What to wear to a contemporary UK funeral: The impact of cultural diversity on mourning dress

The end of the Cold War, the emergence of nonWestern states as influential actors in global politics, and waves of Western nativism in the United States and Europe have placed questions of cultural diversity centrally in global politics. Although the mainstream paradigms of international relations (IR), namely, realism and liberalism, have remained focused on material power and mutual gains via institutions as the cruxes of global politics, starting with the mid-1990s, an increasing number of IR scholars have attended to the question of cultural diversity and world politics. This scholarship has approached culture, alternatively, as a set of shared meanings stable over time, meanings that are institutionally stabilized, or a field of multiple and competing representations. Accordingly, some (the English school, conventional constructivism) posit culture as internally coherent and externally diverse, associating shared culture with accord and cultural diversity with discord. Others (critical constructivism, postcolonial IR) focus on the power-laden processes through which cultural diversity comes to be associated with Otherness and discord. Most of the relevant scholarship, however, defies paradigmatic categorization. These works are better grouped as interventions into IR theory and as scholarship that focuses on the impact of cultural diversity on the conduct of world politics. The first set of interventions have identified the state of cultural diversity in IR theorizing as an absence, a deep suspicion and an active suppression, or an outdated conceptualization. The IR theoretical path forward has, accordingly, been identified as the inclusion of culture, as dispensing with key theoretical heuristics of the field, or as a new focus on how cultural diversity has been globally governed. The analyses of cultural diversity and the conduct of world politics, taken together, show the intricate connections between existing institutions and norms, and assertions of cultural diversity. While diversity challenges universalizing forms of governance, the demands for the equal recognition of diversity are shaped by existing institutions. Despite key theoretical and analytical insights, the scholarship on cultural diversity can pay further attention to (a) the relation between theoretical notions of cultural diversity and cultural diversity as employed in global politics and (b) the relation between cultural diversity and other global political domains, such as geopolitics. On this, the literature can benefit from engagement with the IR scholarship on civilizations. At the same time, the latter scholarship is highly relevant to the question at hand because civilizations are key conduits of the global politics of cultural diversity.

Cultural diversity and export sophistication

This study aimed to determine the Cultural Diversity Awareness and their Level of Interest in Learning Social Studies among the college students of Philippine College Foundation (PCF), Valencia City Bukidnon, for the School Year 2024-2025. Based on the data gathered, the significant findings of the study are the following: There was a very large extent of awareness and a very high level of interest in learning social studies in terms of racial consciousness and peer relationships, cultural identity and classroom dynamics, the role of educators in promoting cultural awareness; the impact of cultural diversity on learning styles; and cultural diversity as a catalyst for critical thinking and problem-solving among the Philippine College Foundation (PCF) students, Valencia City, Bukidnon during the School Year 2024-2025. Based on the findings, the following recommendations are offered: The school top management may sustain a very large extent of awareness in learning social studies among their college students in Office and Business Administration in terms of racial consciousness and peer relationships, cultural identity and classroom dynamics, the role of educators in promoting cultural awareness; the impact of cultural diversity on learning styles; and cultural diversity as a catalyst for critical thinking and problem-solving. The PCF college students were very much aware in learning social studies Hence; there are so many of them who really passed their social studies subject. It can be concluded that they are doing their studies well especially social studies subject. The PCF college students were very having higher interest in learning social studies Hence, their college courses in PCF were one of the chosen schools in the city of Valencia by the college students due to their effective teaching by the mentor’s especially social studies subject. These students that manifested higher intertest in learning social studies have the potentials to excel in their classes to best in the history.

