Perception Of Cultural Diversity Research Articles

Cultural diversity and Indigenous participation on Australian corporate boards: Harder but better decisions

AbstractThis study explores Indigenous Australians' participation on corporate boards. We confirm the significant under‐representation of Indigenous Australians on corporate boards. Using data collected from semi‐structured interviews with business leaders, we explore their perceptions of cultural diversity and pathways to directorships provided by corporate Australia for Indigenous Australians. Australian business leaders perceive the importance of cultural diversity (particularly in terms of its myriad benefits such as enhanced decision making), acknowledge the problem of limited diversity, and provide insights to improve diversity. Key pathways for Indigenous Australians include skills and experience, education and training, reputation, networking and organisational support.

Cultural diversity and group dynamics in a professional women’s volleyball team

In this study, we explored athletes’ perceptions of cultural diversity regarding teammate interactions and team functioning. Specifically, we explored cultural diversity in relation to national and racio-ethnic diversity. A constructivist qualitative case study approach was employed with a professional women’s volleyball team comprising 11 athletes (Mage = 27, SD = 3.13) representing six nationalities and four racio-ethnicities. The athletes completed demographic and social network questionnaires intended to contextualize our case and to inform follow-up semi-structured interviews. The interviews involved conversations pertaining to team composition, member interactions, and team functioning. Generally, the results indicated that within this professional team, players’ perceptions of cultural diversity were mainly formed around subgroups and perceptions of dissimilarity between the self and the team. The subgroups were largely based on nationality and shared collective experiences with national stereotypes. The athletes also discussed factors such as language and various task and socially related behaviors associated with cultural diversity that impacted teammate interactions and the social dynamic within the team. Our results can serve to guide athletes and coaches interested in capitalizing on the strengths of multicultural professional sport teams.  Lay summary: We examined perceived cultural diversity (i.e., national and racio-ethnic) embedded within a multicultural context of a professional women’s volleyball team. Participants described a natural divide based on nationalities, and how individual behaviors matched their perceptions of national stereotypes. Athletes were generally hesitant to discuss cultural diversity and positioned the topic as “good under certain conditions.” IMPLICATIONS FOR PRACTICE The results from this research can help team managers and coaches to consider the impact that cultural diversity can have on team functioning and recognize the potential for the formation of national subgroups and biased perceptions of teammates’ behaviors. Our findings can reiterate to applied sport psychology professionals and coaches the importance of purposefully considering players’ perceptions of the cultural diversity within a team to identify ways to benefit from their team’s composition.

What if we focus on developing commonalities? Results of an international and interdisciplinary Delphi study on transcultural competence

This article seeks to articulate an invitation to rethink the success factors of global cooperation by using a relational approach. It presents the initial results of a 3-stage Delphi study that was conducted in 2020 with a panel of around 50 experts from different countries and disciplines in order to better understand the concept of transcultural competence. The study questions specifically invited the experts to focus on (1) the determinants of people’s perceptions of cultural diversity, (2) the role and creation of commonalities, (3) the competences that support an approach to cultural diversity aiming at commonalities, and (4) the formulation of corresponding conceptual conclusions as a point of departure for further research and practical application.The results suggest that a relational view could be interpreted as a common denominator within the Delphi group. Following such a relational approach, the core aspirations of a revisited concept of transculturality include to consider individuums in their relations, to refer to context-specific events, constructive processes and the connotation of the beyond, which implies the possibility, ability and willingness of creating new commonalities (without excluding the existence of differences). A relational understanding of cultural complexity thus views cultural commonalities and differences not as opposites, but as complementary resources for cooperation. It thereby hints towards a process-perspective of competence, as well as towards the departure from a static concept of identity in favor of the concept of belonging, which is inherently relational.

