Diversity In Education Research Articles

PROJETO GÊNERO E DIVERSIDADE NA ESCOLA: A GENDERED APPROACH ON THE PROJECT

Abstract This paper is based on feminist studies from a post-structuralist perspective and it aims to discuss how categories such as gender and diversity are conceptually and methodologically added in the agenda of basic education teacher training policy based on education for diversity, titled Projeto Gênero e Diversidade na Escola [Gender and Diversity in School Project] (GDE). Four GDE guiding documents between 2007 and 2011 were analyzed. A cultural analysis was carried out to argue about the unintelligibility of gender and diversity education proposed by organized politics based on how sexual and cultural diversity are treated, as well as sex and gender binarism. Its limits and potentialities were tested as a State-based agenda for a certain purpose and governance at the expense of the production of (un)viable bodies.

Bias in the construction of the meaning of potential and environment, and diversity education in admission officers system of Seoul National University

Bias in the construction of the meaning of potential and environment, and diversity education in admission officers system of Seoul National University

Evaluating Unitec’s ALLY workshop on diverse sexuality and gender inclusivity

This article presents findings from a mixed-method, utilisation-focused evaluation of an education workshop on diverse sexuality and gender (DSG) inclusivity offered at Unitec Institute of Technology in Auckland, New Zealand. Workshop completion enables participants to make a public commitment to DSG inclusivity by joining Unitec’s ALLY Network. A questionnaire was designed to ascertain whether workshop participation achieves the following outcomes: increased awareness of systemic discrimination and greater confidence to act in ways that promote DSG inclusion. The study also draws on findings from semi-structured interviews with current ALLY members. Data analysis included testing the statistical significance of differences between participants’ responses to pre-workshop questions and their responses to identical questions posed post-workshop (these questions were answered using Likert-type scales). Narrative data were analysed thematically. Findings indicate that the ALLY workshop is effective in achieving its goals. Emergent themes highlight areas of significant learning and growth for workshop participants as well as particularly valuable workshop practices and conditions. This study addresses a gap in the literature on evaluations of DSG diversity education and provides evidence supporting the continuation – and the informed, potential expansion – of a unique initiative within a New Zealand tertiary provider.

Discourse on Narrative Competence-Oriented Diversity Education and its Implications

The purpose of this article is to take a look at the discourse on diversity education, which tries to develop and expand narrative competence, and its implications. To achieve the goal, this paper deals with following themes: theoretical basis for diversity education, diversity and narrative competence, and the relationships of narrative competence, diversity education and global citizenship education. The result of this inquiry can be formulated as follows: First, in light of narrative diversity, diversity education should search for courses of action to develop narrative competence of learner. Second, globalization and individualization, universalization and digitalization of mass media, migration and cultural pluralization are the preconditions for and also the results of increasing diversity. Third, in considering the goals and tasks of diversity education, we need to pay attention also to the narratives taking a sceptic position toward diversity or not recognizing the values of diversity. Fourth, considering the increase of difference and diversity, schooling needs to reflect diverse narratives, multiple perspectives, diverse interpretations in its curriculums and activities. Fifth, task of education lies in searching for shared memories beyond divided memories, and, in so doing, we can expect to develop desirable narrative competence in its authentic sense. Sixth, if we succeed in developing narrative competence by considering and treating appropriately narrative diversity in diversity education, then we can also expect to contribute to global citizenship education.

Diversity is Excellence: Initiatives in the Society for Investigative Dermatology to Broaden Participation

Abstract In this issue of JID, Shukla et al show that the Society of Investigative Dermatology has improved gender diversity of its awards, lectureships, and its leadership. Additional initiatives that promote participation in the Society based on education, gender, race, sexual orientation, and other types of diversity can improve the quality of investigative dermatology and clinical progress for skin diseases.

