Awareness Of Cultural Diversity Research Articles

Relationship between cultural diversity awareness and achievement motivation of medical students at the undergraduate level in Pakistan

This study investigates the relationship between cultural diversity awareness and achievement-oriented goals among undergraduate medical students at the university level. Utilizing the Achievement Motivation Model by McInerney et al. (2003) and the General Fulfillment Aims Orientation Scale (GAGOS), it examines mastery, performance, and social goals. Additionally, it incorporates Ennejar's (2021) cultural diversity awareness model to assess students' attitudes toward cultural diversity. Data were collected from 80 final-year MBBS students through a survey and analyzed using SPSS for descriptive and inferential statistics. Results show that students have a high level of cultural diversity awareness and recognize biases, supporting diverse voices and cultural differences. A significant positive correlation (r = 0.948, p < 0.05) between cultural diversity awareness and achievement motivation was found, although no significant differences were observed based on gender or age. These findings suggest that enhancing personal development, altruism, and social recognition may boost motivation and that diversity and inclusion programs are crucial for fostering environments that promote achievement motivation.

Peran Seni Dalam Mempertahankan Identitas Budaya Lokal Di Era Modern

This study is a systematic literature review utilizing sources from Scopus, DOAJ, and Google Scholar, focusing on publications from 2013 to 2023. The findings assert the significant and relevant role of cultural arts in preserving local identities in the modern era. Cultural arts serve as social cohesion agents, safeguarding local traditions and values amidst the changes and influences of globalization and modernization. Various forms of artistic expression such as painting, music, dance, and literature play a crucial role in strengthening and preserving local identities, fostering awareness of cultural diversity within the dynamics of the modern world. Cultural arts also facilitate dialogue between local traditions and modern innovations, enabling productive interaction between existing and emerging elements, and stimulating critical reflection on the interpretation of traditional values in the evolving context of time. However, there are gaps in this research highlighting the lack of in-depth studies on the impact of modern technology on cultural artistic expression and local identity, which require further attention in the future.

The impact of new musicology and postmodern theory fusion on cultural diversity awareness in music education

The impact of new musicology and postmodern theory fusion on cultural diversity awareness in music education

Does considering different cultures make online distance learning better? a study of stu-dent satisfaction

As online distance learning (ODL) becomes a staple of modern education, ensuring student satisfaction with its frameworks is paramount. This study investigates the impact of cultural diversity on student satisfaction with various aspects of ODL. Employing a quantitative methodology, the study surveyed students to measure their cultural diversity awareness and satisfaction levels with ODL organization, course design, and technology. The findings indicate that students have a high level of cultural diversity awareness, with general weighted mean of 3.87 Satisfaction levels varied across different aspects of ODL. With organization receiving a mean score of 3.05, course design 3.16, and technology 2.94. A moderate positive correlation was found between cultural diversity awareness and satisfaction with ODL frameworks (r=.59 for organization, r=.54 for course design, and r=.49 for technology, all p<.05). furthermore, cultural diversity awareness was found to be a significant predictor of satisfaction with ODL frameworks, explaining 34% of the variance in organization satisfaction, 29% in course design, and 24% in technology satisfaction. These results highlight the critical role of cultural diversity awareness in enhancing student satisfaction with online distance learning and suggest that incorporating culturally responsive elements into ODL frameworks can significantly improve the online learning experience.

Cultural Intelligence Profile of Junior High School Counsellors and Its Implication on Multicultural Counseling

The diversity of ethnicities, religions, and races that exist in Indonesia contribute to the country's characterization as a nation with a multitude of cultures. In the context of the relationship between counselor and counselee, cultural diversity is a significant concern. The comprehension, awareness, and work behavior of the counselee's cultural diversity is indicative of the counselor's cultural intelligence. The concept of cultural intelligence is a crucial aspect that counselors must consider when providing multicultural counseling services. The objectives of this research are to determine the description of counselors' cultural intelligence and its application in multicultural counseling. The research employed a quantitative research survey design for junior high school counselors in Malang Regency. For the research instrument, this study employed an intelligence scale adapted from Early and Ang. The data were analyzed descriptively in order to describe the counselor's cultural intelligence profile. The results indicated that metacognitive indicators exhibited the highest proportion, with 40% falling within the very high category, while behavioral indicators exhibited the lowest proportion, with 5% falling within the deficient category. The results of the study indicate that there is a need for counseling assistance in the behavioral aspect of cultural intelligence in order to facilitate the implementation of multicultural counseling. In essence, cultural intelligence represents a form of counselor multicultural competence that is necessary for the implementation of multicultural counseling. An increase in cultural intelligence thus supports an increase in multicultural counseling.

