Multi-ethnic Environments Research Articles

ЯВЛЕНИЕ МУЛЬТИКУЛЬТУРАЛИЗМА В ТЮРКСКИХ ГОСУДАРСТВАХ

The article analyzes multiculturalism as a socio-political phenomenon. The authors analyze the current interpretation of the concept of “multiculturalism” in modern research literature and political practice. The authors identify the problem of contradictory approaches to the definition of multiculturalism, and consider the key ideas of this concept. Particular attention is paid to the concept of multiculturalism, outlining its effectiveness as an interpretive model of multi-ethnic environments in relation to Turkic states and in ensuring the integration of migrants into the host society.

A social network perspective on the Bamboo Ceiling: Ethnic homophily explains why East Asians but not South Asians are underrepresented in leadership in multiethnic environments.

In the United States, Asians appear disproportionately underrepresented in leadership roles, a puzzling phenomenon known as the "Bamboo Ceiling" (Hyun, 2005; Lu et al., 2020). We advance a social network explanation for this phenomenon: ethnic homophily. We theorize that East Asians (e.g., ethnic Chinese)-but not South Asians (e.g., ethnic Indians)-are less likely than other ethnicities to emerge as leaders in multiethnic environments partly because East Asians socialize more with ethnic ingroup members (other East Asians). Analyzing a survey of 54,620 Juris Doctor (JD) students from 124 U.S. law schools, Study 1 revealed that East Asians had the highest ethnic homophily of all ethnicities. Studies 2 and 3 examined friendship networks and leadership emergence in 11 class sections of new Master of Business Administration (MBA) students in a U.S. business school, and found that East Asians were the least likely to be nominated and elected as leaders. Social network analysis revealed that, compared to South Asians, Latinos, and Whites, East Asians exhibited higher ethnic homophily, which mediated their lower leadership emergence. These effects occurred for both East Asian internationals and East Asian Americans, and were robust after accounting for variables such as assertiveness (parallel mediator), network centrality, English proficiency, demographics, and personality. By integrating social network analysis into psychology, we identify ethnic homophily as one reason why the Bamboo Ceiling exists for East Asians but not South Asians. Moreover, by uncovering the negative link between ethnic homophily and leadership emergence, our research suggests that bonding with people from different ethnic backgrounds can facilitate individuals' leadership emergence in multiethnic environments. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The Bamboo Ceiling: A Network Perspective on Why East Asians are Underrepresented in Leadership

In the United States, Asians appear disproportionately underrepresented in leadership roles, a puzzling phenomenon known as the “Bamboo Ceiling.” We advance a social network explanation for this phenomenon: ethnic homophily. We theorize that East Asians—but not South Asians—are less likely than Caucasians to attain leadership roles in multiethnic environments partly because of their tendency to socialize with their ethnic ingroup members (i.e., other East Asians). Across two studies, we examined the leadership attainment and the friendship networks of 11 ethnically diverse class sections of new MBA students in a US business school. East Asians were less likely than South Asians and Caucasians to be (a) nominated as leaders and (b) elected as leaders. Social network analysis revealed that while all ethnic groups exhibited ethnic homophily in friendship, East Asians exhibited the highest ethnic homophily, which consistently mediated their low leadership attainment. These results were robust after we controlled for variables such as assertiveness, availability of ethnic ingroup members, nationality, socioeconomic status, and personality. By applying social network analysis, this research identifies ethnic homophily as an important reason why East Asians but not South Asians face the Bamboo Ceiling. More broadly, by uncovering the negative link between ethnic homophily and leadership attainment in multiethnic environments, our research suggests that connecting with people from diverse ethnic backgrounds may facilitate individuals’ leadership attainment in multiethnic environments.

Uticaj nacionalne kulture na rad na daljinu

With globalization and the emergence of a growing number of international companies, the influence of national culture on various aspects of human life in management has become particularly important in recent decades in modern business. Due to the encounter of different cultures from all over the world, it is impossible to avoid the influence of these cultural differences and the possibility of conflicts is great, so modern leaders and managers try to find good techniques of proper management of different people using knowledge of national culture. Any form of conflict, even constructive conflicts, can have a negative impact on the work performance of employees, and in international companies a large number of conflicts is a direct consequence of a lack of understanding of national culture. Teleworking and flexible forms of work are the result of the technological revolution and globalization. Although insufficiently researched form of work, it is gaining more and more attention of the authors. Managers face new challenges in managing employees working remotely, especially in multinational and multiethnic environments of international companies, so it is important to explore aspects that affect their work performance.

