Multicultural Institutions Research Articles

UNIFORMITY AND POSITIVITY INDEX OF THE ETHNIC STEREOTYPES AND SELF-STEREOTYPES AND FILIPINO STEREOTYPES OF THE KAPAMPANGAN, ILOCANO AND TAGALOG RESPONDENTS INSIDE AND OUTSIDE OF TARLAC STATE UNIVERSITY

Tarlac State University (TSU) is a multi-ethnic and multicultural institution with a student population that is predominated by the Kapampangan, Ilocano, and Tagalog ethnolinguistic groups. This paper is a comparative study of ethnic and national stereotypes and self-stereotypes of these three ethnolinguistic groups. Using a modified Katz and Braly trait checklist, as well as their uniformity index, this paper was able to: 1) compare and contrast the uniformity as well as positivity of the three ethnic stereotypes; 2) compare and contrast the uniformity as well as positivity of the three ethnic stereotypes with their corresponding ethnic self-stereotypes; 3) determine the national self-stereotypes of the three ethnolinguistic groups; and 4) compare and contrast the uniformity as well as positivity of the three national self-stereotypes with their corresponding ethnic self-stereotypes. This paper is significant in understanding the peaceful and productive co-existence of the said three ethnolinguistic groups not only in TSU but also in Tarlac City, and Tarlac Province. This paper is also significant in exploring how multi-ethnicity and multicultural condition may contribute towards imagining national identity and building the nation. KEYWORDS: Kapampangans, Ilocanos, Tagalogs, Ethnic Stereotypes, Ethnic Self-Stereotypes, National Stereotype, National Self-Stereotype, Uniformity Index, Positivity Index

Congruence of Effective Leadership Values between Nurse Leaders and Staff Nurses in a Multicultural Medical City in Saudi Arabia: A Sequential Mixed-Methods Study.

This is a descriptive sequential mixed-methods study conducted in a multicultural medical city in Saudi Arabia. Purposive sampling was used in the qualitative phase, while stratified sampling was used for the quantitative part. There were 70 participants in the qualitative phase, including 33 nurse leaders and 37 staff nurses. The quantitative phase had 571 participants, including 105 nurse leaders and 466 staff nurses. Congruent values were categorised into six emerging themes: (1) cascading deference; (2) paragon of probity; (3) professional competence; (4) compassionate presence; (5) team diversity and inclusion; (6) calibrated communication. The quantitative survey confirmed that the values identified from the interviews were considered to be vital by both nurse leaders and staff nurses, and there were no statistically significant differences between staff nurses' and nurse leaders' perceptions, regardless of their nationality, as demonstrated by one-way ANOVA, with p-values less than 0.05 deemed to be statistically significant. Both nurse leaders and staff nurses in the multicultural institution have congruent leadership values that are perceived as essential to achieve institutional goals and, ultimately, safe and high-quality patient care.

Exploring the first-year experiences of international students in a multicultural institution in the United Arab Emirates

This study aimed to explore the factors reported by first-year international students which helped or hindered their experiences of transition to a multicultural higher education institution in the United Arab Emirates. Descriptive phenomenology was used to portray participants constructed and co-constructed views, formed through their individual and social experiences of transitioning to international higher education. Six focus group interviews were used to collect data from international students to access a wide variety of nationalities. The qualitative data were analyzed using an inductive approach. Three themes emerged as being significant to their transitional experiences: students' experiences of freshmen orientation, their academic experiences, and the institutional environment. Researching international students' experiences of transitioning to higher education in the United Arab Emirates, and even generally in the Middle East, constitutes an original context. The context of this study also offers originality because the international students are in the majority rather than the minority.

