Cultural Diversity Research Articles

Exploring the integration of culturally and linguistically diverse nurses and nursing students in healthcare: A cross-sectional study

AimTo investigate the factors that influence the integration of CALD nurses and nursing students into the healthcare system and to explore their perception of integration. BackgroundIn many countries, strengthening the nursing workforce requires a ramping up of international recruitment. Culturally and linguistically diverse (CALD) nurses and nursing students experience significant challenges when integrating into new healthcare systems. DesignData for this cross-sectional observational study were collected electronically from CALD nurses (n = 15) and from nursing students (n = 87). MethodsThree new instruments were developed and used to measure nurses’ own role at work, cultural and linguistic diversity at work, and the professional competence development. Likert scale from 1 to 4 was used to evaluate the agreement rate. The study data were analysed using K-means cluster analysis to determine the integration profiles. ResultsThree integration profiles (A, B, and C) were identified based on the participants' self-assessed perceptions of integration. Perceptions of each profile ranged from low (≤2.49) to high (≥3.50), with most being intermediate (2.50–3.49). Further, the perceptions of integration were lowest in Profile A and highest in Profile C. The profiles differed statistically significantly in all other measured integration areas, except CALD nurses’ language skills and in the nurses’ ability to develop their skills. Individuals educated in Finland, who have clinical practice experience and assessed their language proficiency at least at an intermediate level, demonstrated better performance, a deeper understanding of the nurse's role in healthcare, greater confidence in their skills, and fewer experiences of discrimination. ConclusionsIntegration is weakest among those with lower language skills and who completed their education outside of Finland. Healthcare organisations should develop integration models and mentoring programmes informed by new insights to support the integration of CALD nurses into the healthcare system. These models and programmes could help CALD nurses and nursing students to better understand their roles in healthcare.

The Human Touch in the Age of Artificial Intelligence: A Literature Review on the Interplay of Emotional Intelligence and AI

Although artificial intelligence has made significant strides in analyzing extensive datasets and recognizing intricate patterns, it still struggles to replicate the nuanced understanding of human emotions. This study aims to explore the complex relationship between emotional intelligence (EI) and AI, investigating the potential for AI to enhance our understanding and development of EI. Emotion detection in AI often involves analyzing facial expressions, speech patterns, and physiological cues. However, incorporating cultural diversity and biases into training datasets can hinder accuracy and efficiency. A promising area of future research is the development of AI systems capable of not only perceiving emotions but also demonstrating emotional intelligence. Such systems could revolutionize human-robot interactions, fostering more genuine and empathetic connections. Delving into the relationship between EI and AI can gain a deeper understanding of AI's emotional intelligence, appreciating its capabilities and limitations. This knowledge can pave the way for more compassionate and effective human-AI interactions. This knowledge can inform the development of more sophisticated AI systems that can contribute to our own emotional growth and well-being.

Developing Compassionate Community: Insights from the International Standards for Community Development

Aging populations have increased demand for hospice palliative care and support for dying persons. More broadly, community support is also becoming an increasingly important aspect of public health intervention. Compassionate communities advocate active bottom-up community participation to strengthen communities’ assets around death and dying. However, these rapidly growing initiatives face a challenge in putting values such as cultural diversity, relationship, and love into practice and in making a social impact through “meaningful participation” at the community level. Reflecting on our experiences in a recent study of dying at home in Canada, we consider potential challenges for compassionate communities more broadly. We argue that risks related to gendered inequity, neo-liberal discourses around caring work, and an over-emphasis of community resilience need to be deliberated in compassionate community policy and service development. To mitigate these risks, we argue that the eight components of the International Standards for Community Development Practice or ISCDP (from the International Association for Community Development or IACD) provide important direction about putting values into practice, for instance by advocating for service and policy improvement while engaging in practice and research on compassionate communities. We discuss how the international standards can inform compassionate community development in Canada.

