative action is situated in a legal context of defending or challenging claims that there may be broad societal gains from increased diversity. Race-conscious affirmative action policies originally advanced legal sanctions to promote racial equity in the United States. Today, increasingly detached from its historical context, defense or rejection of affirmative action is otherwise upheld to achieve diversity. A “diversity” rationale for affirmative action calls for increasing tolerance of the “other,” reducing negative stereotypes, and moderating prejudice as goals—all objectives that deviate from the former aim of race-targeted inclusion intended to resolve racial discrimination in employment and college admissions. Diversity policy provides a tapered defense for affirmative action, one detached from principles of justice and equity. The current article suggests that, despite the fact that the ostensible benefits of “racial inclusion as diversity” may be the remaining legal prop for affirmative action in the U.S., there is a need to consider whether diversity intrinsically can engender the benefits that affirmative action policy seeks to provide.

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Priest, Kersten Bayt, and Korie L. Edwards. "Doing Identity: Power and the Reproduction of Collective Identity in Racially Diverse Congregations." Sociology of Religion 80, no. 4 (2019): 518–41. http://dx.doi.org/10.1093/socrel/srz002.

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AbstractCongregational identity formation is a challenge for any head clergy. It is particularly challenging for head clergy of racially and ethnically diverse congregations as these leaders occupy positions uniquely situated for destabilizing or instantiating racial hierarchies. Drawing upon the Religious Leadership and Diversity Project (RLDP), this article examines multiracial church pastors’ stories of how they achieve ethnic and racial inclusion in their congregations. We pay particular attention to how these leaders reference and draw upon four contestable cultural worship elements—language, ritual, dance, and music—that operate as primary terrain for collective identity construction. Integrating theories on identity, race, ethnicity, and culture, we take a realistic context-sensitive approach to the nature of how worship works as a bridge, recognizing that cultural markers are not neutral but can simultaneously activate ethno-specific identities in racially and ethnically diverse spaces, instantiating hierarchies of value and thus making worship a potential barrier to the formation of a unified diverse community.

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Merrilees, Christine E., Jennifer Katz, Natalie DuBois, and Claire Grant. "White Female Bystanders’ Responses to a Black Woman at Risk for Sexual Assault:." Violence and Victims 33, no. 4 (2018): 739–54. http://dx.doi.org/10.1891/0886-6708.vv-d-17-00062.

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Although much research suggests that intergroup contact reduces prejudice, less research has examined the effects of contact on prosocial intergroup bystander behaviors. The current study examined mediators between White undergraduate women’s (N = 139) contact with racial/ethnic minority group members and their intent to help a Black woman at risk for sexual assault. As expected, White women who had more frequent and higher quality contact reported greater intent to intervene. Results showed that the effect of quality intergroup contact was mediated by diversity beliefs, or the attitude that cultural heterogeneity leads to favorable outcomes. These results suggest that promoting high-quality opportunities for intergroup contact and education regarding cultural diversity could promote the safety of racially and ethnically diverse students on predominantly White campuses.

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Rossouw, Pieter Fourie. "Inclusive Communities: A missional approach to racial inclusivity within the Dutch Reformed Church." STJ | Stellenbosch Theological Journal 2, no. 1 (2016): 381. http://dx.doi.org/10.17570/stj.2016.v2n1.a19.

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This article dealt with racial diversity in homogenous white Afrikaans faith communities such as the Dutch Reformed Church (DRC). This study was partially an account of the researcher’s own discontent with being a minister in the DRC against the backdrop of his own journey of finding a racially integrated identity in a post-apartheid South Africa. It focused on the question of how a church like the DRC can play an intentional role in the formation of racially inclusive communities. The study brought together shifts in missional theology, personal reflections from DRC ministers and contemporary studies on whiteness. The researcher looked towards a missional imaginary as a field map for racial diversity in the church. This was mirrored against contemporary studies on white identity in a post-apartheid South Africa. From this conversation the researcher argued for a creative discovery of hybrid identities within white faith communities. Missional exercises such as listening to the stories of strangers, cross cultural pilgrimages and eating together in strange places can assist congregations on this journey.

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Slabbert, André. "CROS S-CULTURAL RACISM IN SOUTH AFRICA – DEAD OR ALIVE?" Social Behavior and Personality: an international journal 29, no. 2 (2001): 125–32. http://dx.doi.org/10.2224/sbp.2001.29.2.125.