Using constructivist grounded theory to understand mental-health recovery in multi-ethnic environments.

Despite a growing body of research exploring the application of recovery-oriented models of mental healthcare in Asia, few studies have sought to illuminate people's experiences of mental-health recovery in culturally diverse countries such as Singapore. To demonstrate why constructivist grounded theory (CGT) is a suitable technique for unravelling experiences of mental-health recovery. Mental-health recovery is still an emerging concept in Singapore. CGT can guide research design and analysis, enabling more culturally specific understandings to emerge. The authors explain the main features of CGT, as well as the strengths and limitations of the methodology and possible issues researchers may encounter applying it. Suitable frameworks to guide research into mental-health recovery are urgently needed and CGT provides a flexible but systematic approach for multi-ethnic environments. CGT has the potential to guide deep exploration of and theory-development concerning mental-health recovery in Singapore and other countries with similar social and cultural settings.

Can Transgression Define Identity in Educational Settings? A Basque-Based Framework for Identity-in-Interaction.

Interaction in educational environments might refer to a set of relationships between individuals in a school system. These links can be considered within a power-relations framework that includes the role of each of the subjects in a school and its community. This paper focuses on “transgressive” interactions involving adolescent students from diverse ethnic backgrounds in a Basque secondary school and relies on the concept of identity-in-interaction from a sociocultural approach, according to which, identity is constituted in a process of exchange between two or more parties. This research is drawn from the results of an ethnographic study conducted between July 2015 and June 2016 in a Basque secondary school attended by a high proportion of immigrant students, which shares characteristics with the broader Basque educational context. The methods used to collect data included documentary analysis, 9-months of participant observation, 36 in-depth interviews and four focus groups. Transgression in this context refers to the act of questioning socially established limits of behavior, which is considered typical during adolescent years. I categorize three types of student interaction as transgressive: personal, civic, and social limit transgressions, which involve challenges to peer-interpersonal, institutional, and community rules of interaction, respectively. In the Basque Country there are two official languages, Basque and Spanish, and students are instructed in both languages. They must daily face the particularities of a bilingual society where Basque is still a minority language. Community transgression is noteworthy, as immigrant students resisted the rule enforcing Basque instruction, leading to intercultural conflict with teachers. The study argues that identity can be constructed through transgression: immigrants’ refusing to learn Basque is a matter of rebellion that acts as an identity marker. This study contributes to the discussion of identity-in-interaction. Based on empirical data it uses the framework of transgression in multi-ethnic educational environments to consider community languages in a broader power-relations framework.

Effects of ethnocentrism and online interethnic interactions on interethnic bridging social capital among university students: The moderating role of ethnicity

The development of interethnic bridging social capital in societies with ethnic diversity is quite challenging when ethnicity is considered an obstacle. Individuals in Malaysian “ethnocratic state” may have their own exclusive ways of interpreting other ethnics. These attitudes may prevent them from effective interaction with people of different ethnic groups. This study examines the relationship between ethnocentrism and interethnic bridging social capital, the mediating role of online interethnic interactions, and also the moderating effect of ethnicity on this relationship. A total of 343 Malaysian undergraduates (200 Malays, 105 Chinese, and 38 Indians) from two public universities participated in a self-administered survey. Using structural equation modeling analysis, a negative relationship between ethnocentrism and interethnic bridging social capital was found. Also, the results supported the mediating role of online interethnic interactions and the moderating effect of ethnicity on this relationship. The study revealed that in a diverse community, ethnocentrism prevents online interethnic interactions; while virtual interethnic interactions contributes to interethnic bridging social capital. Moreover, minority Indians showed higher interest to be part of multiethnic environments compared with the Malays and Chinese ethnic groups.

The return of the ethnic? Multiculturalism from an ethnic minority perspective

This article discusses theories of multiculturalism and ethnicity in light of the ethnic identification of minority youth. Namely, even though the primordialism vs. constructivism debate has led to an agreement about seeing ethnic identities as situational and strategic, often for members of ethnic minorities, including young people living in multiethnic environments, ethnic identities seem stable and salient. Relying on the case study of young Hungarian people in Serbia, the article argues that it is the minority status and the institutional setup building on ethnic divisions as the main social frame that make ethnic identities marked. Therefore I connect the case of Vojvodina Hungarian youth to more general debates on the multiethnicy, ethnic belonging and minority status.