Cultural Globalization and Education Strategy to Develop Cultural Literacy and Digital

The globalization of culture and education has had a significant impact on how people and communities engage, learn, and prosper. This globalization process facilitates a faster and broader exchange of cultural concepts, values, and customs through digital tools, enhancing global perspectives and increasing the availability of a wide variety of educational materials. Within this framework, cultural and digital literacy is increasingly important as a key skill that individuals need to have in today's world. Cultural literacy includes awareness and appreciation of cultural diversity, along with the capacity to communicate and engage effectively with people from diverse cultural backgrounds. On the other hand, digital literacy involves the skills to utilize information and communication technology in a professional and ethical manner. Literacy advancement requires an approach that is embedded in the academic syllabus, incorporates the use of digital tools for education, and highlights the teaching of values such as tolerance, empathy, and acceptance of cultural differences. Strategies to increase cultural and digital literacy consist of: (1) Increasing accessibility and utilization of digital tools in education, (2) Combining project-based learning with international and cross-cultural collaboration, (3) Providing professional development for educators in using inclusive technologies and teaching methods, and (4) Advocate for cultural and virtual exchange programs to provide students with first-hand experience of global cultural diversity. Therefore, cultural and digital literacy not only increases individual capacity to adapt to changes in globalization but also forms a society that is more inclusive and ready to face future challenges.

Perkembangan Kurikulum Multikultural di Sekolah Dasar: Menyongsong Tantangan Global

Multicultural curriculum in elementary schools is an important focus in the current global education context. This research describes the developments and challenges related to the implementation of a multicultural curriculum at the elementary level, especially in anticipating global challenges. Through a literature review of related literature, this study identifies various approaches, strategies and issues that arise in the course of a multicultural curriculum in elementary schools. The literature study highlights the importance of awareness of cultural, ethnic and social diversity in the curriculum, as well as how this approach can integrate global perspectives in learning. In addition, challenges such as cultural resistance, development of relevant learning materials, and teacher training are the main highlights in efforts to realize an effective multicultural curriculum. The results of this study provide in-depth insight into the evolution of multicultural curricula in elementary schools, as well as highlighting the efforts needed to address global challenges such as migration, globalization and cultural diversity. The implications of these findings for educational practice will be discussed to strengthen the implementation of a multicultural curriculum that is more holistic and responsive to current global realities in elementary schools.

Addressing Culturally Based Hidden Bias and RacisM (A-CHARM) Using Simulation Experiences, Nik's Story: A Quasi-Experimental Study.

Racism and hidden bias experienced by underrepresented nursing students contribute to a loss of confidence and anxiety. The A-CHARM nursing project developed virtual simulation experiences for nursing students to practice how to address racism. 'Nik's Story' virtual simulation was created as part of the A-CHARM project. The purpose of this study was to examine the effectiveness of an education intervention, that included Nik's story, on cultural humility and cultural diversity awareness. This quasi-experimental study included a convenience sample of final year nursing students. After informed consent, participants completed a pre-intervention questionnaire that included the Cultural Humility Scale "context for difference in perspective" subscale, and the Cultural Diversity Awareness questionnaire to assess baseline knowledge. Students participated in an education intervention that included a lecture, Nik's story virtual simulation experience, a debrief and then completed a post-education/simulation questionnaire that included usability/learner engagement questions and the Cultural Humility Scale "context for difference in perspective" subscale, and the Cultural Diversity Awareness questionnaire. Forty-seven students consented and completed the pre/post intervention questionnaire. Participants rated the effectiveness, engagement and usability of the simulation experience highly. There was a significant positive change in cultural humility "context for difference in perspective" subscale (pre-scores = 6.9, SD = 3.3; post-scores = 31.0, SD = 3.8, p < 0.001), and cultural diversity awareness (pre-scores = 95.4, SD = 8.9; post-scores = 103.4, SD = 9.8, p < 0.001). This intervention was effective in improving cultural humility and cultural diversity awareness in nursing students. Simulation experiences regarding racism in the clinical setting provide a strategy for students to learn how to professionally navigate unwanted experiences.

