Cultural Disconnect Research Articles

Barriers to Sexual and Reproductive Health and Rights of Migrant and Refugee Youth: An Exploratory Socioecological Qualitative Analysis

(1) Background: Migrant and refugee youth’s (MRY’s) sexual and reproductive health and rights (SRHRs) are a global health issue. MRY encounter adverse SRH experiences due to limited access to and knowledge of SRHRs services. Using a socioecological framework, this study examined the barriers affecting MRY’s SRHRs. (2) Methods: A cross-sectional study utilising a participatory action research design was used. A total of 87 MRY (ages 16–26, from 20 cultural groups within Greater Western Sydney, Australia) completed seventeen focus group discussions on their SRHRs experiences. The focus groups were co-facilitated by youth project liaisons to ensure their authenticity and validity. The data were analysed thematically and interpreted using socioecological theory. (3) Results: The findings identified socioecological barriers, a lack of awareness about and access to services, and sociocultural dissonance as leading to the under-implementation of SRHRs services. These barriers included cultural disconnects, language barriers, remote service locations, intergenerational cultural conflicts, and ineffective SRHRs services. The key themes identified included traditional and institutional stigma, lack of SRH education, reliance on social media for SRH information, and privacy concerns. (4) Conclusions: There is a limited consideration of MRY’s SRHRs and the impact of intergenerational discordance and stigma on MRY’s rights. The findings suggest the necessity for a collaborative SRHRs strategy and policy design that empowers MRY’s agency across multicultural contexts.

De-Escalation With Low-Intensity Antecedent Strategies: Implications for Disproportionate Disciplinary Outcomes

Research suggests that a cycle of misbehavior can escalate quickly from corrections over minor rule infractions to threats of serious disciplinary consequences. There is also evidence that Black youth may be especially at risk for these escalations due to subtle or implicit racial bias, or cultural mismatches that may lead teachers to believe that minor rule violations, especially those that require subjective judgments, convey willful defiance or disrespect. In this article, we provide a brief overview of data confirming that Black students experience disproportionate disciplinary outcomes, explore the idea that one contributor to disproportionality may be cultural disconnects between adults and the student population, and consider the idea that many punitive disciplinary actions evolve from relatively minor classroom conflict, disruption, or rule violations. We argue that fairly simple, low-intensity antecedent strategies that show promise in defusing problems rather than exacerbating them may offer mitigation against disproportionate disciplinary outcomes.

In a Stranger’s House: Social Isolation of Internally Displaced People in Ukraine During Wartime

Abstract This article explores the impact of internal displacement during wartime in Ukraine on individuals’ social isolation. This study focused on understanding and comparing feelings of isolation in two different contexts: the native community in territories temporarily occupied by Russian troops since the full-scale war and the host community. The research reveals a consistent pattern of isolation characterized by feelings of loneliness, anxiety, and emotional exhaustion among internally displaced people (IDPs), irrespective of their location. Cultural disconnection emerges as a significant factor in both settings, with war-induced changes in social norms and practices leading to a sense of alienation in native communities, and the challenge of adapting to new cultural environments in host communities. Furthermore, it highlights IDPs’ increased vulnerability to bias, stigma, and anxiety in social interactions. Overall, this qualitative study advances the understanding of the effects of displacement on social isolation and provides insights that can inform effective recovery strategies and foster a resilient, cohesive national identity in post-war contexts in Ukraine.

Improving Indigenous Food Sovereignty through sustainable food production: a narrative review

Indigenous communities in the United States (US) face substantial challenges including health disparities, food insecurity, and cultural disconnection. The Indigenous Food Sovereignty (IFS) movement seeks to address these hurdles through the restoration of traditional foodways in balance with the natural environment. Initiatives aimed at enhancing IFS have proliferated across the US in recent years and are receiving increasing attention from the federal government. While increasing community food production is an important component of IFS, initiatives centered around this goal have received relatively little attention in the literature. A better understanding of current efforts will elucidate the factors underlying their successes and challenges, supporting the development of effective future initiatives. This review characterizes IFS food production initiatives in the US and identifies topics for further research.