Three is Company, Four is a Crowd? Perceptions of Cultural Diversity in the Workplace

AbstractCultural diversity has gained increased validation as a source of greater performance in the context of globalization. This paper examines whether there is an optimum number of foreign coworkers in order to maximize the perceived benefits and minimize the perceived threats of cultural diversity at work. Using a questionnaire survey of 572 Japanese, we found that for perceived benefits of cultural diversity at work, there is no difference between having zero or a token foreign coworker, while more foreign coworkers are associated with moderately higher perceived benefits. For perceived threats, there is a U-shaped relationship whereby interacting with zero or more than three foreign coworkers is linked to higher perceived threats compared to that of only a few foreign coworkers. Our findings reveal that in the Japanese context, interacting with about three foreign coworkers can maximize the perceived benefits while minimizing the perceived threats of cultural diversity in the workplace. Considering diversity in absolute rather than relative terms is an important contribution and implication for business and policy, as Japan and Japanese firms are increasingly dependent on globalization.

Foreign coworker nationality, cultural distance, and perception of cultural diversity in the workplace

PurposeAs Japan has been slowly opening up to foreign workers to supplement its shrinking workforce, local employees have had to deal with increased diversity at work, owing to the presence of foreign coworkers. This paper aims to investigate the relationship between foreign coworkers’ nationality (specifically Chinese, Korean and those from Western countries) and the perception of the benefits and threats of cultural diversity in the workplace by Japanese employees.Design/methodology/approachA sample of Japanese employees working in Japan, half of which working with foreigners, was used, focusing on those Japanese employees who reported working with foreign coworkers of a single nationality.FindingsThe authors found that Japanese workers’ perceived benefits of cultural diversity at work, but not perceived threats, are significantly impacted by the unique nationality of their foreign coworkers. Specifically, the effect of coworker nationality is most apparent for the two benefits of “understanding of diverse groups in society” and “social environment,” whereby cultural distance is significantly and positively related to these perceived benefits. And more benefits from cultural diversity at work are perceived by Japanese employees in the presence of Western or Chinese, rather than South Korean coworkers.Practical implicationsIn the Japanese context, hiring employees from certain distant and heterogeneous cultures and nationalities could increase the positive perception of multiculturalism at work, therefore facilitating diversity management and fostering inclusion in the culture of the firm.Originality/valueVery little research in Japan has examined perception biases among native employees based on the nationality of their foreign coworkers, which is critical as globally minded Japanese firms are trying to increase their level of internal internationalization.

The Professional Profile of Teachers Working with Roma Students based on their Perceptions of Cultural Diversity. A Study in Compulsory Education

Encouraging inclusive and intercultural education has become one of the key objectives for a number of international organisations and educational systems. However, moving towards this goal is impossible without the collaboration of teachers as their perceptions influence the way they organise and carry out their professional activities. The aim of this paper is to define the professional profile of compulsory education teachers working with Roma students in the Italian city of Messina. It is based on a study of their perceptions of cultural diversity and involves 182 teachers responsible for teaching students in the first cycle of compulsory education (6-14 year olds). A quantitative design using descriptive statistics resulted in the identification of two types of teacher profile, one with positions favourable to cultural diversity and the other with views and practices not favourable to it.

Perceptions of Cultural Diversity among Pre-service Teachers

ABSTRACT The present article examines how a group of Norwegian pre-service teachers of English and other foreign languages perceived the term “cultural diversity” when student-centred learning activities were used. A qualitative inquiry, comprising data retrieved from three student-centred activities: student narratives, role-playing, and focus group discussion are thematically analysed. Theoretical concepts from translation theory are applied to discuss students’ perceptions of cultural diversity. The translation of the term in the student-centred learning activities led to individual and collaborative reflection in which controversial connotations and ethical dilemmas were debated. In the student narratives, conventional connotations were appraised; however, differing aspects were emphasized. When role-playing was used, the students’ interpretations were more emotive. The students tended to cast the role of teacher in the majority cultural position, thereby impeding the possibility to view the term in a wider perspective. In the focus group discussion, the students’ multifarious comprehensions regarding cultural diversity were debated.