Purpose/Objectives/Research/Focus of Study This qualitative study investigated online instructors’ perceptions of cultural diversity in the online classroom and the challenges that instructors of online courses encounter in their efforts to incorporate cultural diversity and multicultural learning contents in the online learning environment. An associated goal of the study was to explore the instructional strategies that online instructors use to create conducive online learning environments that value cultural differences as well as the educational experiences of students in online classrooms. Population/Participants/Subjects Fifty full-time instructors of online courses from three universities in the northeastern part of the United States participated in the study. The participants included Clinical Professors of Practice (n = 4), Assistant Professors (n = 18), Associate Professors (n = 16), and Full Professors (n = 12). There were 23 females and 27 males from different academic disciplines and cultural backgrounds. Research Questions Unlike many previous studies, this study sought to uncover online instructors’ perceptions of cultural diversity in the online classroom, the pedagogical strategies they employ to address issues related to cultural diversity in online learning, and the challenges they encounter in their efforts to promote cultural diversity and incorporate multicultural learning content into their online instruction. Specifically, this study explored the following research questions: (a) How do instructors of online courses perceive cultural diversity and the impact of cultural diversity in online learning? (b) What instructional strategies do instructors of online courses use to address issues related to cultural diversity in online learning environments? (c) What challenges do instructors of online courses encounter in their efforts to promote cultural diversity and multicultural learning content in online environments? Research Design This study employed qualitative research design using semi-structured interviews and content analysis to explore instructors’ perceptions of cultural diversity in online learning as well as the challenges encountered by instructors of online courses in their efforts to promote cultural diversity and incorporate multicultural learning content into their online instruction. The qualitative research design was chosen because it allowed the researchers to collect and analyze data about the instructors’ perceptions of cultural diversity based on their own voices, with the aim of producing conceptual explanations of the types of instructional strategies that instructors use to promote cultural diversity in online education and the challenges they encountered in the online classroom. Findings/Results The findings of the study pointed to four themes, namely that: (a) differential perceptions of cultural diversity exist among instructors of online courses; (b) perceptions of cultural diversity depend on the academic disciplines taught by instructors; (c) a variety of instructional strategies—collaborative online learning activities, incorporating multicultural learning activities and global learning content, using cultural awareness activities, addressing the impact of multicultural education— support cultural diversity in the online environment; and (d) there are significant challenges associated with promoting cultural diversity in online teaching and learning. Conclusions and Recommendations Findings revealed that the majority of the instructors view cultural diversity as the recognition of students’ cultural differences within the online learning environment, the ability of instructors to infuse multicultural content into their curriculum, and the capacity of instructors to use a variety of strategies to facilitate instructional delivery to meet the needs of students from diverse cultural backgrounds who study in the online environment. Findings also suggested that instructors’ perceptions of cultural diversity in the online setting vary depending on their teaching discipline and academic preparation. Specifically, instructors in education, social sciences, and engineering demonstrated a good understanding and awareness of cultural diversity. They also felt the need to provide support that enhanced the learning experiences of diverse student populations in the online environment. On the contrary, instructors in the physical sciences did not demonstrate such a good understanding of cultural diversity and showed little knowledge of ways to incorporate multicultural learning content to help diverse student populations achieve academic success in online education. In light of the findings from this study, the researchers recommend that online instructors and instructional designers work toward enhancing their knowledge of cultural diversity and toward incorporating multicultural resources in their curricula to support diverse student populations (including those with learning disabilities) in online education.

This study focused on the impact of cultural diversity on organizational performance as moderated by employees’ educational attainment. The study measured cultural diversity as language, religious and value system diversity. Organizational performance was measured as team building, communication, and employee productivity. The study collected primary data from 353 employees from ten different manufacturing companies in the Ashanti and Greater Accra Regions of Ghana. The study employed mean and standard deviation for descriptive analysis. The study employed a structural equation model for the estimation. Cultural diversity was found to be prevalence in the sampled companies. However, team building, and communication were effective, and employee productivity was high. The educational attainment of employees significantly reduced the negative impact of language, religious, and value system diversity on each organizational performance indicator. Stakeholders in Ghana’s manufacturing industry should encourage continued human resource development through the pursuance of higher education, internal and external training, and seminars.