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Race, discrimination, prejudice and stereotypes remain emotive words in numerous societies around the globe. Racism implies that a definitive social/psychological process exists through which individuals are categorised, despite the fact that there is often no clear delineation, and this causes chaos in setting evaluative parameters for the structuring of this categorisation process. A non-racial world can exist only if theories and postulations re race are rendered irrelevant. Subsequent to the 1994 South African elections, it became imperative to do this. This artificially polarized society had the opportunity to develop racial unity and hegemony. To assess the relative status of racist paradigms in students, 265 students completed a questionnaire which attempted to measure ethnic group identification and particular interracial attitudes. Results were disappointing, indeed distressing. Significant indications of racist stereotypes were found in all racial groups, with a strong bias towards subjects'own racial groups. The primary conclusion is that racist perceptions and stereotypes remain very prevalent and active in the South African society. A number of recommendations to address the issue are made, e.g. school curricula should include particular components to develop greater understanding/sensitivity re other racial groups; social emphasis should be on cultural solidarity rather than on cultural diversity; national governments should contribute funding towards setting up an international forum to study/combat racism, etc.The concept of race, and the existence of the phenomenon in the minds of perceivers, must be attacked and discarded on an international level if the world is to achieve a state of racial harmony.

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Kilson, Martin. "THINKING ABOUT ROBERT PUTNAM'S ANALYSIS OF DIVERSITY." Du Bois Review: Social Science Research on Race 6, no. 2 (2009): 293–308. http://dx.doi.org/10.1017/s1742058x09990191.

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AbstractThe article evaluates Robert Putnam's discussion of two differing concepts of the role of the diversity perspective toward inter-ethnic/inter-racial relationships in American society since the 1960s—namely, the “contact theory” and the “conflict theory.” The former was initially formulated by Harvard social psychologist Gordon Allport in The Nature of Prejudice (1954). Putnam's analysis—published in the comparative politics journal Scandinavian Political Studies (Vol. 30, No. 2, 2007)—favors the “conflict theory,” which holds that diversity sharpens “us-against-them” inter-ethnic/inter-racial interactions. Putnam's view opposes diversity-influenced public policies. By contrast, “contact theory” holds that diversity erodes “us-against-them” interactions and thus eventually democratizes such interactions, and thereby American society generally. “Contact theory” influenced the NAACP-led civil-rights movement's quest for desegregation public policies during the 1950s, 1960s, and onward.

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Sileo, Thomas W., and Mary Anne Prater. "Preparing Professionals for Partnerships with Parents of Students with Disabilities: Textbook Considerations regarding Cultural Diversity." Exceptional Children 64, no. 4 (1998): 513–28. http://dx.doi.org/10.1177/001440299806400407.

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Strong bonds of family-school collaboration are critical to the academic and social development of students with disabilities, especially when parents and teachers differ in ethnic, racial, and cultural backgrounds. These linkages necessitate preparing educators to address the needs of diverse students and family members. We evaluated 10 textbooks, related to working with families of students with disabilities, that may be used in special education teacher preparation programs. The textbooks were appraised regarding cultural diversity content, vignettes and examples of diverse groups, and inclusion of cultural issues. We also assessed the textbooks qualitatively to identify the relationship of cultural diversity content to parental involvement. Results indicated variability concerning representation of diverse populations, cultural content, and discussion of diversity issues.

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Ali, Farah. "Racial and ethnic diversity in the performing arts workforce." Cultural Trends 29, no. 3 (2020): 252–54. http://dx.doi.org/10.1080/09548963.2020.1799334.

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De Sena Teixeira, Cristina Simone, Maria do Socorro Silva de Aragão, and Sanádia Gama dos Santos. "A cultura da escola no resgate das raízes quilombolas." Diversitas Journal 4, no. 2 (2019): 466–79. http://dx.doi.org/10.17648/diversitas-journal-v4i2.700.

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O presente artigo objetiva sensibilizar educadores, gestores educacionais, estudantes, familiares e comunidade escolar sobre a importância e a necessidade de promover a igualdade racial, provocando reflexões acerca das questões étnico-raciais, da contribuição cultural africana, do fortalecimento da identidade e da autoestima quilombola nas comunidades remanescentes do município de Traipu- Alagoas, partindo de um olhar especial ao papel da educação no trato desses assuntos, à luz da Lei Federal 11.645, de 10 de março de 2008, que prevê a inclusão obrigatória de conteúdos programáticos sobre História da África e Cultura Afro-brasileira nos currículos escolares, bem como, a adoção de políticas educacionais e estratégias pedagógicas de valorização da diversidade étnico-cultural. Pretende-se, ainda, conduzir para a superação da visão negativa do africano e seus descendentes, construída pelos racistas no Brasil, estimulando, assim, a mudança de mentalidade dos que insistem em desconsiderar que a influência negra enriqueceu a cultura brasileira e deve ser reconhecida.