The Influence of Close Cross-Race Friendships on Diversity Training and Education

The Influence of Close Cross-Race Friendships on Diversity Training and Education

The Girl with the Golden Wreath: Four Perspectives on a Mummy Portrait

A mummy portrait of a young woman with a golden wreath is part of the archaeological collection of the Allard Pierson Museum in Amsterdam. This portrait is covered by four authors, each from their separate perspective, namely provenance research, technical examination, museum presentation, and diversity education. Provenance research is significant not only for tracing the second-life biography of the panel, but also for assessing its bona fide authenticity. Non-invasive examinations can help identify possible underlayers, pigments and modern restorations. Museological aspects concern the contextualization of the portrait, not only as a funerary artefact, but also as an expression of physical appearance. Educational programs can be implemented to illustrate to museum visitors the relevance of ancient artefacts for modern society.

An examination of cross-cultural experiences on developing culturally responsive teacher candidates

As the P-12 student landscape continues to grow in cultural and linguistic diversity, teacher preparation programs have yet to adequately prepare teacher candidates’ teaching and learning skills in meeting the academic and socio-emotional needs of diverse student demographics. This article examines teacher candidates’ cultural competence and cultural responsiveness to enhance candidates’ educator preparation and stimulate candidates’ personal growth development as developing culturally and linguistically responsive new teachers. While many teacher preparation programs require one multicultural or diversity education course, the authors examine a Minority Serving Institution’s integration of a cultural immersion experience for teacher candidates as one way of supporting their development as culturally and linguistically sustaining pedagogues. This paper aims at supporting school districts’ need of culturally competent new teachers who have the content knowledge and pedagogy to teach and support culturally and linguistically diverse children. Recognizing this need, this qualitative analysis highlights the importance of and a need for cultural and linguistic competence among teacher candidates. Findings from this study provides a means by which universities can implement cross-cultural coursework and field-based experiences to prepare culturally responsive teacher candidates.

An examination of cross-cultural experiences on developing culturally responsive teacher candidates

As the P-12 student landscape continues to grow in cultural and linguistic diversity, teacher preparation programs have yet to adequately prepare teacher candidates' teaching and learning skills in meeting the academic and socio-emotional needs of diverse student demographics. This article examines teacher candidates’ cultural competence and cultural responsiveness to enhance candidates' educator preparation and stimulate candidates' personal growth development as developing culturally and linguistically responsive new teachers. While many teacher preparation programs require one multicultural or diversity education course, the authors examine a minority serving institution's integration of a cultural immersion experience for teacher candidates as one way of supporting their development as culturally and linguistically sustaining pedagogues. This paper aims at supporting school districts' need of culturally competent new teachers who have the content knowledge and pedagogy to teach and support culturally and linguistically diverse children. Recognizing this need, this qualitative analysis highlights the importance of and a need for cultural and linguistic competence among teacher candidates. Findings from this study provides a means by which universities can implement cross-cultural coursework and field-based experiences to prepare culturally responsive teacher candidates.

The Discourse of Regional Dance Festivals as Cultural Diversity Education

The Discourse of Regional Dance Festivals as Cultural Diversity Education

Perceptions of traditional and modern types of depression: A cross-cultural vignette survey comparing Japanese and American undergraduate students.

Depression is a heterogeneous disorder that has various subtypes. In Japan, however, a prevailing misunderstanding is that the term utsu-byo (clinical depression) indicates only the melancholic type. Consequently, a subtype called 'modern-type depression' (MTD), which has contrasting features to those of melancholic or traditional-type depression (TTD), is severely stigmatized in Japan these days. The present study conducted a cross-cultural comparison of perceptions of TTD and MTD between Japan and the USA to examine how the Japanese collectivistic culture contributes to negative biases toward MTD. Undergraduate students in Japan (N = 303) and the Midwestern USA (N = 272) completed the survey. They read two vignettes that described the conditions of fictional individuals with either TTD or MTD, and then reported their perceptions of each vignette. Mixed analyses of variance revealed significant interactions between nation (Japan or the USA) and vignette (TTD or MTD) on most perception items. These interactions and subsequent analyses with Bonferroni corrections mainly indicate the following: (i) Japanese are more likely to suppose that conditions of MTD are milder compared with TTD; and (ii) Japanese are more likely to hold stronger aversive attitudes and weaker willingness to provide support toward people with MTD than toward those with TTD. These results indicate that people with MTD are more likely to be accepted in the US independent culture than in the Japanese collectivistic culture. Discussion highlights that cultural diversity education potentially reduces stigma of MTD in Japan.