Rethinking food aid for immigrants and refugees: Insights from Syracuse

AbstractMotivationFood security is a multidimensional issue, crucially underpinned by cultural acceptability, which significantly affects emotional well‐being and social integration. This study was motivated by the persistent challenge faced by refugee and immigrant communities in accessing culturally appropriate food, a critical aspect often overlooked by food assistance programmes. This gap both hinders nutritional intake and impedes the emotional and social well‐being of these vulnerable populations.PurposeThis study aimed to explore the alignment between the cultural dietary preferences of refugee and immigrant communities in Syracuse, New York, and the offerings of local food aid programmes, specifically focusing on culturally appropriate fresh produce. It sought to understand the extent to which food assistance meets the cultural needs of these communities, thereby informing potential improvements in food security practices and policy.Approach and MethodsUsing a mixed‐methods approach, the study collected quantitative and qualitative data. Surveys were conducted with 35 refugee and immigrant women to quantitatively assess the availability and suitability of culturally specific food items within local food bank programmes. In addition, qualitative insights were derived through focus group discussions with eight of these participants. This dual‐method approach allowed for a comprehensive evaluation of both perceived and actual gaps in service provision.FindingsThe findings highlighted a significant gap between the fresh produce provided by the food assistance programmes and the cultural dietary needs of the participants. Although these programmes provide essential nutrition, they often neglect to accommodate the cultural preferences of diverse communities. This emphasizes the urgent need for food aid initiatives to integrate cultural preferences, enhancing the acceptability of food aid and supporting the psychological adjustment of refugees and immigrants to new environments.Policy ImplicationsThis study underscored the need for policy‐makers and food assistance programmes to prioritize cultural appropriateness alongside nutritional adequacy. It recommended the adoption of more inclusive food distribution practices that recognize and respect the cultural diversity of beneficiaries. Such practices are crucial, not only for improving the nutritional and psychological outcomes of refugees and immigrants but also for fostering their integration and participation in the community. Establishing policies that encourage the inclusion of culturally diverse food options can significantly enhance the effectiveness of food security efforts.

THE ROLE OF JAVANESE CULTURE ON COMMUNICATION PATTERNS IN THE CAMPUS ENVIRONMENT

This study explores the role of Javanese culture on communication patterns among communication science students in campus environments. Javanese culture, rich in values such as harmony, respect, and empathy, plays a pivotal role in shaping interactions among Javanese communication science students. Employing a qualitative descriptive approach, data was gathered through observations and in-depth interviews with Javanese communication science students at one of campuses in Java. Findings reveal that Javanese communication science students tend to engage in subtle communication and avoid direct conflicts, reflecting their efforts to maintain harmony in daily interactions. The formal and respectful communication patterns observed in their interactions with professors or senior peers also underscore their reverence for social hierarchies ingrained in Javanese culture. Furthermore, Javanese students demonstrate adeptness in adapting to multicultural environments, adjusting their communication styles without compromising their cultural values. Despite technological advances and the influence of social media, traditional Javanese cultural values persist in their online interactions, indicating cultural resilience amidst modernization. This study highlights the significance of cultural education in preserving Javanese cultural identity among students and enhancing understanding and appreciation of cultural diversity on campus. It provides insights into local cultural dynamics within the context of higher education and its relevance in an increasingly interconnected global era.

Measuring Teacher Personality Competence: Era 5.0 Challenges for Teachers in Indonesian Archipelago

Teachers in archipelagic regions face challenges such as limited access, geographical isolation, and cultural diversity, particularly in the Society 5.0 era. This study aims to assess the feasibility of an instrument for measuring teacher personality competency in this context. Using a quantitative approach, the study was conducted in Maluku Province, with a multistage random sample of 752 teachers from 94 schools. The instrument employed a modified four-point Likert scale, and data analysis was conducted using the PLS-SEM method to evaluate the measurement and structural models. Key findings include: 1) Exploratory Factor Analysis (EFA) identified six dominant factors and 29 items to measure teacher personality competency; 2) The measurement model demonstrated feasibility, with construct validity confirmed through convergent validity (loading factors 0.70 and Average Variance Extracted 0.50) and discriminant validity (Fornell-Larcker criterion and Heterotrait-Monotrait Ratio 0.90). Reliability was supported by Cronbach’s Alpha, Rho_A, and composite reliability values all exceeding 0.70. These results indicate that the instrument is suitable for assessing teacher personality competency in island regions, helping address the challenges of the Society 5.0 era. The study has important implications for Indonesian education stakeholders, providing a validated tool to guide teacher performance evaluations.