Increasing Students' Awareness of Cultural Diversity through Symbolic Modeling Techniques Based on the Art of Syair Gulung

Increasing Students' Awareness of Cultural Diversity through Symbolic Modeling Techniques Based on the Art of Syair Gulung

Overcoming barriers to equality, diversity, inclusivity, and sense of belonging in healthcare education: the Underrepresented Groups’ Experiences in Osteopathic Training (UrGEnT) mixed methods study

BackgroundIndividuals from minority groups have historically faced social injustices. Those from underrepresented groups have been less likely to access both healthcare services and higher education. Little is known about the experiences of underrepresented students during their undergraduate studies in osteopathy in the UK. The aim of this project was to explore awareness of cultural diversity and beliefs about patients from underrepresented groups in current osteopathic educational environments and evaluate students’ preparedness to manage patients from diverse groups. The project also aimed to investigate the educational experiences of students from underrepresented backgrounds during their training and their opinions on changes that could support better levels of recruitment and achievement. The findings were discussed with stakeholders in interactive workshops with the aim to develop recommendations for action and change.MethodsA transformative action research paradigm informed this mixed methods project. It included: 1/ a survey of students from all seven osteopathic educational providers in the UK using the Multidimensional Cultural Humility Scale (MCHS); 2/ a series of focus groups with students from underrepresented groups (women, students with disabilities, students from minority ethnic backgrounds, and students identifying as LGBTQIA+); and 3/ a workshop forum to discuss findings.ResultsA total of 202 participants completed the MCHS and demographic questionnaire and seven focus groups were conducted. A model was developed to describe participants’ training experiences comprising two main themes: institutional contextual obstacles (with four sub-themes) and underrepresented students’ conceptual understanding of Equity, Diversity and Inclusion (EDI). Recommendations for change identified in the workshops were based on three topics: institutions, staff, and students.ConclusionOur findings confirm conclusions from other institutions that staff education is urgently needed to create and maintain equitable, inclusive environments in osteopathic educational institutions in the UK to support all students, particularly those from underrepresented groups. Institutional EDI processes and policies also need to be clarified or modified to ensure their usefulness, accessibility, and implementation.

Actualization Of Catholic Religious Education Values In Realizing Religious Tolerance Among Catholic Students In The City Of Sorong

The type of this research is qualitative-descriptive. Thirty schools located in the city of Sorong, covering primary to secondary education levels, were selected as the research locations. Approximately 35 Catholic religion teachers participated as research informants. Interview, observation, and documentation study techniques were used as methods to collect data. This research aims to examine the implementation and effectiveness of the Catholic Religious Education (PAK) learning process in schools. The researchers then attempted to explore further how schools continuously strive to improve the quality of implementing Catholic Religious Education in schools for fostering attitudes and behaviors of religious tolerance in schools. Through the Catholic Religious Education learning model, students are able to: First, adopt a critical attitude towards various issues related to racism, fanaticism, ethnicity, and repressive aspects in society. Second, conduct studies on various issues stemming from diverse perspectives of religions and other beliefs, thereby fostering awareness of cultural diversity and peace. Third, develop cooperative learning skills and decision-making skills so that students are ready to become good citizens in terms of social and democratic aspects as well as tolerant.

