Cultural Conceptual Framework Research Articles

Jeans and their Fashionable Meanings: Revisiting Beverly Gordon's Cultural Conceptual Framework

Jeans and their Fashionable Meanings: Revisiting Beverly Gordon's Cultural Conceptual Framework

"Going to the Gym Is Not Congolese's Culture": Examining Attitudes Toward Physical Activity and Risk for Type 2 Diabetes Among Congolese Immigrants.

Purpose The purpose of this study was to explore perceptions and attitudes around physical activity among immigrants from the Democratic Republic of Congo and examine the influence of Congolese cultural beliefs on physical activity practice. Methods In-depth interviews were conducted and augmented by photo-elicitation among 20 Congolese immigrants, distributed equally by gender, aged 35 years or older. The PEN-3 model was used as the cultural conceptual framework. Results Using both the Relationships and Expectations dimension (Perceptions, Enablers, and Nurturers) and Cultural Empowerment dimension (Positive, Existential, and Negative) of the PEN-3 model, emergent themes were categorized around knowing the benefits of being physically active (perceptions), doctor encouragement to be more physically active (enablers), and the habit and local tradition of consuming beer after a soccer match (nurturers). Other emergent themes included Congolese loves to dance (positive), going to the gym is not Congolese culture (existential), and the challenge of increased physical activity (negative). Conclusions Congolese have their intrinsic cultural perceptions and attitudes around types of physical activity. The study disclosed a much more pronounced willingness to dance (as a potential source of increased physical activity) than to go to a gym. As such, if one wants to advocate a regimen of increased physical activity to offset the risk for type 2 diabetes, dance is an alternative to consider among some immigrants.

Hunger and Thirst of Women for Accessing Higher Education in the 21st Century

The aim of this paper is to examine the reasons why women choose to access higher education in the twenty first century. It uses a feminist research lens, noting that women are newcomers to higher education, since it was only in the nineteenth and twentieth centuries that women began to access higher education, as a direct result of active feminist campaigning and their determination. Their determination is underscored by the reasons identified for their choice to access higher education. These include, among others, the need to develop their socialisation capabilities and their aspiration to be liberated from been tagged ‘domestic engineers’. This paper, leaning on the gender–inclusive culture conceptual framework and extensive reviewed literature, also suggest that higher education has a direct impact on women's empowerment as it creates in them an awareness of their rights, their capabilities and the choices and opportunities available to them. DOI: 10.5901/mjss.2014.v5n6p283

Utilization of a Native American Nursing Conceptual Framework to Transform Nursing Education

The purpose of this qualitative study was to discover how the Nursing in the Native American Culture conceptual framework is utilized in nursing education. The conceptual framework describes how Native American nurses practice the profession of nursing. Using a focus group method, data were collected from 14 focus groups that were formed among 56 nurses and nursing student participants to discuss the experience and meaning of utilizing the Nursing in the Native American Culture conceptual framework in guiding nursing education. The findings revealed multifaceted and expansive aspects of how the conceptual framework is and can be used in relation to nursing education.