‘It’s a matter of personal attitudes rather than speakers’ nativeness’: Korean professionals’ perceptions of intercultural communicative competence (ICC) in English as a Business Lingua Franca (BELF) communication

ABSTRACT This study explores the perceptions of intercultural communicative competence (ICC) among Korean professionals in English as a business lingua franca (BELF) communication. The findings highlight the participants' emphasis on the importance of fluency, focusing primarily on the functional aspects of fluency rather than native-like proficiency. The analysis also indicates that the ability to accommodate others plays a crucial role in achieving effective ICC in BELF, facilitating the resolution of variability and misunderstandings. Consequently, communicative competence in BELF requires enhanced flexibility and adaptability, enabling professionals to develop the requisite knowledge, skills, and attitudes to comprehend and navigate cultural and linguistic diversity.

World Society, Cultural Diversity, and Gender Gap in Political Empowerment

Abstract This article studies the interactive effects of world society and cultural diversity on the gender gap in political empowerment. Focusing on the Women’s Share of Seats in National Parliaments (WSSNP) and the Gender Gap in Political Empowerment (GGPE) Index as two main outcome variables, the analyses use a growth curve approach to estimate nations’ trajectories of gender political inequality and explain them by time-invariant and time-varying independent variables. Overall, the results suggest that nations’ level of embeddedness in the world society, measured by the political globalization index of the KOF Swiss Economic Institute, closes the gender gap in political empowerment. Nevertheless, more culturally diverse societies, in terms of the level of religious fractionalization, are more susceptible to the equalizing impacts of globalization on the gender gap in political empowerment. Conversely, culturally homogenous nations appear to show some level of resistance to adopting the gender-equitable values prompted by world culture.

A mixed methods analysis of a yearlong intercultural competence curriculum strand

ABSTRACT Background: In a published 2016 report, it was estimated that approximately 80% of public-school teachers identified as White (United States Department of Education 2016). The duality of the issue is that the diversity of the teacher workforce has improved since 1990 but lags in comparison to the increasing diversity of the student population [Gumber, C., and J. Beckhusen. 2022. “U.S. Teachers More Diverse but Still Lag Student Racial, Ethnic Makeup”. United States Census Bureau, January 5. Accessed August 12, 2022. https://www.census.gov/library/stories/2022/01/nations-teachers-more-diverse-but-still-lag-racial-ethnic-makeup-of-students.html.]. The discrepancy that exists in racial or ethnic diversity between teachers and students has been termed a cultural gap [Muschell, L. H., and H. M. Roberts. 2011. “Bridging the Cultural Gap: One Teacher Education Program’s Response to Preparing Culturally Responsive Teachers.” Childhood Education 87 (5): 337–340. https://doi.org/10.1080/00094056.2011.10523209]. The value proposition for a teacher workforce that mirrors society is hard to dispute. In the broadest sense, members of the education sector must coordinate efforts to recruit and retain culturally diverse teachers. While these efforts are critical, progress will likely be carried out over a longer period of time. Thus, adequately preparing current and future teachers to bridge the cultural gap is essential. Purpose: Intercultural competence (ICC) is an increasingly relevant topic for teacher preparation programs. To date, there remains a relative dearth of research on strategies that physical education teacher education (PETE) programs can use to promote ICC among teacher candidates (TCs). This study aimed to explore a yearlong curriculum strand’s impact on promoting ICC development in TCs. Methods: A mixed methods research design involving quantitative and qualitative data collection was employed. The quantitative measure was the Intercultural Development Inventory®. Qualitative measures consisted of journal entries and semi-structured interviews. Datasets were then merged to generate mixed-data narratives. Participants included 29 TCs enrolled at a mid-Atlantic University. Findings: Analyses revealed that the curriculum strand did not promote significant change in teacher candidates’ ICC levels quantitatively. Researchers used the constant comparison method to interpret the mixed data narratives. Analyses of the mixed data narratives revealed four emergent themes: (a) experience with cultural diversity; (b) confidence to teach culturally diverse students; (c) making sense of ICC; and (d) reflection on action. Conclusions: Participant data suggests that ICC is a topic that TCs value but may be lacking in their practical, applied understanding of working across cultural differences. Implications and future research on promoting ICC among physical education TCs are discussed. To our knowledge, this study will be the first application of the IDI® to explore change following physical education TCs’ participation in a yearlong curriculum strand focused on promoting ICC.