Exploring the first-year experiences of international students in a multicultural institution in the United Arab Emirates

Exploring the first-year experiences of international students in a multicultural institution in the United Arab Emirates

The Provision of Education in the Multicultural Institutions Some Reflections from Catholic University College of Mbeya (CUCoM)- Tanzania

The Provision of Education in the Multicultural Institutions Some Reflections from Catholic University College of Mbeya (CUCoM)- Tanzania

Islamic revival and cultural diversity; pesantren’s configuration in contemporary Aceh, Indonesia

This study aims at investigating the extent to which pesantren (Islamic boarding school) in Aceh, Indonesia have flourished in encountering multicultural situations in the post-disaster of a massive tsunami and post-separatist-military conflict through the lens of Islamic revivalism. A decade and a half after the gigantic natural disaster in 2004 and the protracted bloody conflict, Aceh underwent various changes in social, economic, political, educational, and religious areas. In the educational and religious sectors, a pivotal metamorphose took place in pesantren as a means of Islamic revival, where this Islamic boarding school has transformed into multicultural institutions. Using a qualitative design, this study observed a small number of pesantren in Aceh, interviewed their key stakeholders, and analyzed pesantren documents. The findings show that pesantren cultures in contemporary Aceh differ from previous monolithic traditional Islamic schools in curriculum, characteristics, typology, and affiliation. This change is a unique mark of an Islamic revival following the influx of the plural Indonesian and of the world communities to Aceh after the catastrophe and violence with their heterogeneous aids and cultural settings. In addition, the implementation of shari’a (Islamic) law in this special province after both tragedies confirmed the work of the Islamic revival, though many nationalists sharply criticize this sectarian and exclusive law within multicultural countries like Indonesia. However, in this situation, pesantren in Aceh expressed a positive commitment to celebrating cultural diversity through ethnicity respect, religious tolerance, and Indonesian unity rather than endorsing the idea of an Islamic state.

Migrant youth identities as performances: dress codes and styling in Thai multi-ethnic education

ABSTRACT This paper focuses on clothing policy in schools as a means to understand the Thai state’s management of diversity as well as the ways in which young migrants navigate their belongingness within the state discourse of nationalism. Because of its diverse migrant student population, a Thai state school proclaims itself a multicultural institution and instructs its students to wear ‘national clothes’ (chut pracam chat) every Tuesday. This policy enables migrant children to enter a cultural sphere where Burmese migrants are excluded, but, ironically, the very same clothes simultaneously stamp them as raeng-ngan tangdao, literally translated as ‘alien workers’. Young migrants devise strategies to downplay their alterity in public spaces and question the idea of belongingness and authenticity. Their dress practices reveal theatrical and fleeting performances of identity. But they neither fully assimilate to national standards nor assert completely distinct identities.

Belonging and Global Citizenship in a STEM University

For the past two decades, there has been a resurgence in the actualization of civic missions in universities; these universities have continued to demonstrate commitment to educate for the purpose of global citizenship. Global citizenship is both a skillset and a mindset. As universities engage in efforts to increase students’ capabilities for living and working in a diverse society, research in this area has often focused on students of social science disciplines in the United States, presenting an opportunity for an investigation into students’ sense of belonging and global citizenship in the STEM university context in the United Kingdom. Building on prior civic scholarship, which defines citizenship in part as a sense of belonging, this paper presents interview data from a longitudinal, mixed-methods study at a STEM university in the United Kingdom to explore the meanings and experiences of students’ belonging in a multicultural institution, and their attitudes about current political issues before and during the COVID-19 pandemic. The study presents theoretical and practical implications for citizenship education research and practice.