International Review of Mission

The new affirmation on mission and evangelism of WCC, Together towards Life: Mission and Evangelism in Changing Landscapes, highlights the urgency facing the church to “renew its methods of evangelism to communicate the good news with persuasion, inspiration, and conviction.” To this end, a series of “Explorations in Evangelism” was launched by the World Council of Churches, in co-operation with the Council for World Mission (CWM), with the first one taking place in Sydney, Australia, in September 2015. It addressed the theme “Evangelism in the City.” Given a particular focus on secularization, urbanization, and new forms and initiatives in doing evangelism in “the city,” participants from across the world discussed and reflected on the particularities and sensitivities that such a local context could have with regards to the practice of evangelism. In the process of analyzing and interpreting that local context, in order to contextualize the message of the gospel, particular attention was given to the relevance of the gospel vis à vis culture in specific milieus such as migrant communities, secular and multi-ethnic environments, and multi-religious backgrounds. This issue of IRM brings together some of the reflections participants shared with the group during the Exploration in Sydney, addressing the theme of Evangelism in the City from their own perspectives, always with the same common aspiration: to encourage (re)-commitment to fresh practices of evangelism globally. These new insights echo the urgency for the renewal of the understanding of the practices of evangelism locally, with the hope to instil passion and innovative vision to evangelists in bringing forth the message of the gospel through fresh approaches. Kyriaki AVTZI Guest Editor As IRM editor, I offer my special thanks to Kyriaki Avtzi, WCC programme executive on evangelism, who kindly accepted my invitation to be guest editor of this issue on “Evangelism in the City.” The next issue of IRM will reflect on “Moving in the Spirit: Called to Transforming Discipleship,” on the Commission on World Mission and Evangelism's (CWME) proposal for the theme of the next WCC conference on world mission and evangelism in 2018. Jooseop KEUM Editor

Social housing, multi-ethnic environments and the training of social educators: combined anthropological and educational perspectives

The paper presents part of a broader project that explores the role played by informal citizenship learning in social housing urban environments (SHe) and the related educational challenges for social educators, NGO practitioners and also researchers. In this article, in particular, I focus on issues related with social educators' and NGO practitioners' professional training. The aim of the paper, in this perspective, is to offer some introductory theoretical and methodological remarks for the training of NGO practitioners working in SHe. The basis for this reflection is the idea of informal learning (Schugurensky, 2000), the concepts of learning for reflexive citizenship and learning for active citizenship (Johnston, 2005) and anthropology of citizenship (Ong, 1999, 2003). In the research process, we have intersected instruments and methodologies coming from the different fields of anthropology and educational sciences. Our hypothesis consists in considering the possibility that exploring the professional field of social educators in SHe with an ethnographic approach could contribute to improve reflexive attitudes of social educators and shape their educational attitudes.

Review: ‘Work in progress’: nurse educators’ views on preparing pre-registration nursing students in Wales for practice in multi-ethnic environments

Review: ‘Work in progress’: nurse educators’ views on preparing pre-registration nursing students in Wales for practice in multi-ethnic environments

‘Work in progress’: nurse educators' views on preparing pre-registration nursing students in Wales for practice in multi-ethnic environments

Nurses need to be adequately prepared to practise competently in increasingly ethnically diverse communities. This study explored nurse educators' views regarding the extent and nature of pre-registration nursing education intended to prepare students for multi-ethnic practice in Wales. A qualitative approach was taken with a purposive sample of programme directors ( n = 6), branch leaders and lecturers ( n = 25) and practice mentors ( n = 35). Data were collected through focus groups, interviews, questionnaire and documentary review. Qualitative data were analysed using thematic analysis and three themes were identified: curriculum design and content, a theory–practice gap and personnel and material resources. Findings indicated that knowledge of the most effective way to prepare pre-registration nursing students for practice in multi-ethnic communities is ‘work in progress’ in Wales. Our findings raise questions about the extent to which the curriculum prepares students to engage with the Welsh social justice agenda. Improved clarity regarding what constitutes an adequate curriculum and improved preparation of nurse educators and mentors to competently and confidently prepare students for working within ethnically diverse communities is required.

Security, Identity, and the Discourse of Conflation in Far-Right Violence

In the aftermath of Anders Breivik’s shooting spree and bombing in Norway, many people asked where did the anger and the violence come from? The article examines the contemporary trends in political and social discourses to conflate opponents with enemies. Popular discourses, television and on-line media, radio talk shows and even newspaper spread the language of threat and insecurity, and the idea that the biggest threats may be the people in our own neighbourhoods, in our own cities, on our own streets. These threatening individuals are those that do not quite fit in; they are familiar foreigners. Similarly it explores the discourses of who should be afforded trust and protection within multi-ethnic, multi-lingual, multi-cultural political and social environments, who exhibits social membership and who should be excluded. The language of austerity and shortage suggests that security is not a human right that all people are entitled to equally. Rather if states can only afford to protect certain people, then by default the state chooses to actively not protect others. This article explores the social and physical consequences these decisions have, particularly when certain individuals decide that they will do what others only talk about: eliminate enemies.