Aplikasi Pengenalan Rumah Adat Berbasis Augmented Reality Pada Perangkat Mobile Android

Indonesia has an extraordinary cultural wealth, including various traditional houses reflecting history and values. However, people's understanding of conventional houses is often limited. Factors such as the availability of introductory media and changes in people's mindsets have caused reduced interest and attention to traditional cultural heritage, including traditional houses. Augmented Reality (AR) technology has emerged as an innovative solution to facing this challenge. This research develops an AR-based traditional house introduction application on the Android platform, with the addition of interactive features such as quizzes and puzzles. The research results show that this application can increase people's understanding and interest in Indonesia's cultural heritage. Functionality testing on the Poco F5 and Samsung A50 devices shows valid results, meaning the test is reliable and can provide an accurate picture. Meanwhile, feasibility testing with 7 Yogyakarta Technology University students showed varying responses, but the majority positively assessed this application. By utilizing AR technology, this application can be an essential first step in maintaining and promoting Indonesia's cultural diversity in the digital era.

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.

Harnessing Digital Transformation with AI to Improve the Teaching and Learning of English as Second Language in Nigeria

The integration of technology and artificial intelligence (AI) has revolutionized various sectors, including education, particularly in English as a Second Language (ESL) learning. In Nigeria, where English is the official language for education and commerce, proficiency in English is crucial for academic and professional success. However, traditional ESL teaching methods often fail to meet the diverse linguistic and cultural needs of Nigerian learners, resulting in varying proficiency levels. This paper explores the potential of digital transformation and AI to enhance ESL teaching and learning in Nigeria. AI-driven tools offer personalized learning experiences, adaptive assessments, and interactive content, while digital transformation facilitates access to quality educational resources and inclusive learning environments. The study highlights key opportunities, such as personalized learning, increased engagement, and improved assessment, while also addressing challenges like technological barriers, teacher training, and cultural diversity. Recommendations include investing in digital infrastructure, developing teacher training programs, and ensuring ethical data practices. Future research should evaluate AI's long-term impact on ESL education in Nigeria and refine technologies to better meet diverse student needs. This study contributes to the discourse on innovative language teaching approaches in the digital age, offering insights that extend beyond Nigeria's borders.

The Pengayaan Literatur dan Implementasi Nilai Pancasila pada Anak Usia Dini di SDN Suci 5 Jember

Introducing Pancasila from an early age is crucial to fostering a sense of love for the homeland, starting with education at the primary school level. This socialization activity was conducted by university students at SDN Suci 5, located in Desa Suci, Kecamatan Panti, Kabupaten Jember, due to many students lacking an understanding of the importance of learning Pancasila. The goal of this socialization is to help students internalize and apply the values of Pancasila in their daily lives, considering that Pancasila is the foundation of Indonesia, a multicultural nation characterized by diverse ethnicities, races, religions, and cultures. This diversity is reflected in Pancasila's motto, "Bhineka Tunggal Ika," which means "Unity in Diversity." As the nation's foundation, Pancasila should guide the behavior of every citizen. Instilling Pancasila values from an early age is expected to strengthen Indonesia's resilience in facing various challenges. Therefore, implementing Pancasila in daily life is essential to showcase a dignified and culturally rich national identity

Are food and nutrition assistance programs fostering an equitable early care and education (ECE) food environment? A systematic review utilizing the RE-AIM framework