A case study: lessons learned from online tutorial to improve practice readiness for family medicine residents in Palestine

BackgroundGeopolitical and socioeconomic challenges limit faculty development and clinical teaching in Palestine and many other developing countries. The first, and still only, Family Medicine (FM) residency program is a four-year program based out of An-Najah University in the West Bank. Training in primary care clinics occurs in the final two years and there are many challenges to adequate supervision in the clinical setting that were exacerbated during the pandemic. To improve the readiness for practice skills of 13 Palestinian FM residents a three-month tutorial program was organized in 2020. A nongovernmental organization (NGO) that has worked to support Family Medicine development in the region engaged experienced British and American General Practitioners trained as tutors to offer online tutorials. We examined the program as a case study to understand the factors that facilitated or impaired a positive virtual learning environment in a middle/low income country.MethodsThe tutors and residents were divided into groups and met virtually between June and September 2020. Evaluations and session reports collected during the program, the text of an online chat, and responses to an online survey two years later were collected. Using thematic analysis techniques, we evaluated the value for the residents at the time and two years later and identified factors that facilitated or impaired a positive virtual learning environment.ResultsThemes of knowledge, skills, attitudes, cultural disconnects, and tutorial logistics emerged. The group with the most stable tutor pairing, including one Arabic-speaker familiar with the context, was the most engaged. The all-female group formed a chat group to share real-time case questions during clinical practice and focused on skills (e.g. conducting a thorough medication review) and attitudes (e.g. open to sharing and discussing uncertainties). Other groups were less cohesive.ConclusionsTransnational tutorials that focused on clinical thinking and decision-making skills were most successful when the tutorial pair was stable, offered familiarity with the language and addressed cultural differences. Intrinsic factors such as lacking the motivation to participate and extrinsic factors such as unstable internet and rolling electric cuts, and clinical structures that made applying new skills challenging were more difficult to address but must be considered.

"YOUTUBE DOESN'T CARE ABOUT CREATORS": HOW YOUTUBERS USE THE PLATFORM TO PROMOTE ACCOUNTABILITY

Unsatisfied with the black-boxing of algorithmic governance and platform governance on YouTube more generally, creators have begun to seek accountability through other means, deploying their skills, audiences, and situated knowledge to investigate the platform’s operations. This paper examines a phenomenon we term $2 , or the use of publicity via content creation to reveal failures, oversights, or harmful policies on a platform. We analyzed 250 videos featuring issues of platform accountability following a grounded theory approach. Our results revealed that most videos calling out the platform took the form of vlogs that were negative in tone towards YouTube, or a mix of negative and positive. YouTube itself was the actor most targeted for accountability, but automated systems, other creators, YouTube employees, and even former YouTube CEO Susan Wojcicki were all prominently cited. Most complaints were aimed at YouTube’s policies, lack of communication, or perceived bias against creators of certain demographics or who made undesirable types of content. Claims of censorship were also prominent, as were frustrations with YouTube’s appeals process and the cultural disconnect between YouTube users and YouTube corporate. Publicizing problems with the platform in a way that draws attention from audiences, news media, and fellow creators represents one of the most important ways YouTubers can participate in platform governance. Our study outlines the primary methods they use to do so and the reasons that motivate them to engage in user-generated accountability.

Explaining aversion to true crime documentaries: why do audiences refuse to watch them?

ABSTRACT Despite the widespread fascination with media content, scholarly attention often overlooks aversion, refusal, or resistance to it. This qualitative study explores the rejection of True Crime documentaries (TCD) by examining viewers in Colombia and Singapore, identifying reasons for refusal and exploring perceived effects, with emotional distress being a common factor. Notably, differences emerge between the two samples: Singaporean participants dislike TCDs due to a cultural disconnect tied to their low murder rate, and they lack precise notions about TCD effects. In contrast, Colombians cite the need to escape everyday violence and avoid glorifying criminals. These findings suggest that cultural context, including murder rates, influences viewers' aversion to TCDs, underscoring the importance for TV managers to consider localization in global content distribution decisions.

Heritage Language Fluency: Effects on Second Generation, Asian American Youth's Bicultural Identity

This paper studies the bicultural experiences of second generation, Asian American high schoolers, specifically regarding heritage language. As this population is constantly in different environments where they have to adhere to different cultural contexts, many disconnects have continuously arised due to cultural gaps or clashes. Among these cultural disconnects is language disparities between that of the host and heritage country. Thus, the objective of this paper was to examine the relationship between fluency of heritage language and this demographic’s bicultural identity through a mixed-method survey. After conducting correlational and thematic analysis of the results, it was found that while significant commonalities are present in perspectives toward heritage language, there were unique intricacies within each data set that were molded by participants’ personal experiences and situations. Thus, from the data collected, heritage language fluency does play a part in shaping bicultural identity, but there is a lack of direct correlation. Asian American youth’s bicultural experiences and other fundamental aspects like assimilation pressures and surrounding communities work in conjunction with language to impact the bicultural experience. Therefore, considering the diverse sources of assimilation pressures, a cross-context collaboration is needed, where heritage language learning is supported and valued.