Enhancing Cultural Diversity Awareness in International Educational Settings: A Case Study of Qujing Normal University's International Exchange Office

Enhancing Cultural Diversity Awareness in International Educational Settings: A Case Study of Qujing Normal University's International Exchange Office

Proactive Strategies for Breaking Barriers: Advancing Justice Initiatives in Speech-Language Pathology for Diverse Populations in Voice Management and Upper Airway Disorders

Purpose: This clinical focus article examines the importance of justice, equity, diversity, and inclusion (JEDI) initiatives in the field of speech-language pathology, particularly in the context of voice management and upper airway disorders. Method: We begin by acknowledging the growing focus on JEDI-related strategies, such as supporting students from diverse cultural backgrounds, measuring clinician competence in working with diverse clients, and increasing awareness of cultural and linguistic diversity in patient populations. We emphasize the need for both individual and systemic efforts to develop competence in JEDI initiatives. However, challenges exist in developing culturally responsive materials and documentation at a macro level, including the lack of research and resources in understanding the needs of diverse patient populations in voice and upper airway disorders. The clinical focus article highlights the absence of demographic data related to cultural and linguistic diversity in this field and discusses the challenges in developing language-specific materials, culturally relevant assessment tools, and therapeutic interventions aligned with cultural values and standards. Limited funding and resources further impede progress in JEDI initiatives and the development of tailored intervention models. Recognizing the impossibility of accounting for every unique intersectionality, the clinical focus article offers foundational steps toward creating an inclusive space and providing culturally responsive health care. It specifically focuses on gender-inclusive care, diagnostic considerations for socially linguistically diverse individuals, and addressing issues of clinical ableism. Conclusion: The clinical focus article aims to identify and expand upon current resources for culturally responsive practice in the American Speech-Language-Hearing Association, particularly in the context of voice and upper airway disorders.

Indigenous Tribals - The Vanguards of Environment – A Close Study of the Oscar-Winning Documentary: The Elephant Whisperers

The creative and destructive both the powers lie in the womb of Mother-Nature. None other than the Mother Nature has the power to withstand the onslaughts of industrialization, capitalism, corporate world etc. The Mother-Nature belongs to each one of us. We all are the part and parcel- the children of the Planet. But the vice-versa action of using and giving to the Mother-Earth is apparently and powerfully visible in the life-style, culture and devotion of Indigenous Tribal folks of India’s various regions. The proposed research article is an effort to bring into focus the Oscar winning Documentary – The Elephant Whisperers. The research paper aims to explore the perspectives of indigenous tribal people in the conservation of ecology, selflessly devoted to save animals who form the essential backbone of our environment. The short film raises the larger issue around Asian elephants losing their habitat due to climate change and human encroachment. Capturing the cultural diversity awareness, bounteous Mother-Nature of the tiny region of South India, and the sense of responsibility towards the environmental concerns raise the significant sentiment of respecting indigenous tribal folks, animals, and our bio-life. Thus, the research paper is an attempt to signify the documentary as a mouthpiece to highlight the space we share with animals and the tribal wisdom.&#x0D;

Pembelajaran Terintegrasi di SMP: Menghubungkan Disiplin Ilmu Dan Membentuk Pemahaman Holistik

Integrated learning helps students understand disciplines holistically, such as integrating history into mathematics education, combining physics concepts and information and communication technology (ICT), integrating religious knowledge with social subjects, and applying sports knowledge in learning. The journal also highlights the important role of foreign languages in the understanding of science and the relationship between art and natural science. The integration of science not only enhances students' understanding of mathematical principles and ICT skills, but also shapes their character, develops an understanding of social and spiritual values, and increases awareness of cultural diversity. Through the integration of knowledge, students can be ready to face future challenges with a broader perspective. The method of data collection in this journal is carried out through an approach that utilizes relevant sources, ensuring the accuracy and linkage of data with the research subject..

Implementation of Active Methodologies in International Relations Through Cinema: Experience From Project-Based Learning in Graduate School

The article describes the results of the educational innovation project “Implementation of active methodologies in the Master’s Degree in International Journalism through cinema”,1 which aims to develop the transversal lines of the Master’s Degree in International Journalism based on the application of innovative tools in subjects of Module I and II, as well as to enhance sensitivity and awareness of Cultural Diversity and Human Rights. The methodology used is discussion through the Cinema-Forum format and pre- and post-forum questionnaires are used to evaluate the results. As a conclusion, it can be deduced that the film-forum is a tool that enables the development of transversal competencies based on the interaction process resulting from the activity as an effective complement to graduate courses in the discipline of International Relations.