BackgroundHealth inequities related to poor diet, food insecurity, and obesity negatively affect children from low-income minority families. The USDA administers Food and Nutrition Assistance Programs (FNAPs) in Early Care and Education settings (ECEs) to safeguard the health of vulnerable children. However, the extent to which FNAPs provide an equitable food environment in ECEs remains unclear. ObjectiveExamine FNAPs’ association with young children's (2–6 years) food environment in ECE through a systematic review using the RE-AIM (Reach, Effectiveness, Adoption, Implementation, and Maintenance) framework. The primary focus is to operationalize RE-AIM in ECE context and evaluate FNAPs' association with the ECE food environment using an equity lens. Measurable outcomesFood environment dimensions were assessed at three levels: ECE setting (availability, accessibility, affordability, acceptability, accommodation); ECE provider (feeding practices); and child (dietary intake, food insecurity, BMI percentile). ResultsThe review included 38 articles (cross-sectional=30, mixed method=1, pre-post=5, longitudinal=2) with Child and Adult Care Food Program (CACFP; n = 35), Farm to ECE (n = 2), and Food Bank-ECE program partnership (n = 1). No study addressed all RE-AIM indicators. CACFP participation showed positive association with healthy food availability (n = 28), feeding practices (n = 12), child dietary intake (n = 6), and reduced risk of being overweight (n = 1). Farm to ECE interventions showed increased local food affordability (n = 1) and children's acceptance of healthy foods (n = 1). No study addressed foods served in ECEs to accommodate cultural diversity, special dietary needs, developmental disabilities, or reported child food insecurity. ConclusionCACFP emerges as the most prevalent FNAP nationally for having potential to improve ECE food availability and feeding practices, but further research is needed to address equity gaps by examining its impact on child outcomes (dietary intake, BMI percentile) across diverse geographic locations (urban vs. rural), ECE organizational structures (center-based vs. home-based), and demographic characteristics of ECE providers and children.

Acculturation Strategies and Their Impact on Psychological Health

The dramatic rise in migration during this decade has sparked many questions regarding migrant’s choices and how these choices determined or altered their lives. This study explores the impact of various acculturation strategies—assimilation, separation, integration, and marginalization—on the mental well-being of migrants. Our research strategy involves employing a literature review to synthesize quantitative data from psychological assessments and qualitative insights from migrant interviews. Findings indicate that marginalization, characterized by a lack of engagement with both the host and origin cultures, correlates with the poorest mental health outcomes, including heightened levels of stress, anxiety, and depression. Conversely, integration, where migrants maintain their cultural heritage while also participating in the host culture, is associated with the most favorable psychological health, reflecting lower stress levels and higher life satisfaction. While some migrants report a sense of security and identity preservation, others experience isolation and limited social support, leading to mixed mental health outcomes. Ultimately, this research sheds light on how migrants’ approach to cultural ties can be pivotal in their lives by directly impacting their psychological health. We aim for this paper to be a didactic source of information for policy makers, migrants and even citizens to use in order to create societies that promote collectivity and cultural diversity. Keywords: Acculturation, psychological health, mental health, migration

Contribution of the English Language to Advancing Travel and Tourism

This article explores the intricate relationship between language and tourism, focusing on the role of English as a global lingua franca in facilitating communication and cultural exchange. While English is often viewed as a colonial language used for resource exploitation, its knowledge is a resource that attracts and facilitates tourists, enriching tourism. The research questions address how English has become integral to tourism and its impacts on tourist experiences and destination choices. The study employs a historical and sociolinguistic analysis, examining the historical, political and economic factors contributing to the globalization of English. The paper emphasizes the importance of effective communication in tourism, illustrating how language proficiency in English enhances tourist experiences and influences destination selection. Additionally, it highlights the significance of linguistic diversity in enriching the tourism experience and promoting inclusivity. Findings indicate that English proficiency significantly enhances tourist experiences while linguistic diversity adds value to tourism. The paper advocates for sustainable tourism practices that embrace cultural and linguistic diversity. Overall, it calls for a deeper understanding of the interplay between language and tourism to foster cultural appreciation and sustainable tourism practices globally.