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T. Parker, Eugene. "Structuring Diversity: Chief Diversity Offices as Structural Responses to a Cultural Issue." Journal for the Study of Postsecondary and Tertiary Education 4 (2019): 263–77. http://dx.doi.org/10.28945/4433.

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Aim/Purpose: Higher education has faced increasing perceptions, mainly by students, of unwelcoming campus racial and diversity climates. As a result, during the past decade, there has been a peak in the inaugurations of chief diversity officers. Yet, little is known about how these offices are established. Background: This study explores and describes the emergence of the chief diversity office at two research-intensive universities. Methodology: This study utilizes a qualitative case study to answer the research questions. Contribution: The study provides new knowledge about the impetuses that prompt the formation of chief diversity officers. Further, the findings inform the higher education community about the establishment of chief diversity offices at two universities that might help institutions inaugurate new offices. Findings: Findings illustrated that the formation of the chief diversity office at these research universities represented structural responses to cultural issues on campus. Recommendations for Practitioners: A recommendation for practitioners is to consider a thorough assessment of the campus climate as a means to prompt the formation of a chief diversity office. The structural attributes of the realized unit should be directly associated with the specific context of the respective campus. Recommendation for Researchers: Recommendations for researchers are to empirically address social identity when examining chief diversity officers and to further investigate job and work attitudes, such as organizational commitment or burnout, in these leaders. Impact on Society: Present day colleges and universities are the most diverse in history. Considering changing demographics, it is important to understand how institutions are structurally responding to diversity on campus. Future Research: Future research might investigate the nuanced ways in which institutions of higher education are inaugurating new offices and appointing new diversity leaders. Considering the distinct aspects of diversity, scholars might explore the salient skills or relevant background experiences that colleges and universities are seeking in these new leaders.

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Goldstein, Tara. "‘I'm Not White’: Anti-Racist Teacher Education for White Early Childhood Educators." Contemporary Issues in Early Childhood 2, no. 1 (2001): 3–13. http://dx.doi.org/10.2304/ciec.2001.2.1.6.

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Conceptualising and implementing early childhood teacher education for racial and cultural diversity is a complex task that involves learning about social stratification and race, acknowledging the privileges associated with whiteness, and finding ways to create positive racial teaching identities. This article discusses three ways that teacher educators might prepare white early childhood education students for anti-racist work in their classrooms.

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Shimomura, Fuyu. "How should we teach diverse students? Cross-cultural comparison of diversity issues in K-12 schools in Japan and the US." International Journal of Multicultural and Multireligious Understanding 3, no. 1 (2016): 1. http://dx.doi.org/10.18415/ijmmu.v3i1.30.

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Increasing student diversity in K-12 schools has gained attention in Japan and the US. In the US, racial diversity has historically shaped inequity in educational access and teacher quality. In Japan, regardless of its reputation for cultural homogeneity among its residents, issues surrounding student diversity have gained attention because of the increasing number of returnees—Japanese students raised overseas because of their parents’ expatriation. This paper compares and contrasts the diversity issues in K-12 school settings in both countries, and explores potential approaches to improve the accommodation of diversity in K-12 schools.

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Dinh, Julie V., and Eduardo Salas. "Prioritization of Diversity During the Residency Match: Trends for a New Workforce." Journal of Graduate Medical Education 11, no. 3 (2019): 319–23. http://dx.doi.org/10.4300/jgme-d-18-00721.1.