A synopsis of the field of health education in Malawi

Health education can be defined as “any combination of learning experiences designed to facilitate voluntary actions conducive to health”1. Health education is therefore a planned activity, it is not haphazardly done. There are goals and means. Planning is the best predictor of success and “planning mistakes is the best predictor of failure”2. Health education is subsumed under the broader term “health promotion” which itself is said to be “a combination of educational and environmental supports for actions and conditions of living conducive to health”.1 This definition is broader and encompasses social, economic, political and environmental factors that come into play in influencing health behaviour. The field of health education is said to have been primarily a practice-based discipline throughout its history. Its origins can be traced to three traditions defined by the settings in which they operated. These settings were schools, communities and hospitals. One theme that has characterised the development of the field has been the search for an identity. School health education for example “Struggled for a professional identity separate from physical education”3. More recently within the last two decades health educators have attempted to borrow, develop and apply social and behavioural theories to guide practice. Freudenberg et al. point out that four trends have changed the practice of public health in recent years. First the distinctions among chronic, infectious and “social” diseases have become blurred. Health is now seen in a more holistic perspective rather than in categories each requiring a different focus; they all relate to one another. The second change that has impacted public health is the gap in health status between the rich and the poor. Third, the increased multiethnic environments in which health education practitioners work in the west. This has meant that the increased plethora of cultural values related to health has led to the recognition of the need to appreciate variety in approach to dealing with health education related issues4.

‘Latino before the world’: the transnational extension of panethnicity

Studies of panethnic boundary formation focus on multi-ethnic environments like immigrant receiving nations. Central to these accounts are the structured interactions between the ethnic majority and the minorities they perceive as a homogenous group. I argue that theoretical models of panethnicity overlook how panethnic identities may be extended transnationally to migrant sending societies lacking local ethnic interactions. Using multi-sited ethnography and qualitative interviews in Puerto Rico and the Dominican Republic, I illustrate the transmission of panethnicity through globalized Spanish media and interpersonal transnational contact. The political relationship between sending and receiving societies shapes these mechanisms of identity transmission, illustrating the need to make these relationships central to the emerging concept of transnational social fields.

Immigrant Settlement Structures in Germany: General Patterns and Urban Levels of Concentration of Major Groups

This article investigates the settlement structures of foreigners and, specifically, of Turks, ex-Yugoslavs, Italians, Greeks and ex-Soviets in Germany. The main data source is the as yet unexploited dataset of the Inner-city Spatial Observatory, complemented by data from the 2005 sample census and city statistics. Immigrant settlement is shown to be widely dispersed across west German cities. Within cities, ethnic neighbourhoods are rare. Immigrants typically live in multi-ethnic environments. Although differences exist between national groups, the level of ethnic residential concentration is relatively low in Germany. Hypotheses on the reasons for these findings are developed, focusing on the historical circumstances of migration, the structure of the German housing market, immigrant-specific state intervention as well as ethnic group differences regarding financial resources, discrimination and ethnic preferences.

The Construction and Deconstruction of Secularism as an Ideology in Contemporary Muslim Thought

AbstractThis article starts with a sketch of the encounters and experiences of modern secularism in four areas of the Islamic world (Turkey, Arab world, South Asia and Southeast Asia); these point to the diverse conditions and constructions that have become central issues of regional and trans-regional discourse: laizism through reform, nationalism through decolonization, Islamic nationalism through state formation, and tolerance through traditional multi-ethnic environments. In analysing the basic writings of five exemplary modern Muslim thinkers, it is shown that modern Islamic thought, tied to the idea of mutual exclusive ideological constructions of secularism and Islamism, remains ambiguous while at the same time facing the factual unfolding of secularism in Muslim countries: the works of Mawdudi contain absolute denial of secularism; al-Qaradawi argues for the strict opposition and separation of the secular and the religious; al-Attas denies that Western processes of religious secularization are applicable to the development of Islam. On the other hand, Iqbal and Rahman, although maintaining a clear distinction between the secular and the religious, point to coinciding dimensions of religious and secular dimensions in modern political and social life. The reflection of the secular and the religious is highly shaped by historical and political influences as well as by ideologization, thus creating obstacles for fruitful conceptual reconstructions of the given dimensions of the coincidence of both — Islam and the secular conditions of modern society.