Implementation Of Multiliteration Pedagogy in Education: A Socio-Cultural Perspective

This article explains the concept and benefits of multiliteracy in education and the challenges and strategies associated with implementing multiliteracy in education. Multiliteracy is an approach that accommodates different forms of literacy, such as language, text, media, and culture. Using a systematic literature review, this research aims to investigate the implementation of multiliteracy pedagogy in educational contexts from a sociocultural perspective. The literature search will be conducted in several databases, including Scopus, ERIC, and Google Scholar. The study results show that multiliteracies can benefit students by increasing awareness and appreciation of cultural diversity, expanding global horizons, and fostering intercultural communication and collaboration. However, multiliteracies also pose challenges, such as considering socio-cultural influences on learning, integrating varied texts and media, and addressing intercultural gaps and conflicts. This article provides insights into the concept and benefits of multiliteracies in education and the challenges and strategies associated with implementing multiliteracies in education. It also suggests further research on the impact and implications of multiliteracies in education.

Comparing pre-service teacher attitudes toward the use of students’ home language(s) in linguistically diverse English as an additional language classrooms in Norway and Cyprus

BackgroundGlobalization, increased transnational mobility, and growing refugee populations have shifted the focus from traditionally monolingual to incrementally multilingual and multicultural classrooms and have put a significant mark on language teaching. Attention to multilingualism and multiculturalism in educational settings is important to raising awareness and recognition of linguistic and cultural diversity at the individual and societal levels.MethodsThis comparative study investigated the beliefs of 59 pre-service teachers in Norway and Cyprus regarding the use of students’ home language(s) (HLs) in increasingly linguistically diverse English as an Additional Language (EAL) settings. The teachers were observed during their teaching practicum and were interviewed with respect to their views, beliefs, and self-reflections on the impact and role of HL for EAL teaching and learning purposes.ResultsThe analysis of the data revealed that more than half of the participants in both countries were in favor of employing multilingual pedagogies. However, most of them acknowledged certain challenges in their practical implementation and the need for further training.ConclusionThe study concludes with the authors stressing the catalyst role teacher educators could play in making EAL classrooms more inclusive for multilingual learners.

Professional Attributes of School Administrators Towards a Strategic Development

This study dealt with the professional attributes of school administrators at Chengdu Sports University, Sichuan, China, towards strategic development. The researcher used the 235 tertiary teachers from the said university who were randomly chosen using the Qualtrics Calculator for a sample with a 5% margin of error from about the 600 teachers during the time of the study. Descriptive- comparative research was used, employing a researcher-made instrument that was validated by experts. The study revealed that the professional attributes of the school administrator in terms of physical and professional characteristics are manifested. It manifested through communication skills, professional relationship skills, commitment to the profession, and the professional attributes of the school administrators. The teacher respondents have different assessments considering their age, whereas the teacher respondents who are between 41and 50 years old have a relatively higher assessment than the other teacher respondents. The teacher respondents have different assessments and the teacher respondents have different assessments considering their length of service, wherein the teacher respondents who have 12 or fewer years of service have a relatively higher assessment than the other teacher respondents. Hence, it is recommended that in developing a strategic development plan: enhance professional attributes through training; foster leadership mentoring and coaching; elevate communication skills with workshops; cultivate cultural sensitivity and diversity by implementing tailored training initiatives focused on enhancing cultural sensitivity and diversity awareness among administrators. Enable them to relate empathetically to diverse take holders by providing workshops that promote understanding, respect, and inclusivity; and facilitate strategic leadership retreats by coordinating strategic leadership retreats for administrators to engage in self-assessment, reflection, and collaborative planning. Guide discussions on long-term objectives, effective leadership strategies, and aligning personal attributes with the institution's strategic development.

Exploring the intersection of digital pedagogies, reflexivity, and culture in religious education

This concise paper reports on the development of a Design-Based Research PhD project that explores the potential of virtual reality and digital pedagogies to enhance reflexivity in the context of religious education and cultural diversity awareness. The research is based in a Norwegian context and aims to develop transferable design principles for enhancing reflexivity in religious education for student teachers. The paper outlines the context, design framework, initial prototype intervention, initial participant feedback, as well as next steps in the research.