Academic literature is rich with studies of small firms and of cultural diversity in the workforce—but very few academic studies have researched the intersection of the two. Academic research has looked at small firms and the factors that impact small firm performance, growth, and failure. Cultural diversity studies have included research focused directly on the degree of cultural diversity of firms regardless of size. However, the impact of cultural diversity on small firm strategy has not been extensively reviewed. The intersection of small firms and cultural diversity yields a number of interesting hypotheses. Specifically, this paper examines: (1) The level of managerial skill at diversity management has a disproportionately large impact on small business capability to develop competitive advantage out of diversity; (2) Niche-based cultural competitive advantage is stronger in small business than in large organizations; and (3) There is an inverse correlation between number of cultures and strength of diversity strategy in small firms—while the correlation is positive in larger firms that can handle more complex interactions.

The article is devoted to analyzing the peculiarities of the formation, management and current state of development of cultural and social diversity, including through the policy of multiculturalism, in the United Kingdom or, in particular, in Great Britain. This issue has been systematized due to the author’s own reflections and taking into account some corrections at the background of the political process in the United Kingdom both before and after the disintegration of the country from the European Union. As a result, the researcher clarified the parameters of cultural and social diversity evolution at the background of the stages of formation and development of the phenomenon and policy of multiculturalism in the United Kingdom. It has been found that both civil society and, at most, political actors in the United Kingdom both simultaneously reject and support cultural diversity as a political goal and set of practices. As a result, the rhetoric of mobilized or politicized, limited or defective and inclusive or integrative, but not polycentric multiculturalism takes shape in the country. However, in contrast, there has been theorized and reflected the irreconcilable and antagonistic opposition of multiculturalism to multiculture (social and cultural diversity), which inevitably contributes to the politicization of this issue in the United Kingdom.

This paper provides a comprehensive review of literature examining the relationship between cultural diversity and organizational performance, with a specific focus on international non-governmental organizations (INGOs). The review explores various dimensions, including the role of organizational culture as a determinant of NGO performance, the impact of diversity on organizational effectiveness, the influence of workforce diversity on the performance of Humanitarian Non-Governmental Organizations (NGOs), and the overall impact of cultural diversity on organizational performance. Employing conceptual analysis as the chosen methodology, the paper aims to thoroughly understand and elucidate the concepts and implications associated with managing cultural diversity in non-government organizations. The findings emphasize that changes in the environment of INGOs have brought to light numerous challenges linked to cultural diversity. Notably, the failure to effectively manage cultural diversity within the organization can lead to a lack of cohesiveness and suboptimal performance. The consensus among most researchers is that cultural diversity serves as a key predictor of organizational performance. A diverse team offers a wealth of knowledge, skills, and experiences that organizations can leverage to enhance their overall performance. The study underscores the imperative for INGOs' management to implement tailored mechanisms that consider the cultural diversity of their workforce, emphasizing the need for special considerations to optimize team cohesion and organizational success.