Moving beyond the rhetoric on faculty diversity in higher education: an interview with diversity expert Dr Bailey Jackson

PurposeThe aim of this article is to provide Dr Bailey Jackson's perspective on institutional and systemic barriers to full inclusion of diverse faculty in higher education through the lens of the multicultural organizational development (MCOD) model. Dr Jackson is renowned for his work on social justice, diversity and multiculturalism.Design/methodology/approachThis is a personal interview with Dr Bailey Jackson. This interview provides insight on institutional level change efforts through the MCOD framework, a perspective on why institutions get stuck on the way to becoming healthy multicultural institutions, and the effect on moving the needle on faculty diversity in institutions of higher education.FindingsThe institutional obstacles and barriers tend to be centered around misalignment with the mission, vision and core values, and how those are formulated to include diversity and inclusion. Faculty diversity is only one component in dealing with the health of any organization or the academy as a whole. If institutions focus on diversity faculty in an unhealthy system, they will encounter limitations on how much the institution will develop on the MCOD continuum. The health of the overall system is going to affect the approach to faculty diversity.Practical implicationsDr Jackson provides insight on his work with the MCOD framework and specifically the overall health of the institution as critical to faculty diversity initiatives. Questions to help institutions begin to assess themselves and identify changes required to move toward Multicultural within the context of faculty diversity are provided.Originality/valueThrough a series of questions, insight from Dr Jackson on why institutions get stuck in moving the needle on faculty diversity through the lens of the MCOD framework is gained.

State Building, Ethnic Land Titling, and Transnational Organized Crime: The Case of Honduras

Existing work on state building focuses on the creation of modern bureaucracies and institutions for education and taxation but generally neglects to point to communal property regimes as tools of statecraft. Political science scholars who focus on ethnic communal lands in the Americas emphasize the rise of formal multicultural institutions, including Indigenous land rights, but are skeptical about governments’ willingness to title large extensions of land to Indigenous or other ethnic groups because of opposing economic interests. Focusing on the titling of 12 percent of Honduras’s territory between 2012 and 2016, this article uses semi-structured elite interviews, land titling data, field notes from three months in rural and urban sites in Honduras, and drug-trafficking reports to examine the motivation of officials in the central government. Evidence suggests that the central government views and uses ethnic land titling as a strategy to reclaim territorial dominance in contested locations that lack state presence.

School Libraries across Cultures

Migration and globalization throughout the world have caused many schools to become multicultural (or intercultural) institutions where students from more than 40 nationalities, who speak many different languages, receive their education under one roof. Some come from families who have lived in that country for generations and speak the official, national language; others represent small, indigenous groups; others are recent immigrants, including those who are more transient, sometimes called ‘Third Culture Kids’or global migrants. All these students use the same learning spaces at school as other students, including the school library. Furthermore, bilingual (secondary) education is being encouraged by a number of national governments. Its goal is to increase students’ proficiency in a “world language” and to provide them with an international orientation. Multicultural situations within the school also impact school libraries which need to become multicultural learning environments providing library services at a multicultural level.

Attitudes of Anatomy Students toward Commemorations for Body Donors: A Multicultural Perspective.

Many medical schools practice commemorative ceremonies to honor body donors. Attitudes of medical education stakeholders toward these ceremonies have not yet been fully investigated. The aim of this study was to explore anatomy students' attitudes toward commemorations at a multicultural institution which has not introduced these ceremonies yet. A survey was carried out on different groups of anatomy students that were exposed and not yet exposed to human remains. The survey was used to record basic demographic data from the respondents, ask if they would support the establishment of an anatomy commemoration and in which format. A total of 756 anatomy students participated in the survey (response rate 69.8%). The majority (76.3%) were in favor of introducing a commemoration for donors. The associations of students' gender, attitude toward body donation, and level of exposure to human remains with attitudes toward commemoration for donors were identified (P<0.05), whereas ethnicity and religion seemed to have no influence on attitudes (P>0.05). Most students believed that anatomy staff and students should organize the commemoration. There was a preference for the commemoration to be secular with revealed identities of donors, and not recorded for social media. The support for the establishment of commemorations transcended cultural and religious differences and confirmed students' respectful attitude toward donors. Anatomy commemorations seem to have potential not only to engage students with one another, and donor families, but also to pave the way for students to become life-long ethical and empathetic learners and practitioners.

Challenging the ethnic pyramid: Golden rules and organisational measures towards a more inclusive work environment.