Examining Cross-Cultural Differences in Youth's Moral Perceptions of Cyberbullying.

Cyberbullying has captured attention around the globe with research taking place in North and South America, Europe, and Asia. However, few of these studies have compared children and adolescents from countries with diverse cultural backgrounds, with research on Middle Eastern countries remaining scarce. To examine the influence of culture, gender, and participant roles in cyberbullying (bystander vs. perpetrator) on children and adolescents' moral evaluations of hypothetical cyberbullying events, participants read and evaluated four vignettes. Three sets of data were collected in Canada (n = 100), China (n = 100), and Iran (n = 101). Participants (N = 300; 49 percent male) were between 8 and 16 years of age (M = 11.73; standard deviation = 0.76). Two vignettes considered the perspective of a perpetrator, whereas the two others considered the perspective of a bystander. A repeated-measures analysis of variance showed that youth from Iran evaluated cyberbullying events less negatively than Canadian and Chinese youth. Regardless of culture, females evaluated cyberbullying events more negatively than males. Persian youth evaluated cyberbullying less negatively than Canadian and Chinese youth. With age, participants attributed less shame to cyberbullying behaviors. However, Chinese and Persian youth attributed more hubristic pride than Canadian youth with age. Also, Canadian and Chinese children rated perpetrator behaviors more negatively than their Persian counterparts. However, bystander behaviors were similarly negatively rated across cultures. This study breaks new ground by examining moral evaluations of cyberbullying according to participant role, culture, and gender. Findings from this study may be helpful to educators and policymakers to strengthen moral and diversity education in schools to help mitigate cyberbullying events.

Perspectives of Patients With Mental Illness on How to Better Teach and Evaluate Diversity Education in the National Health Service.

Diversity education is a mandatory requirement for all mental-health practitioners and health care professionals in the UK National Health Service. Wide variability exists in the development, delivery, and evaluation of diversity education across health care settings, with limited evidence to suggest the optimal approach for teaching this subject. This study aimed to explore the perspectives of patients with mental illness on how to better teach and evaluate diversity education in the National Health Service. A participatory research approach was used with five mental-health patient organizations. Forty-two patients with mental illness took part in three participatory workshops. Data were analyzed through template analysis. The findings indicated that a focus on the nuances and dynamics of clinical relationships would be beneficial. Specifically, the relationship considered most important to examine with respect to diversity education was the "practitioner-self" relationship. Reconstructing the relationship-centered care model with the addition of the practitioner-self relationship may be better suited to theoretically informing future developments in diversity education. Further research is needed to understand what educational approaches contribute toward a relationship-centered care outlook and how relationship building behaviors, particularly those relevant to the practitioner-self relationship are best developed in diverse settings.

Cultural Diversity Education of Expression Activities in Elementary School

Cultural Diversity Education of Expression Activities in Elementary School

Development a Curriculum for Education of Understanding Disabilities based on Diversity Education

Development a Curriculum for Education of Understanding Disabilities based on Diversity Education

Objeto étnico de pesquisa na comunidade para fomentar a aprendizagem interétnica

Neste artigo, descrevo um projeto de educação sobre diversidade e justiça social, no qual meus alunos estagiários conduzem uma pesquisa de objetos étnicos em Tucson, Arizona. As referências conceituais utilizadas para envolver os alunos na pesquisa de objetos incluem três aportes teóricos inter-relacionados: a zona de contato (PRATT, 1991), objetos sociais (ENGESTRÖM, 2005), e estética relacional (BOURRIAUD, 2002). Através deste projeto, os estudantes se envolveram em diálogos e interações na comunidade com indivíduos e grupos de pessoas de diferentes origens étnicas e culturais, o que os ajudou a sair de suas próprias zonas de conforto. Os objetivos educacionais deste projeto incluem: superar a ansiedade social interétnica, desfazer equívocos e estereótipos, proporcionar a aprendizagem autorreflexiva e desenvolver empatia.