Part One: Multicultural Education: Theoretical Perspectives and Issues * Multicultural Education: Dimensions and Paradigms, James A. Banks * Critical Multiculturalism and Education, Stephen May * Worldwide Population Movements, Diversity, and Education, Stephen Castles * Globalization, Immigration, and Schooling, Marcelo Suarez-Orozco and Carola Suarez-Orozco Part Two: Multicultural Education and Diversity Across Nations * Multicultural Education in the United States: Historical Realities, Ongoing Challenges, and Transformative Possibilities, Sonia Nieto * Multicultural Education Policy in Canada: Competing Ideologies, Interconnected Discourses, Reva Joshee * Multicultural Education in Australia: Two Generations of Evolution, Christine Inglis * Multicultural Education in the United Kingdom, Sally Tomlinson * From Intercultural Education to the Inclusion of Diversity: Theories and Policies in Europe, Cristina Allemann-Ghionda * Multicultural Education in South Africa, Crain Soudien * Multicultural Education in Japan, Yasu Hirasawa Part Three: Race, Intergroup Relations, and Schooling * Critical Perspectives on Race and Schooling, David Gillborn and Deborah Youdell * The Nature and Origins of Children's Racial Attitudes, Rebecca S. Bigler and Julie Milligan Hughes * Modifying Children's Racial Attitudes, Frances E. Aboud * Education Programs for Improving Intergroup Relations between Palestinians and Jews in Israel, Zvi Bekerman * Multicultural Education for Young Children, Patricia G. Ramsey Part Four: Culture, Teaching, and Learning * Cultural Influences on Learning, Carol D. Lee * Socialization, Literacy, and Empowerment, Thor Ola Engen Part Five: The Education of Indigenous Groups * Connecting the Circle in American Indian Education, Donna Deyhle and Karen Gayton Comeau * Indigenous Education in Peru, Maria Elena Garcia * The Struggle to Educate the Maori in New Zealand, Wally Penetito Part Six: Citizenship, Immigration, and Education * Diversity, Group Identity, and Citizenship Education in a Global Age, James A. Banks * Education, Integration, and Citizenship in France, Eva Lemaire * Citizenship Education in France and England: Contrasting Approaches to National Identity and Diversity, Audrey Osler and Hugh Starkey * Democracy, Antiracism, and Citizenship Education in England and Sweden, Hugh Starkey and Audrey Osler * Diversity and Citizenship Education in Bulgaria, Hristo Kyuchukov Part Seven: Language, Culture, Identity, and Education * Language, Culture, and Identity Issues Across Nations, Suzanne Romaine * Language Policies and Language Education in Francophone Africa: A Critique and a Call to Action, Hassana Alidou * Language Education Policy in Multi-Ethnic Malaysia, Saran Kaur Gill Part Eight: Religion, Culture, Identity, and Education * Cultural Diversity, Muslims, and Education in France and England: Two Contrasting Models in Western Europe, Nasar Meer, Valerie Sala Pala, Tariq Modood, and Patrick Simon * Religion, Culture, Language, and Education in India, Reva Joshee and Karen Sihra * Islamic Religious Education and Muslim Religiosity in Singapore, Mukhlis Abu Bakar * Religion, Ethnicity, and Identity in Indonesian Education, Joel C. Kuipers and Ella Yulaelawati Part Nine: The Education of Ethnic and Cultural Minority Groups in Europe * Migrant Minority Groups in Germany: Success and Failure in Education, Sigrid Luchtenberg * The Education of Ethnic, Racial, and Cultural Minority Groups in Spain, Teresa Aguado * Ethnic and Cultural Groups and Educational Policies in Russia, Isak D. Froumin and Andrei Zakharov Part Ten: The Education of Ethnic and Cultural Minority Groups in Asia and Latin America * The Education of Ethnic Minority Groups in China, Gerard A. Postiglione * Social Inequality as a Barrier to Multicultural Education in Latin America, Martin Carnoy * Achieving Quality Education for Indigenous Peoples and Blacks in Brazil, Petronilha Beatriz Goncalves e Silva and Sonia Stella Araujo-Olivera * The Education of Ethnic Minority Groups in Mexico, Sonia Stella Araujo-Olivera and Petronilha Beatriz Goncalves e Silva

Motivated by concerns regarding the impact of cultural diversity on group interaction processes and a desire to extend the Social Influence Model of Technology Use, this paper discusses the impact of normative social influence on enhancing group media use and group decision making performance over time in different cultural group compositions. This paper proposes that the strength of attraction to the group influences the similarity in media perception and use of group members. The similarity of group media perception and use is proposed to influence group performance. Concurrently, group cohesion, similarity of media perception and use, and group performance are positively correlated over time. Since culture affects individuals' values, beliefs and behavior, this paper proposes that the degree of similarity in media perception and media use may differ when group composition varies by culture. Several propositions for empirical examination are highlighted. Finally, the paper concludes with a discussion of the importance and implications of understanding cultural diversity and social influence on technology use and group performance. © 2006 IEEE.

This paper examines how cultural diversity affects the performance of a team in an African corporate environment that has been under-studied. In a quantitative cross-sectional design, survey data of 120 employees in Coca-Cola Liberia indicated that there are strong positive correlations using validated multi-item scales. Cultural diversity was a significant factor that has been associated with improved communication (r = 0.738), innovation (r = 0.838), conflict management (r = 0.730), and overall performance (r = 0.858), p = 0.001. Regression analyses proved that cultural diversity demonstrated a positive and significant predictor of all outcomes. These results, as opposed to the previous studies that have focused on the conflict nature of diversity, indicate that strong measurement reflects the capacity of diversity to act as a performance facilitator. The paper finds that inclusive leadership and organized innovation practices should be captured by strategic diversity management using these relations.