To contribute to knowledge of how healthcare managers can promote connection and ethnic equality among staff in multicultural organisations. The increase in migrant care workers often leads to deskilling, discrimination, communication difficulties and harsh working conditions. A constructivist grounded theory approach was used to examine the work experiences of healthcare workers in a strategically selected nursing home unit with minority and majority workers well balanced across positions. Three golden rules were identified: (a) take responsibility for the quality of care in the unit, (b) should engage in all aspects of the care work within scope of practice and (c) collaborate and help each other. Organisational measures supporting these norms were also identified. It is possible, by means of golden rules and organisational measures, to foster connection and cooperation among nursing home staff and to promote an inclusive work environment where the workers' skills and competences are recognized across educational and migration backgrounds. Healthcare managers can contribute to challenge the ethnic pyramid often identified in multicultural institutions by implementing diversity-sensitive measures. This may increase the quality of care and the well-being of residents.

Gender and cultural negotiation in Ninah’s Dowry: exploring a Cameroonian view

The issue of identity is complex in Cameroon. As a nation with diverse cultures, people perform different identities in relation to the power that exist. Moreover, the situation is complicated by the historical colonisation of Cameroon by two different powers with different cultural identities, namely the English and the French. In such a context, where national identity is informed by a background of multicultural institutions, the performance of peoples’ identity is challenged by the hegemonies in place. Cameroonian cultural productions have responded to these situations, exposing and challenging the dominant hegemonies in place. Victor Viyuoh’s film, Ninah’s Dowry, is one of these. A work that deals with the trajectory of a woman caught in the web of patriarchy and other dominant practices, Viyuoh’s film gives room for a reading beyond this obvious thematic perspective. Using post-structuralist theory and psychoanalysis, I examine the display of domination, oppression and subordination in constructing gender identities in Ninah’s Dowry (2012). I argue that Ninah’s fate, in the work, is determined not only by the symbolic dowry system, which subjugates the woman, but also by the greed that underpins the whole marriage system.

Austerity and consociational government in Northern Ireland

This article examines the institutional crisis of the Northern Ireland Assembly in 2015 as a case study on the impact of austerity on multiculturalism in Ireland. I make a case for viewing the Assembly as a multicultural institution through pointing to the historical role of community relations policy, which was directed at reconciling “sectarian” Irish nationalists and Ulster unionists. It did so through shifting from an understanding of the conflict as one based on the struggle for Irish national self-determination to one based on conflicting identities. I argue that Sinn Féin’s embracing of multiculturalism is a product of its accommodation to British rule in Ireland. Sinn Féin has made a virtue out of its political volte-face by becoming the strongest advocate of ethnic Irish nationalism in Northern Ireland. The ethnic power politics of Sinn Féin has found its unionist equivalent in the political manoeuvrings of the Democratic Unionist Party. Austerity measures imposed by the Westminster government have created problems for the parties in the power-sharing Assembly, problems that threaten the collapse of the Assembly. It is because of, rather than in spite of, the multicultural mechanisms embedded in the Assembly that the institution has got to crisis point. This is an institutional crisis, not a crisis of multiculturalism.

BARRIERS IN EDUCATION OF ALTERNATIVE SCHOOLCHILDREN IN THE USA

The urgen cy of the research is stipulated by the importance of the problem of education of alternative schoolchildren as having education by this category of citizens is one of the main and essential requirement of their successful socialization, comprehensive participation in social life, effective self-realization in different fields of professional and social life. The purpose of the research is to analyze modern conceptions of inclusive education in the USA to reveal valuable elements of foreign educational experience. The results of the research showed that the main problem fields of education of alternative schoolchildren in the USA include: complex terminology which is used concerning a child with alternative development, which is insufficient to characterize the educational status of a person; outside and individual barriers in education; the necessity of multicultural training of a future teacher; partnership of school and family. Practical implications of the results. The results of the research can serve as a guide for working out ways of including all the members of school staff and a child’s family in the process of education of alternative schoolchildren. The revealed requirements to the content of multicultural competence of a teacher can serve as the basis for evaluation of the activity and training of a modern teacher who works in a multicultural educational institution.