Changes in Perception of Cultural Diversity in COVID-19 Era

This study investigates changes in the public perception of cultural diversity and significant factors in this change. We analyzed the raw data collected for the 2021 Public Perception Survey on the Future of Korea, conducted by KAPA and found a change in public perceptions of the importance of cultural diversity relative to 2014. A difference was seen according to age and ideological orientation, such that cultural diversity was considered more important with increasing age and more progressive orientation. Finally, personal trust had a positive effect on the importance of cultural diversity and multicultural orientation. Further, trust in government had a positive effect on multicultural orientation, and people with higher trust in government did not think lack cultural diversity. Discussion and future research directions are presented based on the major findings of the study.

Отношение российских учителей к культурному разнообразию в трудных педагогических ситуациях: опыт качественного анализа

Student-related cultural diversity is a phenomenon that characterizes most Russian schools. Intercultural interaction between teachers and students is discussed in the article from the perspective of the model called “Diversity in Organizations: Perception and Approaches” developed by M. Tatar and G. Gorenchik. The purpose of the study was to investigate the content of the ideas of Russian teachers about cultural diversity in the educational environment in the context of solving difficult pedagogical situations when interacting with children of migrants belonging to different cultures. The hypothesis of the study was the assumption that meaningfully different approaches to understanding cultural diversity in the educational environment constitute the interrelated integrated system of views, and their manifestation is largely related to how a teacher copes with difficult pedagogical situations when working with children belonging to other cultures and their parents. To achieve this goal, we chose the qualitative research method, which allows us to focus on the analysis of the respondent’s personal experience. The study was carried out in the format of in-depth interviews involving 6 teachers, who were females, aged 34 to 55 years, living in Moscow, Voronezh region and the Komi Republic. The interview transcripts were analysed using a phenomenological approach. It was established that Russian teachers used all four approaches to assessing cultural differences: Problem, Challenge, Resource and Indifference. It was shown that within different contexts, in different difficult situations, the same teacher could demonstrate a different attitude towards cultural characteristics of migrants’ children belonging to a foreign culture. It was established that cultural differences were the focus of the teacher’s attention in the situation of their problematization, when they created difficult pedagogical situations in combination with bright external markers of the student’s cultural affiliation. The obtained results allow for more effective development of teachers’ professional practice and promote the perception of cultural diversity as a Challenge and/or Resource.

Cultural Diversity in Online Education: An Exploration of Instructors’ Perceptions and Challenges

Purpose/Objectives/Research/Focus of Study This qualitative study investigated online instructors’ perceptions of cultural diversity in the online classroom and the challenges that instructors of online courses encounter in their efforts to incorporate cultural diversity and multicultural learning contents in the online learning environment. An associated goal of the study was to explore the instructional strategies that online instructors use to create conducive online learning environments that value cultural differences as well as the educational experiences of students in online classrooms. Population/Participants/Subjects Fifty full-time instructors of online courses from three universities in the northeastern part of the United States participated in the study. The participants included Clinical Professors of Practice (n = 4), Assistant Professors (n = 18), Associate Professors (n = 16), and Full Professors (n = 12). There were 23 females and 27 males from different academic disciplines and cultural backgrounds. Research Questions Unlike many previous studies, this study sought to uncover online instructors’ perceptions of cultural diversity in the online classroom, the pedagogical strategies they employ to address issues related to cultural diversity in online learning, and the challenges they encounter in their efforts to promote cultural diversity and incorporate multicultural learning content into their online instruction. Specifically, this study explored the following research questions: (a) How do instructors of online courses perceive cultural diversity and the impact of cultural diversity in online learning? (b) What instructional strategies do instructors of online courses use to address issues related to cultural diversity in online learning environments? (c) What challenges do instructors of online courses encounter in their efforts to promote cultural diversity and multicultural learning content in online environments? Research Design This study employed qualitative research design using semi-structured interviews and content analysis to explore instructors’ perceptions of cultural diversity in online learning as well as the challenges encountered by instructors of online courses in their efforts to promote cultural diversity and incorporate multicultural learning content into their online instruction. The qualitative research design was chosen because it allowed the researchers to collect and analyze data about the instructors’ perceptions of cultural diversity based on their own voices, with the aim of producing conceptual explanations of the types of instructional strategies that instructors use to promote cultural diversity in online education and the challenges they encountered in the online classroom. Findings/Results The findings of the study pointed to four themes, namely that: (a) differential perceptions of cultural diversity exist among instructors of online courses; (b) perceptions of cultural diversity depend on the academic disciplines taught by instructors; (c) a variety of instructional strategies—collaborative online learning activities, incorporating multicultural learning activities and global learning content, using cultural awareness activities, addressing the impact of multicultural education— support cultural diversity in the online environment; and (d) there are significant challenges associated with promoting cultural diversity in online teaching and learning. Conclusions and Recommendations Findings revealed that the majority of the instructors view cultural diversity as the recognition of students’ cultural differences within the online learning environment, the ability of instructors to infuse multicultural content into their curriculum, and the capacity of instructors to use a variety of strategies to facilitate instructional delivery to meet the needs of students from diverse cultural backgrounds who study in the online environment. Findings also suggested that instructors’ perceptions of cultural diversity in the online setting vary depending on their teaching discipline and academic preparation. Specifically, instructors in education, social sciences, and engineering demonstrated a good understanding and awareness of cultural diversity. They also felt the need to provide support that enhanced the learning experiences of diverse student populations in the online environment. On the contrary, instructors in the physical sciences did not demonstrate such a good understanding of cultural diversity and showed little knowledge of ways to incorporate multicultural learning content to help diverse student populations achieve academic success in online education. In light of the findings from this study, the researchers recommend that online instructors and instructional designers work toward enhancing their knowledge of cultural diversity and toward incorporating multicultural resources in their curricula to support diverse student populations (including those with learning disabilities) in online education.