In 2005 the relations of EU and Western Balkan countries were passed from “External Relations” to “Enlargement” policy. As WB countries make steps forward in the future membership of the EU, the diversity in society within the WB is expected to further increase. The aim of this paper is to find out the relationship between cultural diversity and ethnic fractionalization from one side and governance, competitiveness and human development from the other side. The paper opted to explore the ethnic diversity within the Western Balkan countries based on the latest data of census for each country and on the Distance Adjusted Ethno-Linguistic Fractionalization Index proposed by Kolo (2012). Furthermore, it compared the economic performance of these countries with the indicators of the ethnic diversity. Even though the literature argues that cultural diversity has negative impact on countries’ performance, the study finds out that highly homogenous societies in WB are no more prone to good governance, global competitiveness and human development than highly heterogeneous societies within the region. In other words, countries with lower fractionalization index (such as Kosovo and Serbia) do not show a significantly higher performance than countries with higher fractionalization index (such as Macedonia, Bosnia and Herzegovina). To sum up, the influence of regional geographic distance seems to be much more significant compared to cultural diversity because the economic capacity and performance of WB countries are found to be positive but still modest. The Western Balkan countries are having a considerable mixture of ethnicities, languages and religions. These varieties can push this group of countries to have a consensus among them in the economic aspects or to increase the gap among each other.

<p>Using the commercial housing price data of 254 cities at prefecture level and above in China, this paper measures the cultural diversity by the diversity of Chinese dialects, and studies the impact of regional culture represented by dialects on urban housing prices. The research shows that after controlling the economic development level of the city, the urban ecological environment and other factors, the cultural diversity measured by dialect types has a significant negative impact on the price of urban commercial housing, that is, the more diverse the culture, the lower the house price, and the cultural diversity will restrain the house price by hindering the inflow of local population.</p>

This article analyses the governance of religious diversity in the United Kingdom by focussing upon a number of faith-based organisations undertaking interreligious and multireligious activities in and around the northern English city of Leeds. The piece opens by delineating the ‘UK religion policy window’ which has existed for a number of decades and comprises a range of changing political priorities and programmatic approaches that inform the governance of religious diversity in the United Kingdom. A subsequent section provides a detailed engagement with selected examples of multifaith activities and interfaith organisations in and around the city of Leeds. This grounded reading of exemplar organisations is then developed by a concluding section that reflects upon the mutually constitutive dynamics of contemporary governance mechanisms as they play out through the partnerships embodied by the interfaith sector and framed by the UK religion policy window.

This study investigates the critical role of employee selection processes in organisational success, focusing on the impact of cultural diversity (CD) and ethical climate (EC) within Higher Education Institutions (HEIs) in Northern Malaysia. Employing a quantitative methodology and a descriptive research design, data were collected from academic staff through a structured questionnaire. The analysis using SPSS software reveals strong positive correlations among employee selection, CD, and EC. The Kaiser-Meyer-Olkin (KMO) measure and Bartlett’s Test of Sphericity confirm the data's suitability for factor analysis, while Cronbach’s alpha coefficients indicate robust internal consistency. The findings underscore the importance of aligning employee selection processes with organisational strategies and values to attract competent employees. Additionally, effective management of CD enhances financial performance, competitive advantage, and profitability. An EC significantly promotes ethical behaviour, job satisfaction, and organisational performance. The study highlights practical implications for integrating diversity and ethical considerations into selection strategies, providing valuable insights for human resource management and organisational behaviour. The research emphasises the need for a holistic approach to talent acquisition by demonstrating how selection practices influence organisational outcomes. This approach fosters inclusivity and ethical leadership, ultimately contributing to long-term organisational success. These findings comprehensively understand employee selection, CD, and EC dynamics in enhancing institutional effectiveness and achieving strategic goals in HEI settings.