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ABSTRACT Background The medical community has been paying increasing attention to diversity. Nascent research suggests that the physician workforce may be experiencing value shifts in this area. Objective This study aims to understand how residency applicant perspectives toward diversity may be evolving. Methods The National Resident Matching Program surveys all applicants regarding factors they consider important when ranking residency programs. Survey data from 2008–2017 were analyzed for changes in respondent perceptions of cultural, racial, and ethnic diversity of geographic location (geographic diversity) and cultural, racial, ethnic, and gender diversity at the destination institution (institutional diversity). We calculated weighted averages and visualized: percentage of respondents citing diversity as a factor when applying for interviews; and mean applicant ratings of diversity when ranking programs, using a 5-point scale (1, not important, to 5, extremely important). Results Respondents at 5 time points ranged from 13 156 to 16 575, with response rates from 42.4% to 58.5%. Between 2008 and 2017, the percentage of applicants citing diversity as a consideration when applying to interview increased from 27.8% to 33.2% for geographic diversity and from 22.3% to 33.8% for institutional diversity. Applicants' mean ratings of importance of diversity when ranking programs increased from 2.7 to 4.2 for geographic diversity and from 2.4 to 4.2 for institutional diversity. Conclusions Over the past 9 years and across specialties, a growing percentage of applicants are considering geographic and institutional diversity when applying to interview at residency programs. Applicants report that both forms of diversity are increasingly important when ranking programs.

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No authorship indicated. "Review of Challenges of Cultural and Racial Diversity to Counseling: Mexico City Conference Proceedings." Contemporary Psychology: A Journal of Reviews 39, no. 3 (1994): 333–34. http://dx.doi.org/10.1037/034054.

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Lewis, Susan, and Kathy James. "Whose Voice Sets the Agenda for Environmental Education? Misconceptions Inhibiting Racial and Cultural Diversity." Journal of Environmental Education 26, no. 3 (1995): 5–12. http://dx.doi.org/10.1080/00958964.1995.9941440.

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Ciccocioppo, Michael V., and Martin J. Ciccocioppo. "PRACTITIONER APPLICATION: Racial/Ethnic Diversity Management and Cultural Competency: The Case of Pennsylvania Hospitals." Journal of Healthcare Management 47, no. 2 (2002): 85–97. http://dx.doi.org/10.1097/00115514-200203000-00010.

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Schwartz, M., M. Moskalewicz, E. Schwartz, and O. Wiggins. "Mental illness is an inevitable consequence of the singular diversity of human beings." European Psychiatry 41, S1 (2017): S329—S330. http://dx.doi.org/10.1016/j.eurpsy.2017.02.267.

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Nowadays, cosmopolitan populations increasingly applaud the broad physical, ethnic, racial, and cultural diversity of human beings. So long as we behave within sanctioned norms. This presentation will focus upon the above paradox: In contrast to delighting in physical, ethnic and cultural expressions of human diversity, present-day cosmopolitan societies increasingly call for conformity in behavioral and experiential realms. For example, at meetings such as this, we can freely express and celebrate racial, ethnic, and culturally differences, but we must communicate–within remarkably narrow ranges–cordiality, spontaneity, agreeableness, respectful disagreement and tact. And if we cannot?? We propose that the phenomenon of mental illness arises as a consequence of the phenomenon of human diversity coming up against constraints and limitations in mental and behavioral realms. This presentation will focus upon evolutionary, genetic, biological, anthropological, historical and cultural aspects of the primary role that human diversity plays in mental illness. We will discuss the adaptive origins and strengths associated with the extraordinary diversity of humans (and our pets/domestic animals) as well accompanying vulnerabilities. For example, diversity of skin pigmentation has enabled humans to extend across the globe. A consequence however, is enhanced vulnerability to skin cancer for some with fair skin and vitamin D deficiency for others with dark skin. Psychological diversities can be viewed analogously. The thesis that mental illness is an inevitable consequence of the singular diversity of humanity will be exemplified by disorders such as ADHD, melancholia, schizophrenia and sociopathy.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Monk-Payton, Brandeise. "Introducing the First Black Bachelorette: Race, Diversity, and Courting Without Commitment." Communication, Culture and Critique 12, no. 2 (2019): 247–67. http://dx.doi.org/10.1093/ccc/tcz019.

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AbstractSince its premiere in 2002, The Bachelor (ABC) and its spinoffs have entertained television audiences with their depiction of individuals vying for love. However, the franchise has been critiqued for the lack of racial diversity in its contestant pool. This article examines the racialized and gendered logics of representation that frame the casting of the first black Bachelorette Rachel Lindsay. This article discusses the industrial conditions of possibility at the ABC network that led to Lindsay’s casting in 2017, which center on the cultivation of diversity in primetime programming. Yet the courting of a black female lead is done without a commitment to the specificities of targeting a black woman to be at the forefront of the competition to find love. This article details the construction of the African American female lead’s romantic journey and audience response at the intersections of race, gender, and the cultural politics of desire.

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Journal articles on the topic 'Racial and cultural diversity'

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