Emergency Department Use Following Self-Harm and Suicide Ideation: An Analysis of the Influence of Cultural and/or Linguistic Diversity Using Data From the Self-Harm Monitoring System for Victoria (2012-2019).

Self-harm and suicide ideation are global health concerns, significantly impacting culturally and linguistically diverse (CALD) populations. Emergency departments (EDs) play a role in intervening following such presentations, yet there is limited research focusing on the CALD population's use of these services in Australia. This study aimed to explore patterns in ED use for self-harm and suicide ideation, comparing CALD and non-CALD persons in terms of service use, presentation themes and likelihood of repeat presentations. This was a cross-sectional analysis of data from presentations for self-harm and suicide ideation to the ED of a major metropolitan hospital in Victoria, Australia, from 2012 to 2019. The study used thematic analysis of triage notes, recurrent event analysis and logistic and linear regressions to compare CALD and non-CALD presentations. CALD presentations comprised 1.3% (n = 202) of the total (n = 15 606). CALD presentations were more likely to occur during business hours, less likely to be triaged as urgent and more likely to result in ward admission. Occupation stressors were more common in CALD presentations. A lower likelihood of repeat presentations was observed among CALD persons. The study also highlighted the limitations of current data collection practices in capturing the full spectrum of CALD presentations. This study found variability in the recording of CALD status, warranting further investigation into how data collection in EDs may be improved. Increased ward admission rate and lower likelihood of repeat presentation by CALD persons also indicate that further research is required to understand help-seeking and clinical decision-making in the CALD population.

The Roma Population: Migration, Settlement, and Resilience

The Roma population—with a unique history marked by migration, settlement issues, and ongoing resilience—has always faced significant social marginalization and has often been subjected to forced migration. Despite being one of the largest and most diverse ethnic groups in Europe, Roma continue to face systemic discrimination and social exclusion, leading to poor outcomes in education, employment, health, and housing. This article analyses the migration pathways, settlement experiences, and persistent obstacles faced by Roma. We argue that removing historical and systemic barriers to create a more equitable and welcoming environment for the Roma community is their right. The resilience of the Roma community in the face of adversity is a testament to their cultural strength and adaptability. This research aims to document these aspects and thus provide a basis for policies that promote social inclusion, equality, and respect for cultural diversity.

Changes in the funeral customs of Catholic people in Saigon - Ho Chi Minh city (1954 – 2024) – A view from "Cultural Relativity" Theory

Catholic is a global religion, so Catholic funerals organization expresses Catholic belief in the Resurrection and the cultural nuances of each nation. Over the past 70 years (from 1954 to 2024), the organization of Catholic funerals in Saigon (SG) - Ho Chi Minh city (HCMC) has undergone many changes because of urbanization influence and immigration waves as well as cultural diversity of local Catholic communities. This article will present some characteristics of Catholic funerals in SG-HCMC and important changes in dealing with the deceased's body.

A Multicultural Approach in Islamic Education to Increase Tolerance

This study aims to explore the application of a multicultural approach in Islamic education as an effort to increase tolerance among students. In the midst of cultural, ethnic, and religious diversity in Indonesia, Islamic education is faced with the challenge of not only forming a religiously devout person, but also respecting differences and living in harmony in a pluralistic society. This study uses a qualitative method with a literature study approach. Data were collected through observation and analysis of documents, then analyzed qualitatively to identify patterns of application of multicultural values in the curriculum, teaching, and social interaction in schools. The results of the study show that a multicultural approach in Islamic education can strengthen the attitude of tolerance among students. The implementation of values such as respect for diversity, empathy, and cross-cultural dialogue in the teaching and learning process has been proven to be able to reduce prejudice and increase cooperation between groups. However, the success of this approach is highly dependent on teacher commitment and support from educational institutions and inclusive education policies. Therefore, it is recommended that Islamic educational institutions integrate a more systematic multicultural approach in their curriculum to create a more tolerant and harmonious educational environment.