Views and experiences of primary care among Black communities in the United Kingdom: a qualitative systematic review

ABSTRACT Background In the United Kingdom, people with non-white ethnicities are more likely to report being in worse health conditions and have poorer experiences of healthcare services than white counterparts. The voices of those of Black ethnicities are often merged in literature among other non-white ethnicities. This literature review aims to analyse studies that investigate Black participant experiences of primary care in the UK. Methods We conducted a systematic literature review searching Medline, Web of Science, EMBASE, SCOPUS, Social Policy and Practice, CINAHL plus, Psych INFO and Global Health with specific search terms for appropriate studies. No publish date limit was applied. Results 40 papers (39 articles and 1 thesis) were deemed eligible for inclusion in the review. A number of major themes emerged. Patient expectations of healthcare and the health seeking behaviour impacted their interactions with health systems in the UK. Both language and finances emerged as barriers through which some Black participants interacted with primary care services. (Mis)trust of clinicians and the health system was a common theme that often negatively impacted views of UK primary care services. The social context of the primary care service and instances of a cultural disconnect also impacted views of primary care services. Some papers detail patients recognising differential treatment based on ethnicity. The review included the voices of primary care professionals where descriptions of Black patients were overwhelmingly negative. Conclusion Views and experiences of Black groups may be radically different to other ethnic minorities and thus, should be teased out of broader umbrella terms like Black and Asian Minority Ethnic (BAME) and Black Minority Ethnic (BME). To address ethnicity-based health inequalities, culturally sensitive interventions that engage with the impacted community including co-designed interventions should be considered while acknowledging the implications of being racialised as Black in the UK.

The Effects of the Mediterranean Diet on Health and Gut Microbiota.

The Mediterranean Diet (MD) is plant-based and consists of multiple daily portions of vegetables, fruit, cereals, and olive oil. Although there are challenges with isolating the MD from the typical Mediterranean lifestyle and culture (including prolonged 'social' meals and siestas), much evidence supports the health benefits of the MD that include improved longevity, reduced metabolic risk of Diabetes Mellitus, obesity, and Metabolic Syndrome, reduced risk of malignancy and cardiovascular disease, and improved cognitive function. The MD is also associated with characteristic modifications to gut microbiota, mediated through its constituent parts (primarily dietary fibres, extra virgin olive oil, and polyunsaturated fatty acids [including ω-3]). These include enhanced growth of species that produce short-chain fatty acids (butyrate), such as Clostridium leptum and Eubacterium rectale, enhanced growth of Bifidobacteria, Bacteroides, and Faecalibacterium prausnitzii species, and reduced growth of Firmicutes and Blautia species. Such changes in gut microbiota are known to be associated favourably with inflammatory and oxidative status, propensity for malignancy and overall metabolic health. A key challenge for the future is to explore the extent to which the health benefits of the MD are mediated by such changes to gut microbiota. The MD confers both health and environmental benefits. Adoption of the MD should perhaps be encouraged and facilitated more generally and not just restricted to populations from Mediterranean regions. However, there are key challenges to this approach that include limited perennial availability of the constituent parts of the MD in some non-Mediterranean regions, intolerability of a high-fibre diet for some people, and potential cultural disconnects that juxtapose some traditional (including Western) diets with the MD.

Equity perspectives of school stakeholders regarding the representation and access of black male students in an academy of engineering

AbstractIn this study, we utilized a case study approach to examine the perspectives of 20 school stakeholders regarding equitable ways they promote and broaden the participation of Black male students in a high school academy of engineering (AOE). Madison River Academy (pseudonym) is a comprehensive high school with an AOE embedded in it. The ethnic and racial backgrounds of students at Madison River Academy are 68.8% Black, 14.4% Latinx, 8.7% White, 4.3% Asian, and 3.4% Multiracial. Three themes emerged from our data analyses of the school stakeholder interviews, including the following: (a) a cultural mismatch: denoting the cultural disconnect between teachers and Black male students; (b) math as a gatekeeper: symbolizing mathematics as a barrier Black male participation in the AOE; and (c) promoting equitable access: representing strategies the school stakeholders discussed that could address the equity issues within the AOE. More specifically, within the promoting equitable access theme, two subthemes emerged: building vertical pathways from middle to high school and applying science, technology, engineering, and mathematics (STEM) pathways. We provide recommendations for addressing the equity issues within our case study and promoting higher levels of participation of Black male students in the AOE.