Stranger adaptations: public/private interfaces, adaptations, and ethnic diversity in Bankstown, Sydney

ABSTRACTWhile geographical and planning literature has traditionally adopted a macro-scale focus when studying ethnic diversity, this has been recently supplemented by more fine-grained analyses of “everyday multiculturalism.” Although these micro-scale studies recognise that relationships between socialities and spatialities are important, the role of built form in framing these relationships is not much explored. With a view to extending this literature, this paper examines how experiences of ethnic diversity in public space are influenced by built form in the multicultural suburb of Bankstown, Sydney. Drawing on in-depth, semi-structured interviews with residents and users of Bankstown’s town centre, along with ArcGIS maps of the area’s urban morphology, the particular focus is on the role of public/private interface adaptations in affecting experiences and perceptions of cultural diversity. It is argued that these adaptations function as both facilitator and foil for the strategies people employ to negotiate the problematic Simmel associated with “the stranger.”

Pre-Service Teachers’ Perception of Cultural Diversity

Pre-Service Teachers’ Perception of Cultural Diversity

Study of Intercultural Sensitivity among Young People in the Province of Castellón, Spain

Intercultural sensitivity (IS) can be defined as an attitude that reflects the degree of willingness to interact with people from different cultures. In today's diverse and globalised world this attitude is crucial to promote dialogue between cultures and social cohesion, especially in a province like Castellón (Spain) where 18.4% of the population was born in a different country. This study aims to provide a picture of intercultural sensitivity among young people in Castellón, to analyse the possible factors that may influence the development of this attitude, and also to compare two population cohorts (2009 and 2012). The sample consisted of 494 young people of both sexes aged between 15 and 30 years, and the data was gathered using a scale adapted from Chen and Starosta's (2000) IS scale. The results show that in general young people have a medium to high IS (mean score of 88.6 in a scale from 24 to 120), although it lies below the mean found in previous studies. The IS for the 2012 sample was slightly lower than that for 2009, with a difference significant at the 99% confidence level. These data lead us to reflect on how the context, especially that of employment, influences young people's perception of cultural diversity and particularly of the foreign population.