A MODEL INTEGRATING CULTURAL DIVERSITY EDUCATION INTO THE ACCOUNTING CURRICULUM IN HIGHER INSTITUTION

Education is one of the elements of character formation and development of human beings. Cultural diversity education is a conscious effort to develop personality inside and outside school to learn about the different kinds of social status, race, ethnicity, religion in order to create a good personality in dealing with issues of cultural diversity. In this article we propose a framework of cultural diversity education in academic program for accounting students. The education emphasizes knowledge of and interaction with other cultures and ethnicities.Cultural diversity education and understanding of the relativity of cultural differences is a our growing sense and awareness of the importance of respect, recognize and accept the diversity that already exist

Learning Curve: Fall 2018

This issue focuses on Diversity. The first article explores how class, privilege and access to resources impacts the learning environment, notes the common occurrence of teaching from a singular experience, and encourages us to rethink how we engage with these students as a tool to build cultural competence. The second article looks at how we can assist students who struggle in a fast-paced world by teaching them to slow down. The third article provide strategies for creating community within and outside our law schools at the beginning of the school year. A fourth explores integrating diversity education into the first-year orientation by using interactive hypotheticals that invite students to take on a persona other than their own. The fifth article includes a call to action to support our LGBTQ students by creating a welcoming atmosphere is in which it feels safe for our LGBTQ students to be more authentic. The sixth article explores how alliance groups can create a sense of belonging for diverse students by helping them create, lead, and/or engage in groups based on their diverse identities. A seventh article explores strategies we may use to assist our diverse students in overcoming stereotype threat using information, journaling, and meditation. Finally, we are given a tool to harness the affinity of Millennials and Gen students for videos to assist in mastery of the Multistate Bar Exam (MBE).

Education in Diversity – Diversity in Education: Students with Visual Disabilities in the Sultanate of Oman

In this article, disability and its interplay with gender in the Sultanate of Oman are explored. Previous research on this issue in Oman has been conducted adopting a medical model. Consequently, the interrelations between the individual and wider society in relation to disability have only been marginally researched. This research, however, explores the interrelation of disability and gender and the co-construction of their meanings for students with visual disabilities. In comparison with other studies – particularly in the Arabian Gulf, where disability is often explored from the standpoint of caregivers, politicians, etc. – this research specifically strives to include disabled students’ views and social experiences. Moreover, the interplay between educational, religious, and cultural practices is analyzed. Quantitative and qualitative data were gathered at the only state-run school for students with visual disabilities in the capital area. The sample is balanced by gender and comprises 30 students aged 14–23, as well as one key religious figure and one representative of a non-governmental organization. The study shows that despite investments and awareness-raising campaigns, various forms of social practice exist that construct and reconstruct the meanings of disability and gender. Additionally, it is revealed that there is a political need to initiate a relational model of gender and disability to further improve the situation for students with disability in Oman.

Diversity and Multicultural Education: Racism, Bilingualism, Disabilities and LGBTQ Students

Diversity and multicultural education have a serious impact on the student’s behavior and success. Embracing diversity is a challenging task for many educators. In this paper, we discuss diversity issues and professional standards for educational leaders that should be adopted to promote individualism, equity, and student engagement. Discussed diversity-related issues are: (1) Racism: Racial incidents towards black race in Oklahoma State University and towards indigenous rugby players in Australian sports were analyzed to have inclusive and racism-free environments through positive relations and multicultural reform; (2) Bilingualism: Ideas from both advocates and criticizers of linguistic diversity were evaluated to reach the end result that bilingual education programs must be adopted to develop students understanding and success; (3) LGBTQ students: Schools should enforce inclusions and support GSA clubs; (4) Disabilities: Accommodations for deaf and/or hard-of-hearing students must be provided for use in instruction for English-language learners. Lastly, strategies to embrace diversity like effective communication, equality and engagement with others were proposed to overcome challenges that face educators in creating a diverse and inclusive campus.