Journeys of culturally connecting: Aboriginal young people's experiences of cultural connection in and beyond out‐of‐home care

AbstractWith growing overrepresentation of Aboriginal and Torres Strait Islander children and young people in out‐of‐home care (OOHC), cultural disconnection is an omnipresent threat. Despite research and inquiries that have highlighted the risk of cultural disconnection for Aboriginal and Torres Strait Islander children living in OOHC, limited research has explored Indigenous children and young people's experiences of cultural connection in the Australian context. Informed by Indigenous Standpoint Theory, this Aboriginal‐led qualitative study sought to understand 10 OOHC‐experienced Aboriginal young people's experiences of cultural connection over time, including after exit from OOHC, through retrospective interviews that employed a phenomenological lens. It was found that Aboriginal young people experienced cultural connection as a heterogenous process involving identity formation and the practice of culture, enacted as a choice over time. The complexity of Aboriginal young people's experiences of cultural connection over time gives rise to a new understanding of cultural connection as a journey of culturally connecting, wherein the risk of cultural disconnection is complicated by intergenerational child removals, dominant discourse about what constitutes Aboriginal culture, and removal from an Aboriginal cultural milieu.

Ethnic Identity of Urban Indigenous Adolescents in Taiwan

Amid Taiwan's industrialization and changing production methods, indigenous tribes' economies were affected, leading to the emergence of "urban indigenous people." However, subsequent generations are city-born and raised, receiving city-centric education. This makes it difficult for urban indigenous descendants to have a sense of identity with traditional tribal culture and indigenous identity. Therefore, this study hopes to understand how urban indigenous adolescents establish their ethnic identity. This study conducted semi-structured interviews with six urban indigenous adolescents aged between 12 and 18 years. The research results indicate that the ethnic identity of urban indigenous adolescents shows evident cultural disconnection, slight characteristics of "pseudo-cultural identity" and the reproduction of stereotypes about ethnic groups. In addition, this study also thoroughly analyzed the factors that facilitate and hinder the development of ethnic identity among urban indigenous adolescents, as well as how they cope with ethnic identity crises.

Learning of English Literature: ESL Pre-Service Teachers’ Perceptions and Challenges

Learning of literature, particularly in the ESL context, has been subjected to controversy and consensus. Its proponents argue that literature learning can be beneficial for learners because it provides valuable authentic material and fosters language enrichment, cultural awareness, and personal involvement. Its opponents, however, believe that literature brings its own sets of challenges such as language difficulty and cultural disconnection. As the learning of literature has a direct impact on the learners, it is important to understand how learners view the subject, and their experience in learning it. Such understandings can lead to better teaching and learning of literature in ESL classrooms. Hence, this paper attempts to discuss pre-service teachers’ perceptions of, and challenges in, learning literature in a public university in Malaysia. A questionnaire, consisting of multiple-choice items and open-ended questions, was distributed to respondents enrolled in a literature course at the university. Frequency count is used to calculate the response of each question in the single-option format while crosstabulations are used whenever the responses are to be compared with each other. In addition, the learners’ academic grades are analysed and cross tabulated with the items in the questionnaire. The findings show that the learners have positive perceptions of literature and admitted having enjoyed learning literature in the course due to several factors, including the role of the instructor. These findings have implications on how educators plan and teach literature courses, which will affect how ESL learners approach and learn literature.