The Visibility of Racism: Perceptions of Cultural Diversity and Multicultural Education in State Schools

The Visibility of Racism: Perceptions of Cultural Diversity and Multicultural Education in State Schools

Perception of Cultural Diversity

The perception of cultural diversity is to accept and respect other nations’ cultures. This means that people need to understand and recognize others` similarities and differences. The differences and similarities might be race, political implications of ethnicity, gender, economic status, nations, physical abilities, religious beliefs, political beliefs, or any other ideologies. The cultural diversity and differences emerge from the ethnic identity. People need to focus on living together with other people who are from different nations.The topic of perception of cultural diversity creates one of the most significant issues today, and the issue also may continue in the future. The cultural groupings make the whole culture in one country. People need to be acknowledged in order to develop and increase their awareness, understanding, opinions and appreciation of the different cultures. People should be aware that each culture, race and ethnicity makes a significant contribution to the world.This study begins by defining culture, cultural diversity and its influence on people and the cultural perception of people. The paper uses quantitative method with survey questionnaire. The structured questionnaire has been used to collect data.During the whole research and after the completion of the research, the researcher should abide by the ethical code of The Economic and Social Research Council (ESRC).The SPSS 16, and the Nvivo10 were used to find and analyse the collected data.The results of this paper show that there have been different views regarding the topic “perception of cultural diversity”. It has been claimed that people should understand each other and go beyond simple tolerance and embrace and respect the rich cultural diversity, ethnicity and various cultures that each individual maintains. DOI: 10.5901/ajis.2013.v2n11p186

UNDERSTANDING OF REGIONAL HISTORY AND PERCEPTION OF CULTURAL DIVERSITY IN DEVELOPING NATIONALISM

This paper is a research article that aims to determine: 1) whether there is a relationship between the understanding of the history of the area and the attitude of nationalism, 2) the relationship between the perception between the cultural diversity and the attitude of nationalism, and 3) the relationship between the understanding and perception between the area’s history of cultural diversity and the attitude in the students of nationalism of History Education Program in FKIP Unlam Banjarmasin. The findings of this research are there is a significant positive relationship between the understanding between the history of the area and the perception of cultural diversity with the nationalism attitudes of students. This implies that fostering an attitude of nationalism among students of educational history should be done by strengthening the understanding of local history, especially the history of the struggle in the area and instill a positive perception of the nation’s cultural diversity.

Beyond barriers: The challenge of cultural diversity for nurse academics in the Australian context

In spite of the increasing significance of cultural diversity for nursing, some Australian nurse teachers are not well prepared for the challenges they face, nor have nursing curricula been re-conceptualized to meet the changing needs of society and more specifically nursing students. Although numerous teaching and Learning programmes for inclusion of diversity are reported in the literature, both within Australia and overseas, there appears to be little commitment to the adoption of a more fundamental change in curricula and teaching and learning practices. In particular there appears to be little attention to how teachers negotiate meaningful social dynamics within multicultural learning contexts. This article reports on the findings of a study carried out across two Schools of Nursing in Australia. The purpose of the study was to explore why schools have been reluctant to move to more culturally diverse models of teaching and learning. This paper reports on the findings of focus groups with teachers about their experiences of teaching in the context of cultural diversity. Study findings explore teachers' perceptions of cultural diversity and its impact on teaching and learning nursing. Teachers reported a range of tensions arising from lack of a shared philosophical view about curricula generally, lack of consideration of diversity as a significant issue for both teachers and students, limited perceptions of community as a key driver of curricula and a reluctance to address the difficult and contentious issues arising from diversity in the classroom.

The Number of Members as Determining the Sociological Form of the Group. I

Previous articleNext article FreeThe Number of Members as Determining the Sociological Form of the Group. IGeorg SimmelGeorg Simmel Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by American Journal of Sociology Volume 8, Number 1Jul., 1902 Article DOIhttps://doi.org/10.1086/211115 Views: 712Total views on this site Citations: 141Citations are reported from Crossref PDF download Crossref reports the following articles citing this article:Philippe ORSINI, Remy MAGNIER-WATANABE Three is Company, Four is a Crowd? Perceptions of Cultural Diversity in the Workplace, Social Science Japan Journal 25, no.22 (Apr 2022): 247–272.https://doi.org/10.1093/ssjj/jyac003Helen Lawton Smith, Loet Leydesdorff Have Quadruple and Quintuple Helices Emerged? 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