Multicultural Institutions, Distributional Politics, and Postelectoral Mobilization in Indigenous Mexico

AbstractContrary to the predictions of “power sharing” to mitigate ethnic conflicts, multicultural rights recognition can actually increase the frequency of local postelectoral mobilizations. This article demonstrates that the adoption of an ethnic rights regime for electing local government representatives may actually increase conflict if these multicultural laws are not carefully circumscribed to avoid violating human rights. Focusing on the 1995 multicultural rights reforms in Oaxaca, it presents evidence that legal changes purportedly implemented to recognize indigenous rights actually increased postelectoral disputes due to conflicts between county seat communities and peripheral population hamlets over access to funding by the central government. Based on this finding, the article addresses normative implications of “power-sharing” multiculturalism, recommending that multicultural laws be implemented only together with legal mechanisms to solve postelectoral disputes.

Review Essay: Diversity, Language, and Possibility: Four New Studies of What Might Be

The Cherokee Syllabary: Writing the People’s Perseverance Ellen Cushman Keepin’ It Hushed: The Barbershop and African American Hush Harbor Rhetoric Vorris L. Nunley Diverse by Design: Literacy Education within Multicultural Institutions Christopher Schroeder Code-Meshing as World English: Pedagogy, Policy, Performance Vershawn Ashanti Young and Aja Y. Martinez, editors

다문화가족 아동의 사회적 적응 연구

The purpose of this study was to grasp the factors having influence upon the social adjustment of children in multi-cultural families and to examine the degree of influence of these influential factors. For these aims, it targeted 186 children of multi-cultural families, that access social welfare institutions or multi-cultural institutions in the Daegu and Gyeongbuk areas. The findings are as follows. First, the factors having influence upon the social adjustment of children in multi-cultural families were indicated to be self-esteem, parental marital relations, bullying, and the support of adults other than their parents. In other words, these children's higher level of social adjustment was correlated with higher self-esteem, better parental marital relations, fewer bullying experiences from their peer group, and more support from adults other than their parents'. Secondly, support from adults other than parents was indicated to be the most influential among the variables affecting the social adjustment of children in multi-cultural families. The factor having the second highest level of influence was indicated to be self-esteem, followed by parental marital relations, and then bullying.

ДИАЛОГ КУЛЬТУР В УЧЕБНИКАХ ДЛЯ НАЧАЛЬНОЙ ШКОЛЫ: КОМПАРАТИВНОЕ ИССЛЕДОВАНИЕ

Cultural identity appears to be one of the highest values of contemporary society, accepted as the priority of contemporary and sustainable education. As a result of general globalization the school changes into the multicultural institution. Inasmuch as the topic of textbooks could support the formation of children's socio-cultural identity, the focus of the study would be the analysis of texts in primary school textbooks. The authors of the article studied the textbooks in Estonia and textbooks of neighbourhood countries Finland, Latvia and Czech Republic. The material of textbooks is analyzed on the axis 'your own – another' (supporting the belonging to your own culture vs opened to the international influences). There the analysis is carried out, how much the folklore of one's own nation and other nations is presented in language and music textbooks. The methodology of the study includes content analysis and source analysis. Remarkable differences in the choice of texts in textbooks of different countries will be pointed out as a result. There are countries which textbooks include the texts tending to support the formation of national identity only. Besides with these are the countries which textbooks from the early school years pay attention on the values of cultural diversity and formation of empathy towards other cultures. Comparative analysis of the text choice in textbooks of different countries and publishers leads to unexpected paradoxes of logic of formation of socio-cultural identity in primary school age. Key words: dialogue of cultures, socio-cultural identity, textbooks for primary school.