Resistance to Assimilation: Expanding Understandings of First Nations Cultural Connection in Child Protection and Out-of-home Care

ABSTRACT Aboriginal and Torres Strait Islander cultures are integrated into child protection and out-of-home care (OOHC) systems via the connection element of the Aboriginal and Torres Strait Islander Child Placement Principle (ATSICPP). This article focuses on cultural connection in Australian child protection and OOHC systems over time, from its inception to its contemporary use to improve health and wellbeing and ameliorate cultural disconnection. An expanded understanding of cultural connection in Australian OOHC systems is articulated where cultural connection is theorised as a process of culturally connecting, while a critical position concerning the risk of cultural disconnection in OOHC is held. Indigenous cultures are fundamental to individual and community health and wellbeing. However, cultural connection in Australian OOHC systems risks becoming a site of bureaucratic policy compliance to ameliorate the effects of cultural disconnection produced by disproportionate First Nations child removals. This article illuminates this critical position while theorising how culturally connecting can be better understood in OOHC. IMPLICATIONS Cultural connection for First Nations children and young people is important for health and wellbeing, but is poorly understood in child protection and out-of-home care contexts. Cultural connection includes a community element, where culture acts as a point of distinctiveness to show that Indigenous peoples are surviving. At this juncture, cultural connection is a tool to resist the assimilatory impacts associated with ongoing child protection removals. Cultural connection can be understood as a complex journey of connecting for First Nations children and young people.

New media and cultural disconnect: A study on the lodha tribal community of India

A qualitative study was undertaken among Lodha tribals in the Mayurbhanj district of Odisha to examine how digital media accessibility has affected the social and cultural life of the youths of this tribal community. It also assessed any interrelationship between new media existence and cultural exclusion among the youths. Face-to-face interviews, focus group discussions, and observation methods were applied for accessing and generating information. Five villages with more than 70 percent Lodha population were selected for the study. A stratified random sampling method was used to determine the sample. The results directly link new media consumption and cultural disconnect among the Lodha youths. The young tribals were moving away from their traditional cultural systems into a more urbanized existence that is far removed from the life known to their previous generations.

Exploring Language and Cultural Disconnects: Learning From BSW Students and Faculty Within an English as a Medium of Instruction Environment

English as the medium of instruction (EMI) is a growing global phenomenon that impacts social work educators who are teaching in second-language environments. This study used action research to explore barriers to EMI learning and teaching among students and faculty in a BSW program at a <a></a>United Arab Emirates (UAE) college. Cognitive load theory provided a lens to understand these obstacles. Participants included five students and seven faculty. Findings indicated communication deficits among students and faculty, which were further influenced by the cultural environment. This study contributes to an understanding of the obstacles encountered in social work programs that use EMI.

Cultural Disconnection During the Pandemic: Access, Art Museums, and the Digital Divide

This article considers who has access to cultural resources during the pandemic, and how isolation from resources due to insufficient technology can impact art museum audiences. The authors consider the benefits and consequences of digital programming during the pandemic through the framework of a museum ecosystem, and how museums can circumnavigate the digital divide. This article also addresses the precarious position of art museum educators during the pandemic and their critical role in serving as bridges between museums and communities.

Harmony and Tension in Integrating Indigenous Responses to COVID-19 in Uganda

Coronavirus poses a global health challenge. Amidst uncertainties associated with the pandemic, effective response requires multiple stakeholder involvement. The performance of ryemo gemo, an indigenous epidemic control measure among the Acholi in Uganda as part of the response to COVID-19 evoked responses that highlighted both harmony and tension in integrating a traditional response in the national efforts. We review the directives, the cultural context of the practice of ryemo gemo and reactions it evoked on social and print media, and discuss points of convergence and divergence in integrating the traditional practice, and compounding factors of tension. The complexity of the social challenges, the lack of shared worldview in regards to the indigenous measure, cultural disconnect and lack of clear impact assessment underlie the tension. The power of indigenous measures for sensitization and mobilization can be harnessed in the COVID-19 fight by strengthening appropriate behavioral outputs consistent with the pandemic control.

Ohén:ton Karihwatéhkwen and Kanien’kehá:ka Teachings of Gratitude and Connection

This article stems from a conversation with Otsi’tsakén:ra Charlie Patton that took place on Mohawk/Kanien’kehá:ka territory in Southern Turtle Island (Also known as Quebec, Canada) Otsi: tsaken’ra is a Kanien’kehá:ka who teaches the importance of harvest and the inter-relational connection that human beings have with what they harvest. His teachings begin with the Ohén:ton Karihwatéhkwen (Also known as the Thanksgiving address, greetings, or opening prayer), an opening address, which invites all who partake to be “of one mind”. The Ohén:ton Karihwatéhkwen embodies the importance of storytelling, the Creation story, harvest teachings, and cultural continuity, which are all important teachings that are necessary for Onkwehónwe (The Original People) to begin healing from the effects of colonialism, cultural and linguistic disconnection, state-imposed violence, and racism.